The Hispanic Outlook Magazine September 2016

VOLUME 26 • NUMBER 12 SEPTEMBER 2016

LATINO MILLENNIAL FOOTPRINT OF THE 2016 ELECTIONS

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THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE VOLUME 26 • NUMBER 12

FEATURED ARTICLE

“Our study indicates that we think women’s welfare should be preserved over men’s...

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PUBLISHER JOSÉ LÓPEZ-ISA EDITOR IN CHIEF MARY ANN COOPER WASHINGTON DC BUREAU CHIEF PEGGY SANDS ORCHOWSKI CONTRIBUTING EDITORS CARLOS D. CONDE, MICHELLE ADAM EDITOR EMERITUS MARILYN GILROY CONTRIBUTING WRITERS GUSTAVO A. MELLANDER CHIEF OF HUMAN RESOURCES & ADMINISTRATION TOMÁS CASTELLANOS NÚÑEZ CHIEF OF ADVERTISING, MARKETING & PRODUCTION MEREDITH COOPER RESEARCH & DEVELOPMENT DIRECTOR MARILYN ROCA ENRÍQUEZ ART & PRODUCTION DIRECTOR RICARDO CASTILLO DIRECTOR OF ACCOUNTING & FINANCE JAVIER SALAZAR CARRIÓN SALES ASSOCIATE SERGIO LUGO ARTICLE CONTRIBUTORS GARY STERN, SYLVIA MENDOZA, MICHELLE PERALES, MICHELLE DAVIS

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PUBLISHED BY “THE HISPANIC OUTLOOK IN HIGHER EDUCATION PUBLISHING COMPANY, INC.” Editorial Policy The Hispanic Outlook in Higher Education Magazine® (ISSN 1054-2337) is a national magazine. Dedicated to exploring issues related to Hispanics in higher education, The Hispanic Outlook in Higher Education Magazine®is published for the members of the higher education community. Editorial decisions are based on the editors’ 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 in Higher 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 in Higher 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 in Higher Education Magazine®.

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THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE SEPTEMBER 2016

Table of

CONTENTS

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10 14

21

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LATINO MILLENNIAL FOOTPRINT OF THE 2016 ELECTIONS Will They Vote? Only Time Will Tell.

by Michelle Adam

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CELEBRATING HACU’S EXECUTIVE DIRECTOR ANTONIO FLORES In His 20th Year and Still Going Strong

by Gary Stern

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FROM MILITARY TO CIVILIAN LIFE Reaching Veterans in the Classroom

by Sylvia Mendoza

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HALL OF EXCELLENCE INDUCTEES SERVE AS ROLE MODELS HACU Honors Excellence in Higher Education

by The Hispanic Association of Colleges and Universities

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HSIS AIM TO BOOST POLITICAL, CIVIC ENGAGEMENT University of Houston-Downtown’s Walk 2 Vote Event

by Michelle Davis

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BUILDING AN INFRASTRUCTURE TO INCREASE HISPANIC STUDENT SUCCESS Recognizes Importance of Creating a Welleducated Future Workforce

by Michelle Perales

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COOKE FOUNDATION REPORT SPOTLIGHTS LACK OF DIVERSITY Recommends Actions Top Colleges Should Take to Increase Enrollment of Low-Income Students

by The Jack Kent Cooke Foundation www.HispanicOutlook.com • 5

LATINO MILLENNIAL FOOTPRINT OF

THE 2016 ELECTIONS Story by Michelle Adam

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atinos, and specifically Latino millennials who make up nearly half of Latino voters, have the potential of significantly impacting this fall’s election. The question remains, though, if they will vote, and if they do, for whom they will vote.

Latino millennials who like all millennials are adults between the ages of 18 and 35, make up 44 percent of all Latinos eligible to vote in the upcoming elections. Since the 2012 elections, 3.2 million Latinos have joined this millennial group and are now able to impact the 2016 presidential vote. Yet, tradition has it that Latino voter turnout has remained consistently below 50 percent during the past three decades—compared to 67 percent for Blacks and 64 percent for Whites in the 2012 elections— and it may be unlikely that the Latino millennial population will change any of this.

Defining Millennials Before determining whether or not Latino millennials will impact the 2016 elections, it’s important to understand who they are. Jose Villa, president of Sensis Agency, a cross-cultural advertising agency that 6 • September 2016

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has initiated The Hispanic Millennial Project, has been looking at exactly this in the past few years. He and his cohorts have tracked this market subgroup of Latinos through the project’s innovative research initiative since 2014.

“Politically they are kind of in the middle. They share a lot of similar attitudes and beliefs to their parents and older counterparts. They still have one foot in the immigrant experience and one from the native American experience,” Villa said. “In one sense they are very optimistic. They still believe in the American Dream and that hard work will achieve success compared to White millennials who have a less positive view. This is the group that won’t probably want to ‘go back to America being great again.’ They think it is great.”

According to Villa’s research, this group of millennials places a high importance on education and holds traditional values of building family and owning a home and car.

This compares to what he sees as the stereotypical White millennial that is seen as more nihilistic, and is delaying starting families and buying homes.

Among Latino millennials, 44 percent are foreign born and make up a large part of this subgroup. Because of this, they tend to be more satisfied with this country and more religious. Villa says the foreign born tend to be more conservative and entrepreneurial. But, when it comes to politics, Latino millennials at large are “a group that is up for grabs.” They are the ones driving up the number of Latinos eligible to vote, and among them are Puerto Ricans who have moved to the mainland.

When it comes to topics of concern for them, they are no different in their responses than Latinos in general. The economy, immigration and education are, in this order, the three top issues of concern for them according to The Hispanic Millennial Project.

While this research shows that Latino millennials could vote for either party—Republican or Democratic—the question remains whether they will actually vote when the time comes. “Younger voters in general don’t vote as much as older voters, and Hispanics are less likely to turn out in large num-

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bers,” said Villa based on data from earlier elections. “This group has two things going against it.”

Villa added, “They are unlikely to vote in large percentages unless they are brought out by key issues or a person. One of the candidates has the potential to bring them out to vote against him. His rhetoric on immigration and comments he’s made on Hispanics have the potential to motivate a larger percentage to come out and vote against him than otherwise would.”

Latino Voting Trends Villa and Jens Manuel Krogstad, writer and editor for the Pew Research Center, both concurred that Latinos and Latino millennials are most likely to have the greatest impact in swing states such as Col-

orado, Utah, and Arizona. They agreed that California and Texas, states with the largest concentration of Latinos, typically cancel each other out in the elections.

Also, when it comes to the direction of the overall Latino vote, Latinos have traditionally voted for Democratic candidates. In the 2012 elections, more than 70 percent of Latinos voted for Barack Obama, Krogstad noted.

“But the Latino vote isn’t monolithic. Cuban Americans have traditionally backed Republicans, but even that is changing with newer Cuban immigrants,” he said. “With a more recent survey we did, there was more support overall for Hillary Clinton, but this wasn’t uniform across different groups.

English-dominant Latinos were less

When it comes to politics, the foreign born tend to be more conservative and entrepreneurial.

But, when it comes to politics, Latino millennials at large are “a group that is up for grabs.” www.HispanicOutlook.com • 7

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unified in their support of Clinton, whereas 80 percent of Spanish-dominant Latinos support her.”

According to the Pew Research Center’s report, Hispanic Voters and the 2016 Election, “Hillary Clinton currently has a 66 percent/24 percent advantage over Donald Trump among Hispanic registered voters.

Clinton’s lead among Latino voters extends across many demographic subgroups. Among millennials (18to 35-year-olds)—who make up 44 percent of all Hispanic eligible voters—Clinton leads 71 percent/19 percent. Her advantage is roughly as large (65 percent/26 percent) among older Hispanics (those 36 and older).”

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In addition, the report notes, “Clinton’s lead is somewhat larger among Hispanic women than it is among Hispanic men. Among Hispanic women, 71 percent say they support Clinton while 19 percent say they support Trump. By contrast, among Hispanic men, 61 percent support Clinton, and 30 percent support Trump.”

For the upcoming elections, the size of the Hispanic electorate is expected to number 27.3 million eligible voters, which is 12 percent of all eligible voters (almost half of these are millennials). “Their share of the overall electorate is increasing, and one of the milestones in 2016 is that for the first time Latinos make up just as

much as the electorate Blacks,” Krogstad said. “Blacks, though, have a higher turnout rate.”

Will Latino Millennials Vote?

Given the large contingency of millennials among Latino voters (and the young median age of 19 for U.S. born Latinos compared to the median age of 30 to 40 years old for Whites), the likelihood that millennials will impact the Latino vote is high—that is, if they vote.

“Latino millennials really have a large footprint in the Latino electorate,” Krogstad concluded. “But when it comes to the elections this fall, the big question is, will they vote?”

The answer: only time will tell. •

FORGET THE SCISSORS AND GLUE New Product

a Boost to Student and Professional Architects Story compiled by Mary Ann Cooper

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here is no doubt that the digital age has transformed many academic fields of study on the undergraduate and graduate level. Architecture is no exception to that trend. However, one of the ways that architecture has not progressed has been in the way architects ply their trade. Most specifically, the ability to display scale models of their creative proposals to prospective clients.

As an architect, Damien Murtagh realized the benefits of presenting a physical model to clients far outweighed any impact a drawing could ever have. So in 2009, he began to investigate ways of radically improving current methods while taking inspiration from a contemporary building system he was simultaneously developing. Five years and numerous prototypes later, he had invented Arckit, the world’s first architect’s reusable scaled model building design kit.

What he discovered was that this was not only an important professional tool for established architects, it was a valuable teaching tool on all levels from students as young as 12 to undergraduate and graduate students completing projects as part of their class course curricula.

“Architects have always used models as a means to explore and communicate ideas, Murtaugh explained. “Today however, cutting and gluing materials is no longer feasible due to time and cost constraints involved.

Arckit is a groundbreaking freeform modeling system that opens up a whole new way for architects and everyone to physically visualize their designs.”

Hispanic Outlook asked Murtaugh how he made the leap from using Arckit strictly as a business application to a teaching tool for students. For Murtaugh, it wasn’t a great leap. “I always believed that once our components were easy enough to assemble, that Arckit would, in fact, open up architectural design and precision model making to everyone. I also could see its educational benefits in terms of being a spontaneous design tool with vast building capabilities.”

Once he tested that theory, the results were impressive. “We launched two years ago, and I immediately saw the impact it was having on children who grasped Arckit instantly,” Murtaugh told Hispanic Outlook, “and the many hundreds of parents who told us ‘this should be taught in schools.’ We soon

began to get serious interest from schools and universities, and many started to purchase our products. So we knew early on that Arckit Education was going to be a fundamental part of our product and business.”

As of 2014, several schools and universities around the world committed to making Ackit part of their architecture and design courses. Arckit’s first pioneers in education are the University of Huddersfield in the United Kingdom and Loretto Kirribilli Senior School in Sydney, Australia. They were the first secondary school and university in the world to officially include Arckit as part of their curriculum to use alongside digital software for architectural design.

For more information about Arckit, visit www.arckit.com

ANTONIO FLORES Celebrating His 20th Year as Executive Director

of the Hispanic Association of Colleges and Universities (HACU) and Still Going Strong Written by Gary M. Stern

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ost executive directors of non-profit educational organizations burn out. It’s just an expected result of running an organization with limited resources and excessive hours.

And then there’s Antonio Flores who was named president and

executive director of the San Antonio, Texas-based Hispanic Association of Colleges and Universities (HACU) in 1996. Persistent, resolute and tireless, 68-year-old Flores is committed to improving everyone of the colleges that HACU serves. In fact, those colleges educate three million Latino students or nearly two thirds of the Latinos attending college in the U.S. About 25 percent of its undergraduate members attend Hispanic Serving Institutions (HSIs), which are growing in number and stature.

Under Flores’ leadership, HACU has tripled its membership from 161 colleges to 489 colleges, fought to increase federal funding and secured millions of dollars in private funds.

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PHOTO COURTESY OF HACU BY CARA FANDELL

In this question and answer interview, Flores explains HACU’s main accomplishments and what keeps him going as he celebrated his twentieth anniversary of running HACU. Hispanic Outlook: Most executive directors at educational non-profits burn out. What keeps you going after 20 years?

Antonio Flores: I think three things keep me going: 1) First of all is my strong commitment and passion for the mission of this organization, which is to champion Hispanic success in higher education; 2) Recognizing that although we’ve achieved a great deal since I joined HACU that we’ve just scratched the surface and need to close the persistent gap in educational attainment between Hispanics and the rest of the country; 3) The tremendous sense of satisfaction and reward of what we do is reflected on the faces of young

people who earn degrees, and the many we help move from college degree to employment. Everything we do as an organization energizes me.

HO: After 20 years at HACU, what accomplishments are you proudest of?

Antonio Flores: One of our main tasks is to advocate for people we represent.

We’ve persuaded Congress to invest nearly $3 billion over the last 20 years in programs that are geared toward advancing Hispanic success at HSIs. But also what’s begun to take root is many more colleges are embracing and making their own identities.

HO: What benefits do most of your member colleges want from HACU? Antonio Flores: Of course the HSI’s want us to continue to generate funding from Congress and the govern-

ment, so they can do an even better job of serving Latinos. Secondly, they want us to bring them together at our annual conference and regional meetings, so they can share what’s working best in advancing the educational success of Latinos and discuss best practices.

They also want us to continue to offer the internships that have led to 12,000 internships. Most are paid internships, many with the federal government and over the last 10 years, increasingly with corporations.

HO: In many, if not most, states, college funding has been cut. What problems is this creating for colleges that serve Latinos?

Antonio Flores: It diminishes their capacities to enroll the growing number of students who want to go there.

They can’t provide the quality of faculty and everything that goes with increaswww.HispanicOutlook.com • 11

ing enrollment. It also forces them to increase fees and raise tuition to make up for that deficit. Therefore, students have to come up with more money for resources they don’t have and must borrow. That leads to horror stories of so many students saddled with debts.

HO: What specifically can colleges with large Latino student bodies do to counteract these budgetary cutbacks?

Antonio Flores: We need to persuade legislators on state and federal levels to make higher education a priority rather than building prisons, one of the fastest growing sectors. We need to switch to remediation in prison and human capital development. We have to persuade policy makers that they have to invest more and not cut in areas of education and workforce development.

12 • September 2016

HO: For example, which colleges have taken the lead to overcome these budget cuts?

Antonio Flores: Practically all of them are doing something. What comes to mind is one of the largest public higher education systems in the country is California State University, which enrolls close to half a million students. It had to reduce and shrink enrollment from year to year due to government cuts during the recession and beyond. They had to come up with ideas to stretch dollars and think about how to get new revenue from the private sector. Many developed strong developmental offices to knock on the doors of corporations and foundations to ask them for help.

If you ask 23 California state campuses, they’ll give you clear examples of what they did.

HO: The number of Latino alumni is growing. What role can they play?

Antonio Flores: We’d like alumni to be more engaged in support of their alma maters and make every effort to target funding for financial and scholarships for Latinos, especially those from low income backgrounds who might not go to college without additional help.

These alumni are role models and can serve as mentors to help young people succeed.

HO: The Higher Education Act is due for reauthorization. What would you like to see happen with it?

Antonio Flores: We’d like to see an expanded version of Title V, the main title of the law that supports HSIs, and is now inadequate. Because every

PHOTO COURTESY OF HACU BY DOUGL AS STEVENS, SNAPH APPY PHOTO S

HO: Increasingly, the children of the top 10 percent of earners get into college, and the bottom 25 percent find it hard to pay for college. What changes would you like to see happen to change this inequality?

year about 30 new HSI’s emerge, and the money isn’t growing; the funding has remained stagnant. Therefore, the money is diluted for more institutions.

We’d like to see a greater understanding

by Congress of how critical Latinos are for the well-being of the entire nation.

HO: Latino population is the fastest growing population in the U.S., and we need more Latino STEM majors. What would you like to see the National Science Foundation (NSF) do to accomplish this goal?

Antonio Flores: We’d like NSF to set up a program specifically to help HSI’s develop more and better capabilities in the STEM field, so more Latinos students can get the benefit of these programs. The House has passed this bill, but the Senate hasn’t acted.

Antonio Flores: I’d like to see three things: 1) The federal investment needs to be increased in higher education for student aid, so lower-income families can support their kids; 2) I’d like states to come back to levels that operated 20 years ago; 3) I’d like to see the private sector and big corporations that benefit from top-notch labor from university graduates invest more money in education, rather than what Google and Apple are doing, by putting millions of dollars into foreign banks.

HO: But Latinos still lag behind other groups in terms of college attainment.

Pew Research Center reported just 15 percent of Latino’s earned a bachelor’s degree compared to 40 percent of Whites and 20 percent of African Americans. What can be done to improve that figure?

Antonio Flores: More than half the battle for Latino success in higher education has to be won in K-12 classes.

State and federal governments have to target more resources where there is a higher number of Latinos. Latinos today are the most segregated students in K-12, more so than African Americans. In most of their districts, they don’t have the most qualified teachers or the most rigorous curriculum or are well-prepared for college success. The more remediation they need, the less chance they have of finishing their degree.

HO: How long can you keep going?

Antonio Flores: I’m approaching that inevitable day when I can say, “Okay, someone needs to come in and do this

“We’d like alumni to be more engaged in support of their alma maters and make every effort to target funding for financial and scholarships for Latinos, especially those from low income backgrounds who might not go to college without additional help.

These alumni are role models and can serve as mentors to help young people succeed.”

Antonio Flores job, yet I don’t know when that will be.”

As long as my health holds up, and wife supports me, and I can continue to deliver high quality work, I’ll keep going.

HO: To what do you attribute HACU’s success?

Antonio Flores: There are several factors including the great team of people in San Antonio, Washington, D.C. and Sacramento, our members and our governing board, and we’ve become a better known organization with federal agencies and corporate partners. • www.HispanicOutlook.com • 13

From Military to Civilian Life Reaching Veterans in the Classroom Written by Sylvia Mendoza

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r. Omar Lopez saw a wave of patriotism that flowed from the Rio Grande Valley in Texas, even though it was one of the poorest counties in the U.S. His father, grandfather and other relatives served in the Armed Forces during several wars. With the examples they set, Lopez’s daily observations of veterans’ experiences and well-being left a definitive mark on his career decisions. His vision became clear: to confront society’s most vulnerable populations—Hispanics, military veterans and adult students at risk—and make a difference for them.

“The men in my family never really spoke deeply of their experience,” Lopez said. “The life experiences and stories they shared as I grew up instilled in me a respect and admiration for veterans—men and women—who have made the greatest sacrifice to defend our freedom and American way of life.”

Often times, veterans have a difficult transition to that way of life, to a civilian way of life. The transition from non-college life to an academic one adds another layer of complexity. “Our department began receiving more veteran students 14 • September 2016

Omar Lopez

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in 2010, around the time the military was beginning to downsize from overseas deployment. I noticed that not much was available to support veteran students, especially for those with PTSD (Post Traumatic Stress Disorder) or TBI (Traumatic Brain Injury).”

As a professor in the Department of Occupational, Workforce, and Leadership Studies in the College of Applied Arts at Texas State University, Lopez focused on veterans and their needs in his classes. He noted how professors’ teaching strategies and practices within the context of students’ learning needs was lacking.

They were less in tune for veterans.

“Vets in transitions—they’re lost,” Lopez explained. “Student veterans remain at risk for academic success. What we do in our teaching contributes to students’ learning in the classroom, but how we do our teaching is what makes the differ-

ence to students’ academic success.”

Lopez who teaches entrepreneurship, work-based learning and supervised field-based student projects, believes that to be conscientious of veteran students and their needs, faculty have a responsibility to create learning environments where all students can be self-motivated to achieve academic success. However, faculty must first identify their individual philosophy of teaching.

A common interest in veterans’ well-being brought together Lopez, Dr. Stephan Springer, an Associate Professor and former department chair who also served as a Colonel in the Texas State Guard; and Jeffrey Nelson, a graduate student completing a research study on the use of service dogs as an intervention for veterans with PTSD. They delved into the five principles of effective instructional practice identified by the Nation-

al Research Council (NRC). Their research produced Veterans in the College Classroom: Guidelines for Instructional Practices. Drawing on cognitive, developmental and educational psychology, and brain research on how people learn, they connected how the five principles create effective learning among students. “The core of these principles tap into our very nature of who we are as human beings—social-seeking animals capable of constructing from prior experiences new learning through meaningful knowledge in a variety of contexts guided by relevant feedback.”

The principles should be grounded in four broad reflection categories: teaching and learning, goals, students and self. “Only by knowing one’s values, beliefs and expectations as a teacher can we become fully aware of our students and their learning needs.” www.HispanicOutlook.com • 15

Teachers Can: • Connect students’ learning to previous experiences (introduce new material in a familiar context).

• Socialize the classroom learning experience (a buddy system or team work is better than individual work; inter-reliance among service members to support each other is strong).

• Differentiate the instructional context (visual, auditory, interactive, print-oriented, tactile, kinesthetic and olfactory learning styles).

• Prepare connected, organized and relevant material (keeps them focused and on task).

• Schedule feedback and active evaluations (helps define strengths, vulnerabilities, values, dreams and fears).

Awareness First Take the time to learn which students are veterans. Realize some vets can react strongly to teaching strategies that act like triggers. These can be as innocent as showing a World War II documentary or banging on a desk to get attention. Awareness of differences in veteran students that are sometimes confused with deviance or that something is wrong can set them up for failure. “We believe nothing is wrong with student veterans that the practice of NRC principles cannot overcome,” Lopez said.

It is a matter of practicing a philosophy of teaching that improves awareness of potential needs. For example, body language, behavior and/or physical conditions such as profuse sweating or panting for air, may require special medical assistance. Classroom management rules 16 • September 2016

that allow students to leave to attend to personal matters relieve stress.

Poor or late attendance, outbursts or incoherent discourse in class, or late submissions of assignments may need referrals to additional resources. Sometimes medications factor in. Many students with PTSD and some with other disorders are on psychotropic medications that have all kinds of benefits but also disadvantages that become debilitating, Lopez said.

Setting Vets up for Success Returning to school is a major shift in veterans’ lives and way of thinking. Even though most veterans tend not to ask for help, when professors articulate clearly what’s expected in the class, the chance for success is greater, Lopez explained.

“How and when we do communicate with students matters. They have to have a purpose behind that academic pathway.”

This success goes beyond the classroom and can affect their careers, health, relationships and opportunity to give back to the community. Professors are responsible for creating a learning environment that is nurturing and in tune to individual needs yet sets high standards.

Using online technologies like discussion forums, blogs and email as well as traditional strategies, the students might just transition better as they learn how to work in teams, act, set expectations, approach professors, develop skills and advocate for themselves.

“At the end of the day, you as instructor can make or break a veteran student’s success,” Lopez said. “Be an authentic teacher and help push

“Vets in transitions— they’re lost. Student veterans remain at risk for academic success.

What we do in our teaching contributes to students’ learning in the classroom, but how we do our teaching is what makes the difference to students’ academic success.”

Antonio Dr. Omar Lopez, professor n the Department of Occupational, Workforce, and Leadership Studies in the College of Applied Arts at Texas State University

them out of the shadows into the light, so potential future employers can see how capable they are.”

Quick Tips • Become familiar with military culture. Online sources like Operation College Promise offer relevant info. http://www.operationpromiseforservicemembers. com/CVSP_Program.html • Familiarize yourself with your institution’s resources and programs for veteran students’ needs, including health issues, academic support and referrals.

• Read “Veterans in the Classroom” http://alx.sagepub.com/supplemental •

HACU Honors

EXCELLENCE IN HIGHER EDUCATION Story courtesy of Hispanic Association of Colleges and Universities

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he Hispanic Association of Colleges and Universities (HACU) established the HACU Hall of Champions to honor those who embody the mission of the Association through exemplary efforts “To Champion Hispanic Success in Higher Education.” They began this practice in 2011 with the induction of Antonio Rigual and have continued every year including in 2015 with the induction of Cruz Reynoso. Here are the honorees of HACU’s Hall of Champions.

ANTONIO RIGUAL Throughout his higher education career, the late Dr. Antonio Rigual demonstrated a great commitment to championing Hispanic higher education success as a professor of Spanish, a university administrator and a pioneer of Hispanic higher education on a national level.

Rigual’s passion for education and his great vision opened the path to educational opportunities for many students. He served on numerous national and San Antonio commissions and received a variety of awards including being named OLLU’s first Moody Professor (1971), the Fleming Award for Exemplary Faculty Service at OLLU (2000) and San Antonio’s Ford Salute to Education Award (Education Category) in 2006. He was a member of the American Association of University Professors.

He passed away December 9, 2014.

www.HispanicOutlook.com • 17

PHOTO COURT ES Y OF H ACU.NET

Born in Cuba and transplanted to the U.S. at age 15, Rigual started teaching in 1971 at Our Lady of the Lake University (OLLU) after earning a Ph.D. in Foreign Languages at Louisiana State University. Besides serving as Professor of Spanish, he served in various senior administrative roles, including provost, vice president for institutional advancement and vice president for university relations and also served on numerous university councils/committees.

TOMÁS A. ARCINIEGA As a member of the HACU Governing Board from 1994 to 2000 and again from 2003 to 2011 and past Governing Board Chair (1996-97), Tomás A. Arciniega helped build HACU’s membership to more than 400 colleges and universities serving the largest concentrations of Hispanic higher education students in 26 states and Puerto Rico. His public championship of the country’s fastest-growing school-age population helped HACU win millions of dollars in support from the federal government and the private sector for Hispanic college students and the higher education institutions that serve them.

Arciniega was a presidential appointee to the National Council on Education Research; member, Board of Directors, Aspen Institute; member, Air University Board of Directors; member, Board of Trustees, Educational Testing Service; founding member, Board of Trustees, Tomás Rivera Policy Institute, Claremont Colleges; member, Board of Directors, National Hispanic Scholarship Fund; past president, Western Association of Schools and Colleges (WASC); member, Board of Directors, Mathematics, Engineering and Science Achievement (MESA).

PHOTO COURTESY OF HACU.NET

He served as provost at California State University, Fresno from 1980 to 1983, and in 1983, he was named president of California State University, Bakersfield.

ANNA SOLLEY

Solley has served on the Arizona Commission for Postsecondary Education, Arizona Women’s Employment and Education Board as secretary, Arizona State University Downtown Business Advisory Council, National Community College Hispanic Council (NCCHC) Board as past president, Raul H. Castro Institute Advisory Committee and St. Joseph’s Hospital Community Advisory Board. In addition, she has been a consultant-evaluator and a member of the Institutional Actions Council (IAC) for the Higher Learning Commission of the North Central Association and has served in the past as the Maricopa Representative to the League for Innovation and as an AACC Board member.

In addition, she is the founding board president of the National Association of Community College Teacher Education Programs.

18 • September 2016

PHOTO COURT ES Y OF H ACU.NET

Dr. Anna Solley brought 36 years of higher education experience to her role as president of Phoenix College. Solley’s extensive career exemplified a lifetime commitment to the community college mission. With accomplishments as an instructional and administrative leader, she has developed expertise in every facet of college leadership. Solley assumed the role of acting president of Phoenix College in January 2005 and was appointed president on April 25, 2006.

CARLOS HERNÁNDEZ Carlos Hernández, a psychologist who has extensive public service experience in higher education, served as president of New Jersey City University from 1993 to 2012. Under his leadership, the institution, formerly known as Jersey City State College, expanded its scope, underscored its urban mission and attained university designation on May 29, 1998. Prior to his appointment, Hernández served in various capacities at the institution: as provost, vice president for academic affairs, executive assistant to the president and member of the faculty.

In New Jersey, Hernández served as chair of the Presidents’ Council Academic Issues Committee and is currently a member of the committee.

PHOTO COURTESY OF HACU.NET

Hernández is a former member of the Board of Directors of the American Association for Higher Education and chaired the Association’s Hispanic Caucus. He is also a former member of the Governing Board of the Hispanic Association of Colleges and Universities and served as a member of the American Council on Higher Education’s Commission on International Education. Hernández served on the NCAA Division III Presidents’ Council. He is a reader and visiting team member for the Middle States Association of Colleges and Schools. Hernández was formerly a Middle States Commissioner.

AGNES MOJICA

She was the first Puerto Rican to preside over the Governing Board of the Hispanic Association of Colleges and Universities (HACU). The Inter American University of Puerto Rico, the Citizens of Hormigueros, the Lion’s Club, the Chamber of Commerce, the American Cancer Society and the Association of Hispanic and Black Professors of New York University, among others, have all recognized Mojica for her outstanding service and achievements.

www.HispanicOutlook.com • 19

PHOTO COURT ES Y OF H ACU.NET

Agnes Mojica is a distinguished Puerto Rican educator who has served as Chancellor of the Inter American University of Puerto Rico’s San Germán Campus since 1991.

She received her Bachelor of Arts degree in Political Science magna cum laude from the Mayagüez Campus of the University of Puerto Rico where she was recognized as an outstanding alumna in 1997 and which designated her as an Illustrious Alumna in 2001.

She obtained a Master of Arts in Latin American Studies from the University of London where she initiated studies toward a doctorate degree. Her research and presentations are both within and outside of Puerto Rico and have been in the areas of political violence, the political implications of world’s energy resources and the role of education in the conservation of the natural resources and in economic development.

ALEXANDER GONZALEZ Alexander Gonzalez served more than three decades as a professor and education leader, including the last 12 years as the 11th president of California State University, Sacramento, one of the largest universities in the California State University’s 23-campus system.

A native Californian and the first person in his family to graduate from college, Gonzalez has devoted his career to ensuring greater opportunities for students.

Additional past service includes chairing the Governing Board of the Hispanic Association for Colleges and Universities (HACU) and an appointment by Governor Arnold Schwarzenegger to the California Student Aid Commission. He spent six years as a commissioner for the Western Association of Schools and Colleges – the accrediting agency for higher education institutions in California and Hawaii – and was a member of the president’s Advisory Commission of Educational Excellence for Hispanic Americans.

PHOTO COURTESY OF HACU.NET

Following his belief that universities and communities must work together to improve lives and opportunities, Gonzalez has served as a board member of Valley Vision, an organization committed to improving the Sacramento Region. His previous service to the community includes the boards of directors for Sutter Health and the Crocker Art Museum. Gonzalez also has served as a board chair for the National Endowment for Financial Education (NEFE).

CRUZ REYNOSO The Honorable Cruz Reynoso is a professor of Law Emeritus at the University of California, Davis and was the inaugural holder of the Law School’s Boochever and Bird Chair for the Study and Teaching of Freedom and Equality. The chair recognizes outstanding scholarship and teaching along with a commitment to preserving and expanding the understanding of “the virtues necessary of a great republic.”

In 2000, President Bill Clinton honored Reynoso with a Presidential Medal of Freedom, the country’s highest civilian honor, for his lifelong devotion to public service. Reynoso has also been honored with the Hispanic Heritage Foundation’s Hispanic Heritage Award in Education and the American Bar Association’s Robert J. Kutak and Spirit of Excellence Awardsas well as the UC Davis Medal, the university’s highest honor.

20 • September 2016

PHOTO COURT ES Y OF H ACU.NET

A former Associate Justice of the California Supreme Court, Reynoso is recognized for his leadership in civil rights, immigration and refugee policy, government reform, the administration of justice, legal services for the indigent and education. Reynoso has served as vice chair of the U.S. Commission on Civil Rights as well as a member of the Select Commission on Immigration and Human Rights.

HISPANIC-SERVING STATE COLLEGES AND UNIVERSITIES Aim to Boost Political, Civic Engagement Adapted from a story originally authored by Michelle Davis in AASCU’s Spring 2016 Public Purpose magazine

S

hortly before election day on the campus of the University of Houston-Downtown (UHD), hundreds of students gather for a rally to hear from inspirational speakers, interact with local artists and politicians and applaud hip-hop groups and other musicians.

Then, en masse, the group walks several blocks to a polling station, and everyone votes. Texas law allows early voters to cast their ballots at any polling place, so organizers of the “Walk 2 Vote” event capitalize on that, said senior John Locke, president of the Student Government Association.

The “Walk 2 Vote” event is just a part of the school’s nonpartisan efforts to increase political engagement, giving the UHD a 50 percent student voter rate in 2012. It’s a notable achievement on an overwhelmingly racially diverse and non-traditional student campus; 71 percent of registered students voted in that election.

~ In contrast, nationwide election turnout by Hispanic youth in 2012 (36.9 percent) decreased from 2008 and was significantly lower than that of White (46.1 percent) and African-American (53.7 percent) youth according to the Center for Information & Research on Civic Learning and Engagement (CIRCLE) at Tufts University. CIRCLE also found that Latino youth are least likely to be broadly engaged and most likely to feel civically alienated, yet they are interested in having conversations about important public issues.

Hence, state colleges and universities (SCUs) with a significant number of Hispanic students are working to boost both political and civic engagement on campus. Improved voter turnout and a more civically active student body have long-term benefits, said Jennifer Domagal-Goldman, national manager for the American Association of State Colleges and Universities’ (AASCU) American Democracy

Project (ADP), which aims to prepare students to be informed, engaged citizens within their local communities.

“Creating a positive climate on campus for nonpartisan political learning and engagement, and advancing democracy are what this is really all about,” she said. “We have to be able to move the needle.”

Creating Awareness of Social Responsibility Civic engagement plays a part in community and political involvement, with implications for student success on campus too.

Each semester, as part of a Public Sphere Pedagogy initiative at California State University (CSU) Chico, nearly 2,000 students take over local government for one day, filling the city council chamber and the city hall.

They coalesce around an issue—immigration, mental health reform—discussing in small groups, www.HispanicOutlook.com • 21

presenting research and hearing from informed community members. The day culminates with a “Great Debate,” and students are asked to write reflective papers on their experiences.

The school also hosts a “Town Hall,” which—this academic year— will be part of a required civics course. Students are asked to look deeply at a community problem then gather for an evening town hall, working in small groups with community mentors to exchange research and solutions.

Data has shown these events significantly improve student retention and academic achievement—partic22 • September 2016

ularly for minority and first-generation students—and the impact lasts for years, said Thia Wolf, first-year experience director at CSU Chico.

“We give students a taste of what it means to be an informed adult in a democratic society and to have discussions over issues in a civil manner,” Wolf said. CSU Chico is an ADP participant.

Other campuses are adapting CSU Chico’s efforts. At CSU Los Angeles, students taking an introductory civics class this fall will have a similar experience as part of their coursework. The school piloted this effort during the previous academic year, said Michael Willard, faculty

director of service learning in the Center for Engagement, Service and the Public Good.

During the pilot, students worked toward solutions to mental wellness issues. The culmination of the exercise was a town hall in which students working on plans in small groups voted for their favorites, some of which were eventually implemented, Willard said.

Changing Student Thinking about Politics and Civic Engagement Campuses can learn from the high-fliers, such as UHD, which— like the two CSU campuses—par-

PHOTO COURTESY OF AASCU. DAVISAASCU

Students have hands-on learning experiences in politics and civic engagement.

PHOTOGRAPHY BY JOHN EVERETT. DAVISAASCU

University of Houston-Downtown held its 2nd annual “Walk 2 Vote” event on the campus encouraging students to exercise their right to vote. Local politicians spoke and a large group walked to do early voting in nearby downtown Houston.

ticipates in AASCU’s ADP. UHD’s efforts to create political engagement on campus go way beyond voter registration drives and are year-round, said Windy Lawrence, founder and director of the school’s Center for Public Deliberation.

Through the center, the campus hosts two or more forums per semester that focus on controversial issues like immigration or guns on campus. Attendees break into small groups to trade views instead of listening to a few speakers. Everyone gets to express their views.

“Prior to participating, [students] think of debates as unproductive conversations between po-

litical candidates,” Lawrence said.

“Afterwards, they understand that politics can be productive, and they are a critical part of that.”

The administration sets an important tone of support, she said.

Past school president William Flores and his wife Noël Bezette-Flores founded an umbrella organization, the Center for Community Engagement and Service Learning, which helps the disparate community and political engagement efforts on campus work toward a unified vision, get funding and harness their power, without replicating each other’s efforts.

These types of campus initia-

tives can bloom into lifelong habits of civic involvement, said Nancy Thomas, director of the Institute for Democracy and Higher Education at Tufts University’s Jonathan M. Tisch College of Civic Life.

“There’s evidence that the old way of expecting young people to get involved—by candidates showing up and shaking hands and saying ‘Get out the vote’—doesn’t work,” she said. “What’s grabbing students today is engaging in quality discussions around issues and being informed.”

For more information about AASCU’s ADP, visit http://aascu. org/programs/ADP/. • www.HispanicOutlook.com • 23

THE ALAMO COLLEGES Building an Infrastructure to Increase Hispanic Student Success Written by Michelle Perales

T

his February, San Antonio College was nationally ranked 8th in Hispanic enrollment at community colleges and 20th in associate degrees awarded to Hispanics

by Hispanic Outlook. That San Antonio College was compared against multi-college districts makes its accomplishment especially significant.

Alamo Colleges System San Antonio College is one of five individually accredited colleges in the Alamo Colleges’ system; its sister colleges are St. Philip’s College, Palo 24 • September 2016

Alto College, Northwest Vista College and Northeast Lakeview College.

When evaluated as a cohesive college system, the Alamo Colleges is a major force in Hispanic student college enrollment and degree attainment, both statewide and nationally.

The Alamo Colleges is one of the nation’s largest post-secondary institutions, with a total enrollment of over 60,000 credit and 20,000 non-credit students in fall 2015. Approximately 61 percent of the Alamo Colleges’ total credit enrollment, over 37,000 students, are Hispanic. Collectively,

the Alamo Colleges served the largest number of Hispanic students in the nation among community colleges.

Additionally, the Alamo Colleges has experienced a steady 8.2 percent increase in Hispanic student enrollment over the past five years. All five of the Alamo Colleges are designated Hispanic Serving Institutions.

Challenges The Alamo Colleges recognizes that creating a well-educated future workforce is crucial to ensuring economic well-being in San Antonio.

While the city’s Hispanic population is significantly larger than that of Dallas, Houston or Austin, Texas’ growing Hispanic segment of the workforce has the highest drop-out rates, lowest educational attainment rates and largest percentage of limited English proficiency. The majority, 56 percent, of Alamo Colleges’ students in developmental education are Hispanic.

Solutions Prompted by a charge from its Board of Trustees to scale across all five colleges evidence-based student success initiatives, the Alamo Colleges has articulated an assertive, transformational agenda to align disconnected secondary and postsecondary education systems; support at-risk students who have been failed by conventional systems; and reinforce the college completion/career attainment pathway. Several of the

Alamo Colleges’ innovations, Alamo I-BEST, the Alamo Academies and Dual Enrollment/Early College High School, have demonstrated outstanding results for Hispanic students. Additionally, the Alamo Colleges is investing in future strategies to develop guided college and career pathways that support students as they progress to completion.

Alamo I-BEST The Alamo I-BEST initiative, winner of the 2016 national Bellwether Award for innovative community college programs, provides assistance to workers and students who require basic skill development in order to succeed in technical training for high-demand occupations.

The program has significantly increased the transfer rate of adult basic and lower-level developmental education students into college credit programs.

Participants are predominantly female, and 80 percent are Hispanic. The program’s job placement rate was 72 percent, and the combined three-year persistence/completion rate was 89 percent compared to 38.1 percent for non-Alamo I-BEST students at similar academic levels.

Alamo Academies The Alamo Academies, another Bellwether award winner, was formed through a partnership between the Alamo Colleges, area industry, public schools and the City of San Antonio to address the local skills gap. The program develops a pipeline of skilled technicians to staff new jobs and replace an aging workforce in the Aerospace, Information Technology (IT), Advanced Manufacturing and Health Career sectors.

The dual enrollment-based program provides a career pathway for www.HispanicOutlook.com • 25

high school students, many from under-served school districts, to attain industry and academic certificates that lead to high-wage jobs or to further higher education while addressing critical workforce industry needs.

The Alamo Academies’ student population is over 70 percent Hispanic. Since the program’s inception, over 1,100 graduates have received training in high-wage occupations while in high school, and 95 percent of graduates have transitioned into higher education or careers in high-demand sectors.

Dual Enrollment/Early College High School The Alamo Colleges is committed to expanding post-secondary access and readiness among secondary students in its eight county service area. The Alamo Colleges has established 11 Early College High School (ECHS) partnerships and has scaled dual enrollment programming to all five colleges to create a college 26 • September 2016

gateway for area secondary students.

Research demonstrates that ECHS programs narrow and close ethnic achievement gaps based on key indicators of college readiness. Collectively, the Alamo Colleges served over 10,000 total dual enrollment students in fall 2015; 5,661 or 56 percent of which were Hispanic.

Future Strategies: AlamoADVISE/ AlamoINSTITUTES The Alamo Colleges has begun redesigning students’ educational experiences through the implementation of a stackable, guided pathways model called the AlamoINSTITUTES. The model provides clearly-defined, manageable choices with guided exploration in addition to clear roadmaps to student end goals with sequenced, connected courses. National research demonstrates that pathways increase completion rates for Hispanic and other at-risk students who need guidance, advising and extra support services

to be successful. Moreover, the INSTITUTES will leverage AlamoADVISE, a proactive and intrusive case management approach designed by the Alamo Colleges to help students achieve critical milestones throughout their educational pathway.

Outcomes In 2015, the Alamo Colleges awarded over 9,775 degrees - a 36 percent increase over the prior year and an all-time record for the district.

Approximately 60 percent, 5,829, of Alamo Colleges’ graduates were Hispanic. This accomplishment was a direct result of over 400 faculty and staff teams at the five colleges and district working collectively to transform systems.

Over the last six years, total degrees awarded by the Alamo Colleges have increased by over 106 percent, and total Hispanic graduates across the collective Alamo Colleges’ system have increased over 104 percent. •

Cooke Foundation Recommends Actions Top Colleges Should Take to Increase Enrollment of Low-Income Students Story courtesy of Jack Kent Cooke Foundation

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ANSDOWNE, Va. -- The Jack Kent Cooke Foundation has released an issue brief recommending actions that top colleges and universities should take to increase campus diversity by enrolling greater numbers of academically qualified low-income students.

The issue brief comes a day after a U.S. Supreme decision rejecting a challenge to race-conscious affirmative action admissions in the case of Fisher v. the University of Texas at Austin.

“Particularly in light of the Supreme Court’s ruling in the Fisher case, the need for expanding affirmative action to cover economic discrimination against academically qualified students in college admissions is critical,” said Cooke Foundation Executive Director Harold O. Levy. “As the Supreme Court observed, ‘diversity takes many forms.’”

“To create equal educational opportunity for every student to rise as high as his or her talents make possible, it’s important to tear down unfair college admission barriers standing in the way of students regardless of their income,” Levy said.

“All our recommendations are proven, practical and reasonable,” Levy added. “We’ve studied what actions have been taken by colleges that have successfully increased their enrollment of outstanding low-income students, and now we’re recommending that other colleges do the same types of things.”

The new Cooke Foundation issue brief calls on America’s most selective higher education institutions to:

• Make absolutely clear the true cost of college attendance after financial aid because many low-income students and their parents are deterred from even applying by “sticker shock.” They are simply unaware that college financial aid can dramatically cut the cost.

“Particularly in light of the Supreme Court’s ruling in the Fisher case, the need for expanding affirmative action to cover economic discrimination against academically qualified students in college admissions is critical” Cooke Foundation Executive Director Harold O. Levy • Establish programs to encourage more low-income students to apply for admission because only three percent of students at America’s top colleges and universities come from poor families, compared to 72 percent from wealthy families.

• Make the college application process simpler because many low-income students are the first in their fam-

ilies to go to college and can’t turn to parents or siblings for help applying.

• Admit students based on their academic record and achievements without discriminating against those who require financial aid – a policy called need-blind admissions – to the greatest extent possible. Money set aside for so-called “merit aid” not based on financial need should be shifted to go to students who require financial aid to attend college.

• Remove several other obstacles that disadvantage low-income students in the admission process.

• Recognize the barriers that low-income students have overcome in evaluating their suitability for admission.

The issue brief is drawn from a study now in progress by the Cooke Foundation that will examine in greater detail how some colleges have opened their doors wider to high-achieving students from low-income families and explain how other schools can do so as well.

The Jack Kent Cooke Foundation is dedicated to advancing the education of exceptionally promising students who have financial need. It offers the largest scholarships in the U.S., comprehensive counseling and other support services to students from eighth grade to graduate school. Since 2000, it has awarded about $147 million in scholarships to more than 2,000 students and $90 million in grants to organizations that serve outstanding low-income students. www.jkcf.org • www.HispanicOutlook.com • 27

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TENURE TRACK POSITIONS

FOR ACADEMIC YEAR 2017-2018 Salisbury University is a comprehensive regionally accredited university emphasizing undergraduate and graduate liberal arts, sciences, pre-professional and professional programs. For the past several years, the University has achieved national recognition for the quality of its academic programs, facilities, and students.

Salisbury University is a member of the University System of Maryland and enrolls approximately 8,700 students in four endowed schools.

Salisbury University offers 59 distinct graduate and undergraduate programs. Located on the historic Eastern Shore, SU's beautiful campus is approximately 30 miles from the Atlantic beaches and 2.5 hours from Baltimore and Washington, D.C. Diversity and inclusion are core values of Salisbury University. We strive to create a truly diverse and inclusive environment where the richness of ideas, backgrounds, and perspectives of our community is harnessed to create value for our University community to include students, faculty, and staff, today and in the future. To this end, the University recruits exceptional and diverse faculty, staff, and students from across Maryland, the United States, and around the world, supporting all members of the University community as they work together to achieve institutional goals and vision. To learn

more about the University’s commitment to fostering a diverse and inclusive campus, please visit www.salisbury.edu/equity.

For more information including full job descriptions, please visit our website: www.salisbury.edu/hr/careers.

If ABD is an acceptable requirement for the position, the candidate would be hired at the rank of Instructor, with the expectation that the candidate complete their doctoral degree in accordance with the information in the job posting. ABD acceptability and time to completion of the doctoral degree varies by position and is noted with the specific position announcement.

Primary duties of Salisbury University faculty include, but are not limited to: teaching undergraduate and/or graduate courses, academic advising, scholarship, and university service. Supervision of students in internships and research experiences may also be expected in some positions. Faculty must utilize effective teaching and classroom management strategies which enhance the success of diverse learners.

Successful candidates must furnish proof of eligibility to work in the U.S. All positions begin mid-August 2017, unless otherwise noted. These positions are based in Salisbury, Maryland.

Applications will be accepted via Salisbury University’s Online Employment Application System. Please visit our website www.salisbury.edu/hr/careers to apply online. See the FAQs of the Online Employment Application System for more information and instructions.

To be considered an applicant you must apply online and submit all of the required documents for the position.

All documents that you wish to provide must be attached to your application in the Online Employment Application System. Please do not send any other documents via email. Review of applications will be noted for each position, and continue until the position is filled.

Salisbury University (SU) has a strong institutional commitment to diversity and equal employment opportunities to all qualified people. To that end, the University prohibits discrimination on the basis of sex, gender, marital status, pregnancy, race, color, ethnicity, national origin, age, disability, genetic information, religion, sexual orientation, gender identity or expression, veteran status or other legally protected characteristics.

Direct all inquiries regarding the nondiscrimination policy to: Humberto Aristizabal, Associate Vice President, Institutional Equity, Title IX Coordinator, 100 Holloway Hall; Tel. 410-548-3508.

FULTON SCHOOL OF LIBERAL ARTS  Assistant Professor of East Asian History: Ph.D. or ABD in History or a pertinent related field. If ABD, candidate would be hired at the rank of Instructor, with the requirement that the doctoral degree is completed within six months of hire date.  Assistant Professor History of the Middle East: Ph.D. or ABD in History or a pertinent related field. If ABD, candidate would be hired at the rank of Instructor, with the requirement that the doctoral degree is completed within six months of hire date.  Assistant Professor of English, Creative Writing (Fiction): Terminal degree in creative writing required.

Record of successful teaching and of publications with national and/or international distribution.  Assistant Professor of English, British and Environmental Literature (1900-present, specific period open): Ph.D. in English (British literature) with additional evidence of scholarly work/potential in Environmental literature and/or ecocriticism.  Assistant Professor of English, Writing Center Director: Doctorate or ABD in English, Composition/Rhetoric or related field. If ABD, doctoral degree must be completed by hire date. This is a 12-month appointment.

28 • September 2016

 Assistant Professor of Environmental Studies: Ph.D. or ABD in Environmental Studies, or one of the humanities disciplines, with a focus in interdisciplinary study of the environment. If ABD, doctoral degree must be completed by hire date. Candidates must have a strong commitment to undergraduate teaching.  Assistant Professor of Multimedia Journalism: Ph.D. or ABD in Communication or related field, with strong preference for candidates with a Ph.D. If ABD, candidate would be hired at the rank of Instructor, with the requirement that the doctoral degree is completed within one year of hire date. Applicants must demonstrate experience in print, broadcast and/or online journalism, and knowledge of relevant hardware and software to incorporate current journalistic practices into classes.  Assistant Professor of Media Production: Ph.D. or ABD in Communication or related field, with strong preference for candidates with a Ph.D. If ABD, candidate would be hired at the rank of Instructor, with the requirement that the doctoral degree is completed within one year of hire date.

Applicants must show evidence of production and aesthetic aspects of media production and knowledge of relevant hardware and software to incorporate current production practices into classes.

 Assistant Professor of Communication Arts: Ph.D. or ABD in Communication or related field, with strong preference for candidates with a Ph.D. If ABD, candidate would be hired at the rank of Instructor, with the requirement that the doctoral degree is completed within one year of hire date. Applicants must show evidence of professional development, innovative teaching and student mentoring to incorporate current practices into the classroom.  Assistant Professor of Theatre: Master’s degree in Fine Arts or related field with a strong pedagogical background and demonstrated extensive knowledge of classical theatre styles and traditions.  Assistant Professor of Ceramics: Master’s degree in Fine Arts (M.F.A.) in Ceramics or related field and an active exhibition record. Competency in a wide range of ceramics practices including wheel throwing, hand building, and ceramic sculpture. Knowledge of clay and glaze calculation and formulation required.  Assistant Professor of Philosophy: Ph.D. or ABD in philosophy or related field, with a strong preference for Ph.D. If ABD, candidate would be hired at the rank of Instructor, with the requirement that the doctoral degree is completed within one year of hire date.  Assistant Professor of Psychology: Ph.D. or ABD in Psychology. If ABD, doctoral degree must be completed by hire date.

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HENSON SCHOOL OF SCIENCE AND TECHNOLOGY  Assistant Professor of Physics (2 positions available): Ph.D. or ABD in Physics or Engineering is required. If ABD, doctoral degree must be completed by hire date. Candidates must demonstrate potential for excellence in undergraduate teaching and research. Candidates are expected to demonstrate effective verbal communication skills.  Assistant Professor of Chemistry (Biochemistry): Ph.D. or ABD in Chemistry or Biochemistry and demonstrated expertise in Biochemistry. If ABD, doctoral degree must be completed by hire date.  Assistant Professor of Chemistry (Physical): Ph.D. or ABD in Chemistry with demonstrated expertise in Physical Chemistry is required. If ABD, doctoral degree must be completed by hire date.  Assistant/Associate Professor or Non-Tenure Track Clinical Assistant/Associate Professor (Respiratory Care): Master's degree in related field required. Doctoral degree in related field preferred. NBRC credentialed Registered Respiratory Therapist. Licensed or license-eligible as a Respiratory Care Practitioner in Maryland. Experience in undergraduate teaching, scholarship in higher education and within the clinical setting is preferred.

 Applied Health Physiology Faculty, Open Rank (Exercise Physiologist): Ph.D. (preferred) or ABD in Exercise Physiology, or relevant field, and a minimum of three years work-related experience in Applied and/or Clinical Exercise Physiology. If ABD, doctoral degree must be completed by hire date. Professional credentials should include those relevant to serving as Program Director, including at least, American College of Sports MedicineClinical Exercise Physiologist (ACSM-CEP), American Heart Association’s Basic Life Support (BLS) and Advanced Cardiovascular Life Support (ACLS).  Assistant/Associate Professor of Computer Science (2 positions available): Ph.D. or ABD in Computer Science or Computer Engineering. If ABD, candidate would be hired at the rank of Instructor, with the requirement that the doctoral degree is completed within one year of hire date. Demonstrated evidence of a strong commitment to undergraduate teaching and curriculum development.

Demonstrated knowledge in one or more of the modern programming languages such as C, C++, Java, Python, PHP, JavaScript, etc.

 Assistant Professor of Biology (Microbiology): Ph.D. or ABD in a relevant area of Biological Sciences, evidence of potential for excellence in teaching and research.

Applicants are expected to demonstrate effective verbal communication skills. If ABD, doctoral degree must be completed by hire date.  Assistant Professor of Mathematics: Ph.D. or ABD in Mathematics, Statistics or Mathematical Sciences field. If ABD, candidate would be hired at the rank of Instructor, with the requirement that the doctoral degree is completed within one year of hire date. Demonstrated evidence of a strong commitment to undergraduate teaching, research, and curriculum development.

SEIDEL SCHOOL OF EDUCATION AND PROFESSIONAL STUDIES  Assistant/Associate Professor of Elementary Science Education: Ph.D., Ed.D. or ABD in Science Education, Curriculum and Instruction or a related field with emphasis in science education. The successful candidate will have at least three years’ experience teaching in U.S. public or private schools, command of current issues in STEM education and the Next Generation Science Standards, and evidence of potential for scholarly contributions in science education. The Department of Teacher Education puts a premium on teaching excellence; consequently, as part of the interview process finalists will be asked to teach a lesson to an undergraduate class. If ABD, candidate would be hired at the rank of Instructor, with the requirement that the doctoral degree is completed within one year of hire date.  Assistant/Associate Professor of Reading Instruction, Assessment, and Intervention: Ph.D., Ed.D., or ABD in Reading/Literacy with Reading Specialist Certification (K-12). The successful candidate will have at least three

years’ experience teaching in the elementary grades in U.S. public or private schools, experience assessing and correcting reading difficulties, command of current issues in reading diagnosis and remediation, and evidence of potential for scholarly contributions to the field. The Department of Education Specialties/Teacher Education promotes teaching excellence and requires finalists to teach a reading lesson to an undergraduate class as part of the on-campus interview process. If ABD, candidate would be hired at the rank of Instructor, with the requirement that the doctoral degree is completed within one year of hire date.  Assistant/Associate Professor of Social Work: A CSWE-accredited Master’s Social Work degree with a minimum of two years of post-M.S.W. professional practice experience, and a doctoral degree, or ABD, in Social Work or a related field. If ABD, doctoral degree must be completed by hire date. Must possess a record of university level Social Work teaching experience, a record of scholarship appropriate to the rank considered,

and other academic and professional activities in the field of Social Work. Candidates with expertise in any one of the three content areas will be considered: Behavioral Health; Advanced Practice with Families and/or individuals; or Social Work Welfare Policy including policy practice.  Director of Masters of Social Work (M.S.W.) Program: CSWE-accredited Master’s degree in Social Work with a minimum of two years of post-M.S.W. professional practice experience, and a doctoral degree in Social Work or related field. Four years of full-time graduate and undergraduate teaching in a CSWE accredited program. A record of scholarship appropriate to the rank considered and other academic and professional activities in the field of social work.

Applicants with expertise in any one of the three content area will be considered: Behavioral Health; Advanced Practice with Families and/or Individuals; or Policy including Policy Practice.

PERDUE SCHOOL OF BUSINESS  Assistant Professor of Information and Decision Sciences (Data Analytics, Information Systems and/or Quantitative Methods): Ph.D. or ABD in Information Systems, Decision Sciences or a closely related field. If ABD, doctoral degree must be completed by hire date.

Experience or demonstrated potential as an innovative teacher with strong instructional skills in the area of specialization. Proven record of, or potential for, publication in high-quality refereed journals.

 Assistant Professor of Information and Decision Sciences (Operations Management and/or Supply Chain Management): Ph.D. or ABD in Operations Management, Supply Chain Management, Decision Sciences, Information Systems or a closely related field from an AACSB accredited institution. If ABD, doctoral degree must be completed by hire date. Experience or demonstrated potential as an innovative teacher with strong instructional skills in the area of specialization.

Proven record of, or potential for, publication in highquality refereed journals.

www.HispanicOutlook.com • 29

LOYOLA MARYMOUNT UNIVERSITY OPENINGS FOR 2017-2018

Loyola Marymount, 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 3,300 graduate students in the Colleges/Schools of Liberal Arts, Science and Engineering, Business Administration, Communication and Fine Arts, Film and Television, Education, and Law. Loyola Marymount 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.)

Loyola Marymount University is currently seeking applications for the following faculty positions to begin August 15, 2017. 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 Health and Human Sciences invites applications for a Tenure Track Assistant Professor in Health and Human Sciences to begin employment August 15, 2017. The candidate should display evidence of the ability to develop an effective research agenda using human research participants and involving undergraduate students. Research abilities should be grounded in assessment of human health and show potential to contribute to and complement the department’s research portfolio within the existing laboratory space of our brand new $100 Million Life Science Building (see website for details: http://cse.lmu.edu/department/healthandhumansciences/). The successful candidate will teach courses to support the Department’s mission (http://cse.lmu. edu/department/healthandhumansciences/) such as human movement, human anatomy/physiology, rehabilitation, kinesiology, and other upper division health science courses within the candidate’s area of expertise. Duties will include advising and mentoring undergraduate students majoring in Health and Human Sciences as well as service on college/university committees and regular participation in faculty governance. The University and the Department of Health and Human Sciences have a strong commitment to cultural and ethnic diversity within the faculty and student body. Applicants who have experience or interest in this area are asked to highlight this in their application. Required qualifications: 1. Teaching experience at the college level; 2. Demonstrated ability to interact with diverse audiences; 3. Ability to incorporate innovative pedagogies and technologies in their teaching; 4. Professional and approachable demeanor with undergraduate students. Preferred Qualifications: Academic goals that attempt, where feasible, to promote community-based learning and guide students in the integration of science and social justice. Candidates with research that complements existing departmental strengths are strongly encouraged to apply. Preference will be given to candidates who have earned a terminal degree (Ph.D. or equivalent doctorate) in a field related to Health or Exercise Science. Candidates who are ABD will also be considered, but must include the anticipated date of defense in the cover letter. The terminal degree must be conferred before the official start date for the position (August 15, 2017). Apply for this position online at https://jobs.lmu.edu/.

The Department of Electrical Engineering & Computer Science invites applications for a Tenure Track Assistant Professor of Computer Science to begin August 15, 2017. A Ph.D. in computer science or closely related field is required.

The mission of the LMU Computer Science program is to be a recognized venue for excellent baccalaureate education in computing through a solid curricular foundation in computational thinking, integration of interdisciplinary studies, emphasis in communication skills, collaboration with industry, and service to the profession and the community. Its student population ranges from those completely new to computing in their freshman year to those with years of programming experience. As such, successful candidates must be able to present ideas at multiple levels of abstraction from distinct perspectives.

They must demonstrate knowledge of both algorithmic complexity and soft-

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ware performance, and can choose the right technique, language, or tool for a given task. They adhere to the ethics of software development, respecting the rights of authors and users and supplying attribution when needed. In addition to excellent teaching, successful candidates are expected to establish active research programs that will include undergraduates and perform department, college, and university service when called upon to do so. The Department of Electrical Engineering & Computer Science is fully committed to a culturally diverse faculty and student body. Complete applications must include a letter of interest, curriculum vitae, a statement of teaching philosophy within an institution such as LMU, a description of proposed research projects, and three letters of recommendation. If you have prior relevant teaching experience you are encouraged to include student and/or peer evaluation information. Apply online at https://jobs.lmu.edu. Letters of recommendation should be emailed to Prof. John David N. Dionisio, chair of the Computer Science search committee, care of Jacquelyn Smith at Jacquelyn.Smith@lmu.edu. Please address questions to Dr. Dionisio at dondi@lmu.edu or (310) 338-5782. Review of completed applications will begin October 1, 2016 and continue until the position is filled.

The Department of Civil Engineering and Environmental Science (CEES) invites applications for a Tenure Track Assistant Professor position for the 2017-2018 academic year. Candidates are sought with expertise in geotechnical, structural and/or geomatics engineering; candidates holding expertise in other areas of civil and environmental engineering may also be considered. The CEES department has a rich tradition of teaching excellence dedicated to offering our students a balance of both the practical and theoretical aspects of civil engineering and environmental science. The department serves approximately 120 undergraduates and 20 graduate students, and offers an ABET-accredited Bachelor of Science degree in Civil Engineering and Master of Science degrees in Engineering (specializing in environmental and water-resources engineering) and Environmental Science. Currently, there are 7 professors and 1 visiting professor in the department. Undergraduate areas of emphasis include geotechnical, structural, environmental, and water resources engineering. See http://cse.lmu.edu/department/civilengineering for additional information.

The successful candidate’s responsibilities will include teaching, research, and service to the profession and university community. Ideal candidates will: Have a completed or nearly-completed Ph.D. in civil engineering or related field; Pursue professional licensure and/or professional experience; Embrace and foster LMU’s diverse community of students, faculty & staff; Teach classes in general and civil engineering at the undergraduate level within and outside of their primary areas of expertise and potentially at the graduate level; Promote community-based learning and guide students in the integration of engineering and social justice where feasible; and develop an effective research agenda involving undergraduate students. The anticipated starting date is August 15, 2017. Applications will be accepted through November 15, 2016. Salary and other benefits are competitive and commensurate with background and expe-

rience. A complete application consists of a: Letter of interest; Curriculum vitae; Statement of teaching; Research objectives; and List of three references. Apply online at https://jobs.lmu.edu/. Questions regarding this position can be directed to Jeremy Pal, Chair of the Search Committee at jpal@lmu.edu.

SCHOOL OF FILM AND TELEVISION The Department of Film Studies invites applications for a Tenure Track Assistant or entry Associate Professor to begin August 15, 2017. We are searching for a scholar of Transnational Film to join our program in Film, Television, and Media Studies (FTVS). The candidate’s research agenda and publications will demonstrate expertise in any area of transnational cinema and/or in a national cinema’s diasporic and global reach (including postcolonial cinema). The candidate will enhance our offerings in critical studies courses in International and National Film, as well as help expand other important, specialized areas of critical film, TV and Media studies. The successful candidate will have a Ph.D. and exhibit scholarly expertise in at least one of the following areas but will also be able to teach courses in two of the others. These areas include but are not limited to: transnational/global film; national film (especially Middle Eastern, African, and/or Asian media); documentary media; transmedia storytelling; and/or television studies. FTVS faculty members are also expected to teach foundational courses such as Art of Cinema, Art of Television, Art of Screen Media, Introduction to Film Theory, and historical surveys of film. The candidate will have a proven record of scholarly or creative work that enhances the field of film/TV studies. A minimum of two years teaching at the undergraduate and/or graduate levels is required. Program-building experience will be valued. The Loyola Marymount University community is comprised of faculty, staff, and students from a wide range of culturally diverse backgrounds. The School of Film and Television has a diverse group of students with over 800 students at the undergraduate and graduate levels. Applicants should be experienced with and committed to work in this diverse population. Candidates who desire to contribute to the broad Catholic intellectual and artistic traditions are especially encouraged to apply. Applicants should electronically submit the following documents to sftvsearch@lmu.edu and reference Requisition #114358 in the subject line: Cover letter addressed to the Chair, FTVS Search Committee; Curriculum Vitae; List of References. The review of dossiers will begin November 15, 2016 and interviews will be scheduled for early 2017.

COLLEGE OF BUSINESS ADMINISTRATION The Department of Finance invites applications for a Tenure Track Assistant or Associate Professor to begin August 15, 2017. Finance specialties desired include some, but not necessarily all, of the following: Applied financial modeling, derivatives, financial economics, real estate finance and/or investments.

Prior teaching and industry experience are valued, as is an interest in teaching the other commonly offered Finance specialties. Opportunities exist for summer research grants, additional teaching income (e.g. executive education and summer school), underwritten travel to professional conferences, and other international travel. The college subscribes to standard databases (CRSP, Compustat, Execucomp, etc.), as well as WRDS. At the Assistant level, a Ph.D. or DBA in Finance 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 is competitive. Applicants should e-mail their curriculum vitae, evidence of teaching effectiveness, letters of reference, and a sample of research work to Finance2016@lmu.edu. Finance search committee members: Susan Elkinawy, David Offenberg, Micah Officer, and Joshua Spizman.

The Department of Marketing invites applications for a Tenure Track Assistant or Associate Professor to begin August 15, 2017. Selected candidates must have a Ph.D. in Marketing from an AACSB accredited school by September 2017.

They will possess the commitment and skills required for a successful academic career. The candidate’s research agenda should be managerially focused and lead to publications in top journals. Loyola Marymount University requires excellence in teaching, as well as research. Therefore strong teaching credentials or compelling evidence of potential at the undergraduate and MBA levels is required. Teaching loads are 2-3 for the first year and 3-3 thereafter. An

appreciation for the importance of a liberal arts education in the Jesuit tradition is desirable. The College of Business Administration is AACSB- accredited and offers undergraduate. MBA and Executive MBA programs. The MBA program was recently ranked 13th among part-time MBA programs by Business Week. The Marketing Department has been ranked 13th nationally by US News and World Report 2016. The department is home to the M-School an Institute of Marketing focusing on new media advertising and branding (http:// blogs.Imu.cdu/mschoo1/). Consideration of applicants will begin immediately; however, applications will be accepted until the position is closed. To be considered for interviews at the AMA Conference in Atlanta. Applicants should submit via email a letter of application, vitae, and the names of three references.

Submit materials to: Mark P. Leach, Ph.D. Professor of Marketing, Chair, Department of Marketing and Business Law, Loyola Marymount University, College of Business Administration mleach@lmu.edu.

BELLARMINE COLLEGE OF LIBERAL ARTS The Department of History invites applications for Tenure Track Assistant Professor in East Asian History beginning August 15, 2017. The successful candidate will be expected to teach lower-division courses in Asian and World history, as well as upper-division courses in Asian history, including courses in his or her area of specialization. Ability to offer courses that contribute to the Asian and Pacific Studies Program on campus is welcome. Applicants should email a letter of application, a current C.V., graduate school transcripts, a statement of teaching philosophy, sample syllabi, writing sample, and three letters of recommendation to HistoryDepartment@lmu.edu. Please address your letter of application to Dr. Anthony Perron, Chair, and Asian History Search Committee. The application deadline is November 1, 2016. Ph.D. in History required by August 2017.

The Department of African American Studies invites applications for two separate Tenure Track positions to begin August 15, 2017, with the possibility of hiring one candidate at the rank of Associate Professor, and the other at the rank of Assistant Professor. For the first position, applicants must have a Ph.D. in the social sciences or in an appropriate interdisciplinary field such as African American Studies with a specialization in the social sciences, including but not limited to Sociology and Anthropology. For the second position the particular disciplinary focus is open; applicants must have completed a Ph.D. in an appropriate interdisciplinary field such as African American Studies. We are particularly interested in candidates with expertise in Literary and Cultural Studies as well as History. LMU values the teacher-scholar, therefore successful candidates will demonstrate a strong research agenda and an ability to incorporate their research within a variety of courses in African American Studies, such as Introduction to African American Studies, and Research Methods. The Department places a high priority on community engagement, diversity, social justice and inclusive pedagogy in fostering academic excellence. Additionally, candidates should be able to demonstrate how they would develop courses in their area of specialization for incorporation into the University Core curriculum. The teaching load for tenure track faculty spread across two years is 2-2-2-3, with an expectation to advise students of diverse populations on their academic and professional aspirations, and to engage in University, College, and Departmental service as needed. Applicants should have a demonstrated commitment to quality, innovative undergraduate liberal arts teaching. To apply, please send a letter of application, curriculum vitae, two sample syllabi, writing sample, and three letters of recommendation. Review of applicants will begin immediately, with a final application deadline of November 1, 2016 or until filled. Application materials (in pdf format) should be emailed to AFAMFacultySearch@lmu.edu (preferred) or to mailing address: Eliza Rodriguez y Gibson, Ph.D., Acting Chair Department of African American Studies, Loyola Marymount University, 1 LMU Drive, Suite 4400, Los Angeles, CA 90045 The Department of Chicano/a Studies invites applications for two separate Tenure Track positions to begin August 15, 2017, with the possibility of hiring one candidate at the rank of Associate Professor, and the other at the rank of Assistant Professor. For the first position, applicants must have a Ph.D. in the social sciences or in an appropriate interdisciplinary field such as Chicano/a Studies with a specialization in the social sciences. Of particular interest are: Psychology, Economics, Urban Studies, Environmental Studies, and Sociology. The ideal candidates will have a demonstrated ability to teach a variety of courses in Chi-

www.HispanicOutlook.com • 31

cano/a and Latino/a studies that include quantitative research methods at the introductory undergraduate level, though candidates who use and can teach qualitative methods also are encouraged to apply. For the second position the particular disciplinary focus is open; applicants must have completed a Ph.D. and have expertise in comparative ethnic studies, or a comparative focus to their research in an appropriate disciplinary or interdisciplinary field. LMU values the teacher-scholar, therefore successful candidates will demonstrate a strong research agenda and an ability to incorporate their research within a variety of courses in Chicano/a and Latino/a Studies, such as: Introduction to Chicano/a-Latino/a Studies, Chicanas and Latinas in the U.S., Latina Feminist Theory, and Research Methods. Additionally, candidates should be able to demonstrate how they would develop courses in their area of specialization for incorporation into the University Core curriculum, especially in the areas of Understanding Human Behavior and Engaged Learning. The Department places a high priority on diversity, social justice and inclusive pedagogy in fostering academic excellence. If desired, candidates will have the opportunity to contribute to other interdisciplinary departments and programs, such as Urban Studies, Environmental Studies, African American Studies, Asian and Pacific American Studies, and Women’s and Gender Studies. The teaching load for tenure track faculty spread across two years is 2-2-2-3, with an expectation to advise students of diverse populations on their academic and professional aspirations, and to engage in University, College, and Departmental service as needed. Applicants should have a demonstrated commitment to quality, innovative undergraduate liberal arts teaching. To apply, please send a letter of application, curriculum vitae, two sample syllabi, writing sample, and three letters of recommendation. Review of applicants will begin immediately, with a final application deadline of November 1, 2016 or until filled. Application materials (in pdf format) should be emailed to CHSTFacultySearch@lmu. edu (preferred) or to mailing address: Eliza Rodriguez y Gibson, Ph.D., Chair Department of Chicano/a Studies, Loyola Marymount University, 1 LMU Drive, Suite 4400, Los Angeles, CA 90045 The Department of Philosophy invites applications for a Tenure Track Assistant Professor beginning August 15, 2017. 2-2-2-3 course load over 4 semesters. Undergraduate and M.A. level teaching. AOS: Catholic philosophy, 19th-21st century. AOC: Open. The department is particularly interested in one or more of the following: personalism, philosophy of law, social/political philosophy, philosophy of mind, global philosophy, and feminist philosophy.

Ph.D. in Philosophy prior to appointment strongly preferred. Salary is competitive. As a pluralistic philosophy department that values and respects a broad range of intellectually diverse perspectives and scholarship, we seek applicants who will value and add to our diversity and who will contribute to the broad Catholic tradition of philosophical inquiry. Our department is at the center of a Catholic university whose mission is inspired and still guided by the traditions of the Jesuits and the Religious of the Sacred Heart of Mary.

We value a teacher scholar model that optimizes a balance between teaching and scholarship, and that includes a commitment to shared governance, active citizenship, and building a strong intellectual community. Women and minorities are encouraged to apply. Address 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. Elizabeth Murray, Search Committee Chair, and send it by email to LMUPhilosophy@lmu.edu. Complete application must be received by November 30, 2016. Pre-arranged interviews will be conducted at the Eastern Division meeting of the American Philosophical Association in Baltimore, MD, January 4-7, 2017. In exceptional cases, candidates who are unable to attend this meeting may request a skype interview.

The Department of Psychology invites applications for a Tenure Track Assistant Professor to begin August 15, 2017. Applicants must have a Ph.D. in psychology, area open, but with an emphasis in cultural, cross-cultural, or ethnic-specific psychology. Preference will be given to candidates who conduct community-based research emphasizing African American, Latino, Asian American or immigrant populations, research with implications for social justice and applied issues, culture, disparities, diversity or discrimination etc. and an openness toward multi-disciplinary, interdisciplinary and/or collaborative research. The department aims to hire an individual with the potential to develop an ongoing program of research into which department undergraduate students/researchers as well as colleagues in related ethnic studies

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departments can be integrated. The successful candidate will regularly teach courses in general psychology, research methods, and courses relevant to the theme of ethnic-specific, cross-cultural, and/or community-based topics. A willingness to develop engaged learning pedagogical strategies is highly desirable. The LMU community, including the Department of Psychology, is composed of faculty, staff, and students from a wide range of culturally and religiously diverse backgrounds and a commitment to Catholic/Jesuit intellectual traditions. Applicants should be committed to work in and with this diverse population, be committed to the LMU mission, and have a demonstrated commitment to undergraduate liberal arts teaching. Other responsibilities include the advisement of students on their academic and professional aspirations, and participation in department, college, and university service responsibilities. To apply, please send a letter of application, curriculum vitae, representative reprints or preprints, research and teaching statements, evidence of teaching ability (e.g., student evaluations), and at least three letters of recommendation by October 15, 2016. Please contact the chair of the search committee, Dr. Cheryl Grills, at cgrills@lmu.edu if you have any questions about the position. Application materials (in pdf format) should be emailed to https://jobs.lmu.edu/.

The Department of English invites applications for a Tenure Track Assistant Professor to begin August 15, 2017. The department seeks a candidate holding a Ph.D. in English who specializes in U.S. literature. Strong candidates will provide evidence of successful teaching of both American survey courses and experience teaching first-year university core curriculum courses. Our teacher-scholar model encourages innovative pedagogies that engage students and a wide range of research on American literature. The LMU community, including the Department of English, is composed of faculty, staff, and students from a wide range of culturally diverse backgrounds and a commitment to Catholic intellectual tradition. Applicants should be committed to work in and with this diverse population, be committed to the LMU mission, and have a demonstrated commitment to undergraduate liberal arts teaching.

Other responsibilities include the advisement of students on their academic and professional aspirations, and participation in department, college, and university service responsibilities. To apply, please send a letter of application, curriculum vitae, representative publication or essay, teaching philosophy, evidence of teaching ability (e.g., student evaluations), and at least three letters of recommendation by November 7, 2016. Please contact the chair of the search committee, Dr. Robin Miskolcze, at rmiskolc@lmu.edu if you have any questions about the position. Application materials (in pdf format) should be emailed to rmiskolc@lmu.edu (preferred) or sent to mailing address: Robin Miskolcze, Ph.D., Chair English Department Hiring Committee, Loyola Marymount University, 1 LMU Drive, Suite 3800, Los Angeles, CA 90045.

COLLEGE OF COMMUNICATION AND FINE ARTS The Department of Music invites applications for a Tenure Track Assistant Professor of Music History and Instrumental Studies in a National Association of Schools of Music accredited Bachelor of Arts in Music degree program. Fulltime tenure track position beginning August 15, 2017. Ph.D. in Musicology required. The Instrumental Studies program consists of piano, percussion, guitar, and orchestral strings. Teach the upper division, 3-semester undergraduate Music History survey that fulfills Writing, Oral Communication, and Information Literacy requirements in the University Core. Background in music technology desirable. Have performing/directing expertise in one of the above instrumental areas, teach Instrumental Pedagogy, and a First Year Seminar. University-level teaching experience required. Demonstrable effectiveness in music administration desirable. The Music program consists of five full-time tenure track/tenured faculty members and two full-time clinical faculty who are dedicated to supporting a liberal arts curriculum as well as excellent undergraduate training in Music. A strong candidate for this position will be culturally sensitive, will value the university’s mission, as well as demonstrate a concern for the dialogue between faith and culture. To apply, please send a cover letter, curriculum vitae, statement of teaching philosophy, statement of research interests and goals, three letters of reference, up-to-date academic transcripts, and teaching evaluations (preferably two years of evaluations scanned as PDFs on a disk/flash drive) to: Dr. Mark Saya, Chair, Department of Music, Loyola Marymount University, 1LMU Drive MS-8347, Los Angeles, CA 90045-2659. Application deadline: November 1, 2016.

DEAN A. ALFRED TAUBMAN COLLEGE OF ARCHITECTURE AND URBAN PLANNING Ann Arbor, Michigan

The University of Michigan seeks nominations and applications for the position of Dean of the A. Alfred Taubman College of Architecture and Urban Planning (Taubman).

Taubman faculty, students, and staff seek to transform the built environment for the better.

The College’s two programs - Architecture and Urban and Regional Planning - prepare graduates for positions of responsibility within a spectrum of professions, organizations, government agencies, and institutions. Taubman faculty and students study design, policy, professional training, and theory in a variety of areas. They serve the community through outreach and partnerships, locally and globally.

The College offers students a complement of degree programs: pre-professional (Bachelor of Science in Architecture); professional (Master of Architecture and Master of Urban Planning); post-professional (Master of Science in Architecture and Master of Urban Design); and Ph.D. (in Architecture or Urban and Regional Planning). The professional M.Arch. and M.U.P. programs are among the largest in the country. Committed and energetic faculty, staff, and students form a diverse, creative, and collaborative community within the University of Michigan, one of the world’s top research universities.

The University of Michigan seeks a Dean who, working with the Taubman community, will enhance our national and international standing and set a strategic vision and priorities.

The Dean is the chief academic and executive officer and reports to the Provost and Executive Vice President for Academic Affairs. The Dean represents the College within the University and among a wide range of external constituencies.

Candidates will have a professional degree in architecture, urban planning, or urban design, or an earned doctoral or equivalent terminal degree in a field relevant to those three areas, as well as a distinguished record of research, creative work, and/or significant professional activity, appropriate for appointment as full professor with tenure. The University is dedicated to building a diverse and pluralistic community committed to excellence in teaching and learning in a multicultural environment. Potential applicants who share this goal are encouraged to apply. Qualifications include a record of excellence in teaching and mentoring, proven leadership and management ability, experience in administration within a large organization, understanding of budget processes, interest in and commitment to fundraising, and demonstrated commitment to diversity. The successful candidate will be creative, collaborative, and supportive of the two academic programs and their degrees, and will excel at communicating with diverse audiences to foster an inclusive and open intellectual and professional culture conducive to multidisciplinary learning and teaching.

Nominations and applications will be reviewed beginning September 2016, and will be accepted until the position is filled. Candidates should provide a curriculum vitae and a letter of application that addresses the responsibilities and requirements described in the leadership profile. All inquiries, nominations, and applications will be treated in a confidential manner and should be submitted electronically to the retained consultants, Sheryl Ash, Sean Farrell, and Natalie Leonhard at www.imsearch.com/5933. The consultants can be reached at 617.262.6500.

The University of Michigan is an equal opportunity/affirmative action employer.

Hispanic Outlook Issue 9-19-16 Deadline 9-12-16 2/3 page ASSISTANT VICE PRESIDENT FOR STUDENT AFFAIRS/DEAN OF ACCESS, EQUITY AND DIVERSITY

Oakton Community College, serving Chicago’s near northern suburbs, seeks qualified candidates for Assistant Vice President for Student Affairs/ Dean of Access, Equity and Diversity.

The Assistant Vice President/Dean provides overall leadership and direction for developing, implementing and monitoring the programs and processes that promote and sustain access, equity, diversity and respect throughout Oakton Community College.

This position requires critical thinking, creativity and experienced leadership with a focused commitment to student success. The successful candidate balances strategic thinking and problem solving with strong interpersonal and relationship building skills that encourage collaboration.

Oakton values diverse thoughts and seeks culturally competent candidates.

An Achieving the Dream member, Oakton is committed to equity, student success, academic excellence, and strong community connections.

Oakton’s Aaa rating reflects its healthy financial position, limited dependence on state appropriations, stable tax base and manageable debt burden.

Accredited by the Higher Learning Commission of the North Central Association, the college serves 16 municipalities at Des Plaines and Skokie campuses and online.

Full consideration will be given to applications received by October 7, 2016. Finalists will be required to participate in a public selection process.

Visit www.oakton.edu for more information about the college and position, and to access an online application.

Equal Opportunity Employer www.HispanicOutlook.com • 33

TEXAS STATE UNIVERSITY

ANTICIPATED TENURE-TRACK, CLINICAL, AND FACULTY OF PRACTICE POSITIONS

Texas State University is a doctoral-granting Emerging Research University located in the burgeoning Austin-San Antonio corridor, the largest campus in The Texas State University System, and among the largest in the state. Texas State’s 37,979 students choose from 98 undergraduate, 90 master’s and 12 doctoral programs offered by 10 colleges (Applied Arts, The Emmett and Miriam McCoy College of Business Administration, Education, Fine Arts and Communication, Health Professions, Honors, Liberal Arts, Science and Engineering, The Graduate College, and the University College). With a diverse campus community including 48% of the student body from ethnic minorities, Texas State is one of the top 13 producers of Hispanic baccalaureate graduates in the nation. In fall 2015, there were 1,300 full-time faculty and 2,000 full-time staff. Research and creative activities have led to growing success in attracting external support. For FY 2015, Texas State had an annual operating budget of over $600 million.

Texas State’s Research and Development expenditures for FY 2015 were more than $47 million. The Alkek Library has more than 2.6 million titles in its collection. Additional information about Texas State and its nationally recognized academic programs is available at www.txstate.edu.

Personnel Policies: Faculty are eligible for life, disability, health, and dental insurance programs. A variety of retirement plans are available depending on eligibility.

Participation in a retirement plan is mandatory. The State contributes toward the health insurance programs and all retirement plans. www. hr.txstate.edu/benefits Texas State University is a tobacco-free campus. Smoking and the use of any tobacco product will not be allowed anywhere on Texas State property or in university owned or leased vehicles.

The Community: San Marcos, a city of about 58,000 residents, is situated in the beautiful Central Texas Hill Country, 30 miles south of Austin and 48 miles north of San Antonio. Metropolitan attractions plus outdoor recreational opportunities make the community an attractive place in which to live and work. Other major metropolitan areas, including Houston and Dallas-Ft. Worth, are within four hours. Round Rock, a city of 112,000 residents is located 15 miles north of Austin in the Central Texas Hill Country.

Some positions may require teaching on the main campus and at the Texas State University Round Rock Campus.

Texas State University, to the extent not in conflict with federal or state law, prohibits discrimination or harassment on the basis of race, color, national origin, age, sex, religion, disability, veterans’ status, sexual orientation, gender identity or expression. Equal employment opportunities shall include: personnel transactions of recruitment, employment, training, upgrading, promotion, demotion, termination, and salary. Texas State is committed to increasing the diversity of its faculty and senior administrative positions. Texas State University is a member of The Texas State University System. Texas State University is an EOE. Application Material: Interested candidates should submit a letter of application, current curriculum vitae, list of three references with addresses, e-mail addresses, and phone numbers, and additional application materials if required. Please visit our Texas State University Job Opportunities website for a complete listing of deadlines and application information: https://jobs.hr.txstate.edu.

Duties Common to All Tenure-Track Faculty Positions: Teach undergraduate and graduate level courses in the field of specialization; conduct academic research in the field of specialization; for creative and performing arts disciplines, engage in juried creative activities; undertake assignments normally associated with teaching, scholarship, and service to the University; hold regular office hours; advise students; publish scholarly articles as appropriate to the discipline; present at conferences; participate in departmental meetings; and engage in faculty governance by serving on department, school, and University committees.

Additional Duties Common to All Clinical Faculty Positions: Engage in clinical training, supervision, program development and/or other areas of practical application; educate students for professional practice; provide education in the area of client/patient services; share professional expertise with students; and direct educational experiences in practice settings in their particular profession.

Additional Duties Common to All Faculty of Practice Positions: Provide education in the area of professional practice or management, share professional expertise with students, and direct educational experiences in professional practice or management settings in a particular professional field of expertise.

Selected candidates will be subject to a criminal background check.

COLLEGE OF APPLIED ARTS FAMILY AND CONSUMER SCIENCES, ASSOCIATE OR PROFESSOR IN NUTRITION (20170029FAC). Required Qualifications: Ph.D. in nutrition or complementary field (with at least 18 graduate hours of coursework in nutrition or an undergraduate degree in nutrition); experience teaching at the university level; experience conducting community or translational research; current or previous external funding; and evidence of recent publications in indexed and peer reviewed journals. Appointment at Professor rank requires current external funding or evidence of a continuously funded research agenda, if recent funding has ended; and publication record in top journals. The

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successful applicant will receive the appropriate rank and title based on university and school established criteria. Preferred Qualifications: Professional and/or postdoctoral experience in community or translational nutrition research; experience working with human subjects; current external funding; experience mentoring doctoral students; grant writing experience; teaching and/or research awards; graduate and undergraduate student mentoring; and Registered Dietitian credential. Quick Link URL: https://jobs.hr.txstate.edu/postings/17875.

Review of applications begins October 1, 2016 and will continue until the position is filled.

FAMILY AND CONSUMER SCIENCES, ASSISTANT OR ASSOCIATE PROFESSOR IN NUTRITION (20170032FAC). Required Qualifications: Ph.D. in nutrition or complementary field (with at least 18 graduate hours of coursework in nutrition or an undergraduate degree in nutrition); experience teaching at the university level; experience conducting research related to the role of nutrition in prevention and/or treatment of diabetes or other chronic diseases, micronutrient metabolism, biochemical and molecular nutrition, nutrition and neuroscience, nutrition and the microbiome, or energetics; and evidence of ability to publish in indexed and peer reviewed journals. Appointment at Associate Professor rank requires evidence of current or previous external funding and recent publications in top journals. The successful applicant will receive the appropriate rank and title based on university and school established criteria. Preferred Qualifications: Professional and/or postdoctoral experience in nutrition research; research experience in basic nutrition science using relevant models; current external funding; grant writing experience; teaching and/ or research awards; graduate and undergraduate student mentoring; and Registered Dietitian credential. Quick Link URL: https://jobs.hr.txstate. edu/postings/17910. Review of applications begins October 1, 2016 and will continue until the position is filled.

EMMETT AND MIRIAM MCCOY COLLEGE OF BUSINESS ADMINISTRATION ACCOUNTING, ASSISTANT, ASSOCIATE, OR PROFESSOR (20170002FAC). Required Qualifications: Assistant Professor rank: Must have (or anticipate receiving by August 2017) Ph.D. in accounting or M.I.S., D.B.A. with a major in accounting, J.D. with an L.L.M. in tax or a masters in accounting, or a related terminal degree from an accredited university. The successful candidate must possess qualifications required of Scholarly Academics under AACSB and Texas State standards. All areas of accounting will be considered. Candidates must be able to teach two subject areas at both the upper division and graduate level. Associate Professor rank: Demonstrated excellence in teaching and service accomplishments and an established research record. In addition to the requirements for Associate Professor, appointment at the Professor rank requires extensive and sustained record of quality research as well as an outstanding record of service, leadership, and willingness to mentor junior faculty.

The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Certification and/or professional work experience in at least one teaching area. All areas of teaching will be considered, applicants with a demonstrated ability to teach accounting information systems or tax are preferred. Quick Link URL: https://jobs.hr.txstate.edu/postings/17498.

Review of applications begins August 31, 2016 and will continue until the position is filled.

COMPUTER INFORMATION SYSTEMS AND QUANTITATIVE METHODS, ASSISTANT, ASSOCIATE, OR PROFESSOR OF PRACTICE (20170043FAC). Required Qualifications: Ph.D. in MIS/CIS, quantitative methods, or related field; for the rank of Assistant Professor of Practice (5 years of relevant business experience), Associate Professor of Practice (10 years of relevant business experience), and Professor of Practice (15 years of relevant business experience). The selected candidate will be appointed at the appropriate rank based on departmental and university requirements. Candidates must meet “professionally qualified” standards as implemented by the McCoy College of Business related to AACSB accreditation. Preferred Qualifications: Teaching experience at the university level and publication in applied research peer reviewed journals. Quick Link URL: https://jobs.hr.txstate.edu/postings/17890. Review of applications begins September 15, 2016.

FINANCE AND ECONOMICS, ASSISTANT PROFESSOR IN BUSINESS LAW (20170004FAC). Required Qualifications: J.D. from an ABA accredited school of law; no less than two years relevant professional experience; and a history of successful scholarly research and publication. Preferred Qualifications: Previous experience teaching law at the university or law school level; demonstrated expertise in the area of employment law; membership and participation as a member of a law school law review; experience as a law clerk at an appellate court or federal district court; an undergraduate, masters, or doctorate degree from an AACSB accredited college or university; and/or other advanced degrees that relate to law or business. Quick Link URL: https://jobs.hr.txstate.edu/postings/17517. Review of applications begins October 15, 2016 and will continue until the position is filled.

COLLEGE OF EDUCATION CURRICULUM AND INSTRUCTION, ASSOCIATE OR PROFESSOR IN ELEMENTARY BILINGUAL EDUCATION (20170036FAC). Required

Qualifications: Doctorate in bilingual education or closely related field from an accredited institution of higher education; evidence of academic proficiency in speaking, reading, and writing in Spanish and English; evidence of a minimum three years teaching in a bilingual education instructional setting, PK – 12 or similar; record of excellence in scholarly activity associated with multilingual learning; and record of excellence in teaching at the university level. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Evidence of working collaboratively with university and public school colleagues within a diverse environment; sustained record of leadership within the university and the profession; evidence of service to the university, department, program, and profession; evidence of grants and contracts submissions (i.e. external funding); successful supervision of students completing field experience; demonstrated knowledge and application of pedagogical standards for providing culturally and linguistically responsive teaching (i.e., research, course based projects); evidence of work experience in culturally and linguistically diverse public school classroom settings and experience with public schools, programs, teachers, students and community members from diverse linguistic and cultural backgrounds; demonstrated commitment to issues of social justice and equity; and evidence of success in advising, mentoring, recruiting and coordinating graduate programs in elementary education. Quick Link URL: https://jobs.hr.txstate.edu/postings/17871. Review of applications begins October 15, 2016 and will continue until the position is filled.

CURRICULUM AND INSTRUCTION, ASSISTANT PROFESSOR IN SPECIAL EDUCATION (20170039FAC). Required Qualifications: Doctorate in special education or related discipline from an accredited institution of higher education (ABD will be considered; doctorate must be completed before the official start of employment); evidence of advanced training and/or professional experience in the field of special education teacher preparation; record of, or strong demonstrated potential for, sustained scholarly productivity in one or more of the following areas: a) special education teacher preparation; b) in service training, retention, or educator improvement research; c) special education and STEM content area, or other closely related area; and d) preparation and/or in service training of early childhood special education; and experience working with EC-12 (teaching experience, professional development, administration, instructional coaching, etc.) in typical school settings or alternative school settings (e.g., early childhood settings, residential, juvenile justice). Preferred Qualifications: Record of excellence in university teaching at the undergraduate or graduate level (can include online instruction); demonstrated potential for sustained scholarly publication in peer reviewed research journals; demonstrated potential for external funding (research, personnel preparation, and/or other); experience in development of and/or participation in collaborative research development, implementation, and analysis; experience using innovative technologies and/or integrating technology into the curriculum; experience in educational activities and/or research in one of the following areas: international education, ESL, underrepresented populations, bilingual, or multicultural; and dual language proficiency. Quick Link URL: https://jobs.hr.txstate.edu/ postings/17872. Review of applications begins October 14, 2016 and will continue until the position is filled.

CURRICULUM AND INSTRUCTION, ASSISTANT OR ASSOCIATE PROFESSOR IN DEVELOPMENTAL EDUCATION (20170042FAC).

Required Qualifications: Associate Professor rank:Doctorate, by hiring date, in developmental education, educational psychology, mathematics education, or a related area; practical experience at the postsecondary level and/or evidence of scholarly activity with a focus on postsecondary contexts; excellence in teaching at the university level; established and sustainable research agenda as evidenced by publications, presentations, grants, etc. Assistant Professor rank: Doctorate, by hiring date, in developmental education, educational psychology, mathematics education, or a related area; evidence of, or the potential for, scholarly activity with a focus on postsecondary contexts and/or evidence of practical experience at the postsecondary level; evidence of, or the potential for, excellence in teaching at the university level; and demonstrated potential to establish and sustain a strong research agenda through publications, presentations, grants, etc. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on University and department established standards. Preferred Qualifications: Associate Professor rank: Research and practice in the areas of developmental education, postsecondary student success, college readiness, transitions to college, and/or transitions from college to work;

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quantitative and/or mixed methods research knowledge, skills, and experience; research and/or practice in developmental/postsecondary mathematics and learning support in postsecondary settings; experience working with students who are linguistically and/or culturally diverse; published research and conference presentations in developmental education and/or a related area; experience with graduate level teaching and advising/ mentoring master’s and doctoral students; experience or participation in seeking external grants and contracts; and successful collaboration with university colleagues, students, and staff within a diverse environment. Assistant Professor rank: Evidence of, or potential for, the following: 1) Research and practice in the areas of developmental education, postsecondary student success, college readiness, transitions to college, and/or transitions from college to work.

2) Quantitative and/or mixed methods research knowledge, skills, and experience. 3) Research and/or practice in developmental/postsecondary mathematics and learning support in postsecondary settings. 4) Working with students who are linguistically and/or culturally diverse.

5) Published research and conference presentations in developmental education and/or a related area commensurate with rank. 6) Success in graduate level teaching. 7) Success in advising and mentoring master’s and doctoral students. 8) Success in seeking external grants and contracts. 9) Successful collaboration with university colleagues, students, and staff within a diverse environment. Quick Link URL: https://jobs. hr.txstate.edu/postings/17914. Review of applications begins November 22, 2016 and will continue until the position is filled.

HEALTH AND HUMAN PERFORMANCE, ASSISTANT PROFESSOR IN ATHLETIC TRAINING (20170009FAC). Required Qualifications: Doctorate in athletic training or related field prior to appointment date; current BOC certification and eligibility for athletic training licensure in Texas; demonstrable evidence of research and scholarship; and previous experience teaching at the university level. Preferred Qualifications: Experience or participation in grant writing and obtaining external funding for athletic training/sports medicine related research projects; experience with graduate education and the ability to contribute to master’s programs; experience with mentoring graduate students; ability to integrate diversity and multicultural perspective into teaching; work history that includes at least two years of athletic training clinical practice; prior experience as a preceptor in a CAATE-accredited athletic training program; research area that is congruent with existing lines of research within the Division of Athletic Training; demonstrated leadership in program, university and professional service activities and organizations; and commitment to working collaboratively with department faculty, staff, and others throughout the institution/organization. Quick Link URL: https://jobs.hr.txstate.edu/postings/17592.

Review of applications will begin on November 7, 2016 and will continue until position is filled.

COLLEGE OF FINE ARTS AND COMMUNICATION COMMUNICATION STUDIES, ASSISTANT PROFESSOR OF POLITICAL COMMUNICATION OR ORGANIZATIONAL COMMUNICATION (20170033FAC). Required Qualifications: Ph.D. in communication or communication studies; graduate level coursework in political or organizational communication; evidence of a program of research in political or organizational communication, as demonstrated by peer reviewed scholarship, such as published articles and the presentation of research papers at professional conferences; and university level teaching excellence. Preferred Qualifications: Demonstrated potential to contribute to a Hispanic Serving Institution and an increasingly diverse student population; evidence through experience, teaching, or research of potential to serve a diverse student population; ability to enhance instruction in the graduate program as evidenced by graduate coursework or research experience in at least one of the following areas: rhetorical methodologies, communication technology, leadership, or diversity issues; demonstrated expertise in teaching in political communication or organizational communication and in related subject areas as required by department curriculum; and evidence of externally funded research activities. Quick Link URL: https://jobs.hr.txstate. edu/postings/17723. Review of applications begins October 1, 2016 and will continue until the position is filled.

COMMUNICATION STUDIES, CHAIR (20170040FAC). Required Qualifications: Terminal degree in Communication Studies or a related field of study; distinguished scholarship, teaching, and service record that complements or strengthens the areas of expertise in the department; evidence of successful administrative leadership; and academic record that merits appointment with tenure at the rank of Professor.

The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred

36 • September 2016

Qualifications: Strong record of supervision and management; ability to communicate and work with administrators, faculty, staff, and students; successful experience with strategic planning, budget, facilities, personnel management, and scheduling of classes; successful record of experience with undergraduate and graduate students; experience teaching in a doctoral program; experience with grant funding; an understanding of the importance of a fundamental/basic communication course within the department and university community; and demonstrated support for co-curricular department activities. Quick Link URL: https://jobs.hr.txstate.edu/postings/17942. Review of applications begins December 1, 2016 and will continue until the position is filled.

JOURNALISM AND MASS COMMUNICATION, ASSISTANT PROFESSOR OF DIGITAL MEDIA (20170031FAC). Required Qualifications: Terminal degree in mass communication or related field; teaching excellence in digital media related classes at the undergraduate or graduate level; and evidence of an active program of current peer reviewed scholarship or creative activity. Preferred Qualifications: Teaching and/ or professional experience in at least two of the following areas: web development, computer programming, multimedia, visual communication, data visualization, interactive graphics, analytics, and social media. Quick Link URL: https://jobs.hr.txstate.edu/postings/17883. Review of applications begins November 1, 2016 and will continue until the position is filled.

JOURNALISM AND MASS COMMUNICATION, ASSISTANT, ASSOCIATE, OR PROFESSOR OF PUBLIC RELATIONS (20170044FAC). Required Qualifications: Terminal degree in public relations, mass communication, or related field; teaching excellence in public relations and strategic communication classes at the undergraduate and graduate level; professional experience in public relations and/or strategic communication; evidence of an active program of current peer reviewed scholarship or creative activity; record of accomplishments in scholarship, teaching, and service; for the rank of Assistant Professor (less than five years of full time teaching), Associate Professor (minimum of five years full time teaching), or Professor (minimum of ten years full time teaching) in a School of Journalism and Mass Communication. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Graduate program leadership experience; prior teaching experience in: digital media, research methods, and/or Bateman Student Competition team; and accredited in public relations by the Public Relations Society of America or interest in APR. Quick Link URL: https:// jobs.hr.txstate.edu/postings/17885. Review of applications begins November 1, 2016 and will continue until the position is filled.

MUSIC, ASSISTANT PROFESSOR OF VOICE (20170023FAC). Required Qualifications: Master of music; demonstrated ability and success in training voices of all types and developmental levels; and record of significant professional experience in the field of vocal performance and/or vocal pedagogy. Preferred Qualifications: Doctorate in music or equivalent in extensive professional experience. Tenor preferred, but all voice types considered. Quick Link URL: https://jobs.hr.txstate.edu/ postings/17841. Review of applications will begin on October 17, 2016 and will continue until position is filled.

MUSIC, ASSISTANT OR ASSOCIATE PROFESSOR OF MUSIC EDUCATION (20170024FAC). Required Qualifications: Doctorate in music education and success as a music educator with a minimum of two years of secondary level classroom teaching experience. Appointment at Associate Professor rank: minimum five years’ experience in a tenure-track position and established record of scholarly accomplishment.

To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department.

The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Doctorate in music or equivalent in extensive professional experience; demonstrated knowledge and experience teaching woodwind or brass techniques in a group setting; evidence of successful college teaching; experience supervising student teachers; and demonstrated record, or potential for, scholarly research, publication, and service to professional organizations. Quick Link URL: https://jobs. hr.txstate.edu/postings/17849. Review of applications will begin on October 24, 2016 and will continue until position is filled.

COLLEGE OF HEALTH PROFESSIONS COMMUNICATION DISORDERS, ASSISTANT OR ASSOCIATE PROFESSOR (20170028FAC). Required Qualifications: Ph.D. in communication sciences and disorders or related area (ABD candidates with

completion by hire date will be considered for Assistant Professor rank); commitment to excellence in teaching and research in the areas of adult neurogenics, swallowing, or closely related area; and eligible for State of Texas licensure in speech language pathology and the ASHA Certificate of Clinical Competence. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Individuals with teaching and research expertise in aphasia, motor speech disorders, voice, dysphagia, augmentative/alternative communication, or closely related areas. Quick Link URL: https://jobs.hr.txstate.edu/ postings/17832. Review of applications begins October 1, 2016 and will continue until the position is filled.

HEALTH ADMINISTRATION, ASSISTANT OR ASSOCIATE PROFESSOR (20170025FAC). Required Qualifications: Doctorate and masters, one of which must be in healthcare administration or closely related field from a CAHME, AACSB or CePH accredited program. Assistant Professor rank: publication history, established research agenda, and a strong commitment to teaching. Associate Professor rank: established research publication record, demonstrated teaching excellence, and service leadership accomplishments. The eligible candidate will receive the appropriate rank based on university and department standards. Preferred Qualifications: Board certification in the American College of Healthcare Executives and/or Healthcare Financial Management Association. Quick Link URL: https://jobs.hr.txstate.edu/ postings/17868. Review of applications will begin on October 14, 2016 and will continue until position is filled.

ST. DAVID’S SCHOOL OF NURSING, ASSISTANT, ASSOCIATE, OR PROFESSOR (20170022FAC). Required Qualifications: Doctorate in nursing or related field and BSN or master’s degree in nursing; certification as a Family Nurse Practitioner; eligible for Advanced Practice Registered Nurse licensure in Texas; at least three years clinical experience as a Family Nurse Practitioner; commitment to excellence in teaching and learning consistent with the nursing program’s vision, mission and goals as evidenced by a presentation during the campus visit with faculty; and record of accomplishments in scholarship, teaching, and service, appropriate for appointment at the rank of Assistant Professor (less than five years’ teaching), Associate Professor (minimum five years’ teaching), or Professor (minimum ten years’ teaching) in a School of Nursing. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Demonstrated success in faculty cooperative support and team development; demonstrated leadership supporting diversity in nursing education and professional development; experience in program development, curriculum design, informatics and communications systems with simulation experience, and teaching in a Family Nurse Practitioner Program; record of accomplishments in scholarly/creative (grantmanship and extramural funding) and service; experience in higher education including accreditation, program review and assessment; experience with formats of distance education, to include online instruction; experience in building and promoting community relationships. Quick Link URL: https://jobs.hr.txstate.edu/postings/17830. Review of applications begins October 1, 2016 and will continue until the position is filled.

COLLEGE OF LIBERAL ARTS HISTORY, ASSOCIATE PROFESSOR IN DIGITAL HISTORY (20170015FAC). Required Qualifications: Ph.D. in history or related field (geographic area and time period are open). The successful candidate will be expected to teach specialized courses in digital history and undergraduate and graduate courses appropriate for their subfield and will contribute to the Public History Program. Demonstrate an active research agenda complementing the existing methodological and topical strengths of the department with record of scholarship resulting in digital history or digital public history. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. Preferred Qualifications: Record of leading major funded research projects. Quick Link URL: https://jobs.hr.txstate.edu/postings/17766. Review of applications begins November 11, 2016.

MODERN LANGUAGES, ASSISTANT PROFESSOR OF GERMAN (20170013FAC). Required Qualifications: Ph.D. in German or comparable field at the time of application; native or near native fluency in German; demonstrated excellence in language teaching. Strong commitment to scholarly research, active student engagement, and aca-

demic program development. Quick Link URL: https://jobs.hr.txstate. edu/postings/17679. Review of applications begins November 4, 2016 and will continue until the position is filled.

POLITICAL SCIENCE, ASSISTANT PROFESSOR (20170001FAC). Required Qualifications: Ph.D. in political science or ABD in political science (completion by hire date); research agenda focusing on international security, geopolitical conflict, terrorism or nontraditional emerging threats; and ability to teach introductory international relations classes and advanced classes in the area of international security. Preferred Qualifications: Ability to teach courses on a variety of aspects of international security and areas that address departmental needs; demonstrated potential for exceptional scholarly research, publication in area of specialization, and exceptional teaching in relevant areas; and effective interpersonal skills. Quick Link URL: https://jobs. hr.txstate.edu/postings/17500. Review of applications begins September 15, 2016 and will continue until the position is filled.

PSYCHOLOGY, ASSISTANT OR ASSOCIATE PROFESSOR IN CLINICAL PSYCHOLOGY (20170038FAC). Required Qualifications: Ph.D. in clinical psychology or closely related field by the time of appointment. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Record of excellence in scholarly publications and success in obtaining external research funding; active research program in Clinical Psychology involving student research assistants; and university teaching experience. Applicant’s qualifications will be evaluated in relation to time since completion of the Ph.D. Quick Link URL: https://jobs.hr.txstate.edu/postings/17944. Review of applications begins October 3, 2016 and will continue until the position is filled.

COLLEGE OF SCIENCE AND ENGINEERING BIOLOGY, ASSISTANT OR ASSOCIATE PROFESSOR IN WILDLIFE MANAGEMENT (20170012FAC). Required Qualifications: Ph.D. in wildlife or related areas and record of published research accomplishments in the management of vertebrates. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Postdoctoral experience; record of externally funded research and interdisciplinary collaboration with species of concern; experience interacting with stakeholders, e.g. state and federal natural resource agencies; and experience in field based research complementing the research strengths of the department. Quick Link URL: https://jobs.hr.txstate.edu/postings/17675. Review of applications begins September 15, 2016.

CHEMISTRY AND BIOCHEMISTRY, ASSISTANT PROFESSOR IN ANALYTICAL CHEMISTRY (20170037FAC). Required Qualifications: Ph.D. in chemistry or closely related field; postdoctoral or equivalent research experience; record of peer reviewed publications; and ability to teach undergraduate and graduate courses in analytical chemistry.

Preferred Qualifications: Teaching and research expertise/interests that complement the department’s mission/need. Quick Link URL: https://jobs.hr.txstate.edu/postings/17929. Review of applications begins October 15, 2016 and will continue until the position is filled.

CHEMISTRY AND BIOCHEMISTRY, ASSISTANT PROFESSOR IN PHYSICAL CHEMISTRY (20170041FAC). Required Qualifications: Ph.D. in chemistry or closely related field; postdoctoral or equivalent research experience; record of peer reviewed publications; the potential to establish an externally funded research program; and the capability to teach courses in physical chemistry. Preferred Qualifications: Area of teaching and research expertise that complements the department’s strengths; and ability to effectively mentor undergraduate and graduate students. Quick Link URL: https://jobs.hr.txstate.edu/ postings/17896. Review of applications begins October 1, 2016 and will continue until the position is filled.

COMPUTER SCIENCE, ASSISTANT PROFESSOR (20170021FAC). Required Qualifications: Ph.D. in computer science, computer engineering, or closely related field by the start of employment. Preferred Qualifications: Demonstrated record of excellence in research (including potential for obtaining external funding), teaching, and service, and effective oral and written communication. Quick Link URL: https:// jobs.hr.txstate.edu/postings/17834. Review of applications begins January 6, 2017 and will continue until the position is filled.

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ENGINEERING TECHNOLOGY, CONCRETE INDUSTRY MANAGEMENT PROGRAM DIRECTOR (20170006FAC). Required Qualifications: Doctorate in civil engineering or construction management. An undergraduate degree in civil engineering from an ABET accredited program, or an undergraduate degree in construction management from an ACCE accredited program, or an AACSB accredited undergraduate degree in business if accompanied by terminal degree in either civil engineering or construction management. Excellent English speaking and writing skills. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Professional engineer licensure; field experience in the concrete industry; consultancy experience related to concrete structures; prior teaching experience; record of teaching that emphasizes hands on, experiential, laboratory learning, and awards/recognition for excellence in teaching; sustained and extensive record of scholarly research and externally funded DOT projects relating to concrete; and research interests in one or more of the following areas: ultrahigh strength concrete, construction practices in the concrete industry, concrete durability, concrete pavements and bridge decks, modeling of concrete performance and nondestructive testing of concrete structures, advanced concrete materials, and concrete mix designs using locally available materials. Quick Link URL: https://jobs.hr.txstate.edu/postings/17577. Review of applications begins October 3, 2016 and will continue until the position is filled.

ENGINEERING TECHNOLOGY, ASSISTANT OR ASSOCIATE PROFESSOR (20170008FAC). Required Qualifications: Doctorate in metallurgical engineering or metallurgy, or doctorate in materials science engineering, mechanical engineering, manufacturing engineering, industrial engineering, or another closely related degree, if accompanied by demonstrated prior experience in cast metals technology and foundry practices. An undergraduate degree in metallurgical engineering or metallurgy, or an undergraduate degree in materials science engineering, mechanical engineering, manufacturing engineering, industrial engineering, or another closely related degree, if accompanied by demonstrated prior experience in cast metals technology and foundry practices. Candidates with degree(s) in metallurgical engineering or metallurgy will be given preference. Candidates having degrees in related engineering disciplines who possess demonstrated experience in cast metals technology and foundry practices will be given consideration. The successful candidate must possess excellent oral and written English language skills. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Professional engineer licensure and/or certification(s); field experience in the foundry, cast metals, or steel industries; prior teaching experience; record of teaching that emphasizes hands on, experiential, laboratory learning; undergraduate degree from an ABET accredited program; research interests in one or more of the following areas: the physical metallurgy of cast alloys, ferrous metallurgy, steelmaking and processing; and demonstrated experience cultivating research through industrial partnerships with the metal casting and steelmaking industries.

Quick Link URL: https://jobs.hr.txstate.edu/postings/18034. Review of applications begins November 7, 2016 and will continue until the position is filled.

ENGINEERING TECHNOLOGY, ASSOCIATE OR PROFESSOR OF PRACTICE IN CONSTRUCTION SCIENCE AND MANAGEMENT (20170016FAC). Required Qualifications: Graduate or professional degree, master’s or doctoral level, in construction management, construction science, construction engineering management or construction engineering technology, architecture, architectural engineering, civil engineering or civil engineering technology, structural engineering, or business. Significant number of documented years of construction management industry experience; for the rank of Associate Professor (minimum of 10 years) and Professor (minimum of 15 years).

Undergraduate degree in construction management, construction science, construction engineering management or construction engineering technology, architecture, architectural engineering, civil engineering or civil engineering technology, structural engineering, or business. If the graduate degree is in business, the undergraduate degree must be in one of the construction relevant disciplines. If the undergraduate degree is in business, the graduate degree must be in one of the construction relevant disciplines. Excellent English speaking and writing skills. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Professional engineering licensure; registered professional architect, and/or other professional

38 • September 2016

certifications relevant to the construction industry (e.g., LEED Associate Professional, AIC Certified Professional Constructor, Certified Safety Professional, etc.); additional years of construction management industry experience beyond the minimums required for either academic rank; experience in the concrete construction and/or the construction and concrete materials industries; prior teaching experience at the university, community college, or public secondary school levels; relevant professional presentations, workshops, or publications; and leadership positions in relevant professional associations, recognition by peers, or awards for contributions to the profession and/or industry. Quick Link URL: https://jobs.hr.txstate.edu/postings/17767.

Review of applications begins November 7, 2016 and will continue until the position is filled.

INGRAM SCHOOL OF ENGINEERING, ASSISTANT PROFESSOR IN ELECTRICAL ENGINEERING (20170019FAC). Required Qualifications: Doctorate in electrical engineering, computer engineering, or a closely related discipline; domain appropriate research publications in internationally recognized journals and conferences; effective teacher in an academic environment; and excellent oral and written English language skills. Preferred Qualifications: Research specialization in computer engineering; industrial, commercialization, or postdoctoral experience; proven ability to work across multiple specialties within electrical engineering; and prior experience writing and securing grants and/or contracts. Quick Link URL: https://jobs.hr.txstate.edu/ postings/17815. Review of applications begins December 1, 2016 and will continue until the position is filled.

INGRAM SCHOOL OF ENGINEERING, ASSISTANT PROFESSOR IN INDUSTRIAL ENGINEERING (20170020FAC). Required Qualifications: Doctorate in industrial engineering or a closely related discipline. (ABD candidates defending prior to July 2017 are encouraged to apply); strong track record in research competence demonstrated by journal publications and conference presentations; effective teacher with excellent oral and written English language skills. Preferred Qualifications: Expertise in data analytics, simulation, reliability/quality, and operations research with broad industrial and service applications; postdoctoral/industrial experience; and prior experience writing and securing grants and/or contracts. Quick Link URL: https:// jobs.hr.txstate.edu/postings/17824. Review of applications begins November 1, 2016 and will continue until the position is filled.

MATHEMATICS, ASSISTANT, ASSOCIATE, OR PROFESSOR (20170035FAC). Required Qualifications: Assistant Professor rank: Doctorate specializing in mathematics education or Ph.D. in a STEM field with a strong interest in mathematics educational research; strong preparation in mathematics; evidence of, or potential for, high quality research in mathematics education; potential for success in obtaining external funding; and evidence of effective teaching anywhere within the PK-20 range. Associate Professor or Professor rank: Doctorate specializing in mathematics education or Ph.D. in a STEM field with a strong interest in mathematics educational research; for the rank of Associate Professor (at least 6 years’ experience in a tenure accruing position) and Professor (current Associate Professor for at least 5 years); exceptional candidates with experiences outside academia will be considered on a case by case basis; strong preparation in Mathematics; strong evidence of high quality research in mathematics education; evidence of success in obtaining external funding; and evidence of effective teaching in the PK-20 range. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Experience in, or potential for, directing dissertations. Quick Link URL: https://jobs.hr.txstate.edu/postings/17833. Review of applications begins November 1, 2016 and will continue until the position is filled.

PHYSICS, ASSISTANT OR ASSOCIATE PROFESSOR (20170027FAC).

Required Qualifications: Ph.D. in physics or a closely related field; postdoctoral or equivalent experience; record of research, such as peer reviewed publications, and patents; and strong commitment to excellence in teaching in both undergraduate and graduate courses. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Research interests that complement those of the existing faculty and contribute to the mission of the recently established MSEC program; demonstrated record of funded research; and industrial and/or technology transfer experience. Quick Link URL: https://jobs. hr.txstate.edu/postings/17928. Review of applications begins November 1, 2016 and will continue until the position is filled.

ASSISTANT PROFESSOR/ASSOCIATE PROFESSOR/ PROFESSOR, COMPUTER SCIENCE The Department of Computer Science at the University of Chicago invites applications from qualified candidates for faculty positions at the ranks of Assistant Professor, Associate Professor, and Professor. The University of Chicago has embarked on an ambitious, multi-year effort to significantly expand its computing and data science activities. Candidates with research interests in all areas of computer science will be considered. Applications are especially encouraged in the areas of AI and Machine Learning, Cybersecurity, Human-Computer Interaction, and Visual Computing.

Candidates must have demonstrated excellence in research and a strong commitment to teaching. Completion of all requirements for a Ph.D. in Computer Science or a related field is required at the time of appointment. Candidates for Associate Professor and Professor positions must have demonstrated leadership in their field, have established an outstanding independent research program and have a record of excellence in teaching and student mentorship.

Applications must be submitted through the University's Academic Jobs website. To apply, go to http://tinyurl.com/zlx5vxx: To be considered as an applicant, the following materials are required: • cover letter • curriculum vitae including a list of publications • statement describing past and current research accomplishments and outlining future research plans • description of teaching philosophy • three reference letters, one of which must address the candidate’s teaching ability Reference letter submission information will be provided during the application process.

Review of complete applications will begin January 1, 2017 and will continue until all available positions are filled.

The University of Chicago has the highest standards for scholarship and faculty quality, is dedicated to fundamental research, and encourages collaboration across disciplines. We encourage connections with researchers across campus in such areas as bioinformatics, mathematics, molecular engineering, natural language processing, statistics, and social science to mention just a few.

The Department of Computer Science (cs.uchicago.edu) is the hub of a large, diverse computing community of two hundred researchers focused on advancing foundations of computing and driving its most advanced applications. Long distinguished in theoretical computer science and artificial intelligence, the Department is now building strong systems and machine learning groups. The larger community in these areas at the University of Chicago includes the Department of Statistics, the Computation Institute, the Toyota Technological Institute at Chicago (TTIC), the Polsky Center for Entrepreneurship and Innovation, and the Mathematics and Computer Science Division of Argonne National Laboratory.

The Chicago metropolitan area provides a diverse and exciting environment.

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

The University of Chicago is an Affirmative Action/Equal Opportunity/ Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law. For additional information please see the University's Notice of Nondiscrimination at http://www.uchicago.edu/about/non_discrimination_statement/. Job seekers in need of a reasonable accommodation to complete the application process should call 773-702-5671 or email ACOppAdministrator@uchicago.edu with their request.

TENURE-TRACK ASSISTANT/ASSOCIATE PROFESSOR (TWO POSITIONS AVAILABLE) The School of Sport, Tourism and Hospitality Management is soliciting applicants for 2 tenure-track faculty positions at the Assistant/Associate Professor level. These positions will be housed in the school’s Department of Sport and Recreation Management. Preferred applicants will have a strong record of publishing in high quality sport management journals as well as mainstream business outlets, or show potential to do so.

The ideal candidates will have experience, or ability, to teach courses in at least two of the following areas at the undergraduate and graduate levels: finance, economics, management, strategy, and research methods. Specific experience and/or a willingness to develop and deliver online courses is also desirable. Salary will be commensurate with qualifications and experience. A terminal degree in a relevant field is required.

Teaching evaluations, where available, should also be included with application.

Both appointments are scheduled to begin in the fall semester of 2017. Review of applications to begin immediately and positions will remain open until filled.

Temple University is a large urban university located approximately 2 miles north of Center City Philadelphia.

The city’s extensive tourism, hospitality, sport, and recreation venues make the University’s location ideal for teaching and learning experiences in these industries. The Department of Sport and Recreation Management currently offers two degree programs: Bachelor’s (BS) in Sport and Recreation Management and a Master’s degree (MS) in Sport Business; a fully-online Executive M.S. in Sport Business is expected to launch in 2017. The School (STHM) is a self-standing school, affiliated with Temple University’s Fox School of Business and Management, where a Ph.D. in Business Administration with a Tourism/Sport concentration is offered.

Applicants should submit a letter of application, curriculum vitae, the names of at least three references, teaching evaluations, and other relevant supporting materials to Dr. Joe Mahan, Chair, Department of Sport & Recreation Management (joe.mahan@temple.edu), or at the following address: School of Sport, Tourism and Hospitality Management, 1810 North 13th Street, 111 Speakman Hall (006-68), Temple University, Philadelphia, PA 19122.

For sustainability purposes, electronic applications are strongly encouraged.

Temple University is an Affirmative Action/Equal Opportunity employer. Women and minorities are encouraged to apply.

www.HispanicOutlook.com • 39

Central Arizona College, a diverse and innovative institution, is located in Pinal County, Arizona, a rapidly expanding business and residential community with a student population in excess of 12,000 on five major campuses and additional centers. Less than one hour from the Phoenix metro complex, faculty, staff, and students enjoy access to the arts, sports, recreation, and cultural history in the inviting Southwest climate. The College invites applications for the following position.

Vice President, Student Services The Vice President, Student Services, reports to the President of the College and is responsible to administer, lead, and oversee the strategic and operational aspects of the Student Services division.

QUALIFICATIONS: EDUCATION: Master degree. Earn doctorate highly desired. EXPERIENCE: Ten (10) years of directly-related experience with the essential functions listed on job announcement. SPECIAL JOB CONDITION: The successful candidate must reside within Pinal County.

For more information, go to www.centralaz.edu/jobs or call 520-494-5235.

VISIT WWW.HISPANICOUTLOOK.COM

Central Arizona College prohibits discrimination in employment and educational programs based on race, color, religion, sex, age, disability, national origin, military status, genetic test information, sexual orientation, or gender identity or expression.

DEAN, YALE GORDON COLLEGE OF ARTS AND SCIENCES (YGCAS) The University of Baltimore (UB) invites applications and nominations for the position of Dean of the Yale Gordon College of Arts and Sciences (YGCAS).

Comprising the Division of Applied Behavioral Sciences, School of Communications Design, Division of Legal, Ethical & Historical Studies, and Division of Science, Information Arts & Technologies, YGCAS offers baccalaureate, master’s and doctoral degree programs.

Building upon institutional strengths in teaching, public service, applied research, creative work, and interdisciplinary collaboration, YGCAS enrolls more than 1,100 undergraduate and 475 graduate students and has 63 full- and part-time faculty with expertise from Baltimore-Washington area businesses, government agencies, non-profit organizations, and arts communities.

This position offers a unique opportunity for transformative leadership, working with faculty to strengthen current successful programs and to build distinctive, robust and contemporary programs to advance student learning appropriate to the 21st Century.

As the College’s chief academic officer, the Dean provides intellectual and administrative leadership, guiding the College in its commitment to innovative, relevant education for current and future generations of students. Responsibilities include effective leadership consulting with and empowering faculty to revise and develop curricula in a variety of disciplines; maintaining high standards of teaching, scholarship and service; supporting creative work and applied research; administering the College's budget; fundraising; recruiting faculty; leading in other faculty personnel matters, including tenure, promotion, and renewal; and advocating for the College at the University level.

A demonstrated record of collegial academic leadership, distinguished record of teaching, scholarship or creative work and service (meriting a tenured faculty appointment at rank of Professor) is required. Preferred qualifications include a history of attracting research funds, experience in fundraising, and professional, administrative or other relevant experience.

UB is a public university committed to teaching, research, scholarship/creative work and service to surrounding communities, enrolling over 6,000 students and serving the city, county, state and beyond. An urban university in the heart of Baltimore's cultural and arts district, UB was founded in 1925 and is part of the University System of Maryland.

Please submit a letter addressing how your experiences match position requirements, a curriculum vitae and contact information for at least five references.

Initial screening begins immediately. For priority consideration, materials should be provided by October 21, 2016. Submission of materials as Adobe PDF format is strongly preferred. Visit http://www.ubalt.edu/about-ub/offices-and-services/human-resources/jobs-at-ub.cfm to access the position description and electronic application, and direct confidential inquiries to ubcasdeansearch@ubalt.edu.

40 • September 2016

ASSISTANT PROFESSOR OF BUSINESS ANALYTICS Assistant Professor of Business Analytics Expertise in Economics Strategy, Assistant Professor of Business Analytics withwith Expertise in Economics andand Strategy, Finance, Innovation, Technology Operations, Management, or Marketing Finance, Innovation,and Technology and Operations, Management, or Marketing

The Rady School of Management at UC is committed to The Rady School of Management(http://rady.ucsd.edu) (http://rady.ucsd.edu) at UC San San DiegoDiego is committed to academic excellence and and diversity within thethe faculty, academic excellence diversity within faculty,staff, staff,and andstudent student body. body. The The Rady Rady School invitesSchool applications for one or more faculty positions at the assistant professor level (tenureone or more faculty positions at the assistant professor level track) in theinvites field applications of businessforanalytics with expertise in economics and strategy, finance, (tenure-track) in the field of business analytics with expertise in economics and strategy, innovation, technology, and operations, management, or marketing. Candidates must have a innovation, technology, and operations, or marketing.

Candidates Ph.D. finance, or be working toward completion of a Ph.D. management, by the start date of the new academic year must have Ph.D. orposition be working completion of a Ph.D. by the start date of the (July 2017).

Thisa faculty aimstoward to support activities at Rady related to the Master of new academic year (July 2017).

This faculty position aims to support activities at and Radyindustry Science in Business Analytics program, an analytics center for research, education, collaboration. willScience be given to candidates with emerging scholarlycenter records related to Preference the Master of in Business Analytics program, an analytics for whose research interests intersect well with Rady’s business analytics initiatives.

The school research, education, and industry collaboration.

Preference will be given to candidates with seeks candidates whose research, teaching, and/or service has prepared them to contribute emerging scholarly records whose research interests intersect well with Rady’s business to our commitment diversityThe andschool inclusion higher education. analytics to initiatives. seeksincandidates whose research, teaching, and/or service has prepared them to contribute to our commitment to diversity and inclusion in higher

Salary and appointment level are dependent on experience and based on University of education.

California pay scales.

Salary and appointment levelaare dependent on experience The position is expected to have start date of July 1, 2017.

and based on University of

California pay scales.

Applicants are asked to provide information via the UC San Diego online application website, https://apol-recruit.ucsd.edu/apply/JPF01104.

The position is expected to have a start date of July 1, 2017.

The application should a detailed curriculum statement research with Applicants are askedinclude: to provide information via the UCvita, Sana Diego online of application relevant publications, and a diversity statement summarizing their contribution, or potential website, https://apol-recruit.ucsd.edu/apply/JPF01104. for contribution, to diversity and leadership. The diversity statement should summarize past experience in activities that promote diversity and inclusion and/or plans to make future The application should include: aabout detailed a statement of research contributions.

Further information thecurriculum required vita, diversity statement can bewith found at relevant publications, and a diversity statement summarizing their contribution, or potential http://facultyexcellence.ucsd.edu/c2d/index.html. for contribution, to diversity and leadership. The diversity statement should summarize past

experience in activities that promote andand inclusion and/oruntil plansthe to make futureis filled.

Review of applications begins Octoberdiversity 1, 2016 continues position For applicants interested in spousal/partner employment, visit UCSDatPartner contributions.

Further information about the required diversity please statement canthe be found Opportunities Program web site: http://academicaffairs.ucsd.edu/aps/partneropp/. http://facultyexcellence.ucsd.edu/c2d/index.html.

UCSDReview is anofaffirmative action/equal opportunity employer with a strong institutional applications begins October 1, 2016 and continues until the position is filled. commitment to excellence through diversity (http://diversity.ucsd.edu).

For applicants interested in spousal/partner employment, please visit the UCSD Partner Opportunities Program web site:Equal http://academicaffairs.ucsd.edu/aps/partneropp/.

The University of California is an Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, UCSD is an affirmative employer with a strong institutional national origin, disability, age action/equal or protectedopportunity veteran status. commitment to excellence through diversity (http://diversity.ucsd.edu).

Dean College of Social Work The University of South Carolina is conducting a global search for the next Dean of the College Social Work. The Search Committee invites nominations, applications (letter of interest, resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University. Confidential review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to November 15, 2016. For a complete position description, please visit https://www.parkersearch.com/usc-deansocialwork.

Laurie C. Wilder, President Porsha L. Williams, Vice President pwilliams@parkersearch.com || eraines@parkersearch.com Phone: 770-804-1996 ext: 109, Fax: 770-804-1917 The University of South Carolina does not discriminate in educational or employment opportunities or decisions for qualified persons on the basis of race, color, religion, sex, national origin, age, genetics, disability, sexual orientation or veteran status.

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

The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, age or protected veteran status.

ASSISTANT PROFESSOR OF ACCOUNTING TheRady RadySchool School of of Management Management (http://rady.ucsd.edu) atUC UC San San The (http://rady.ucsd.edu) at Diegoisiscommitted committedtotoacademic academic excellence Diego excellenceand anddiversity diversitywithin withinthe the faculty,staff staffand andstudent student body. body. The The Rady for faculty, RadySchool Schoolinvites invitesapplications applications one or more faculty positions at the Assistant Professor level (tenurefor one or more faculty positions at the Assistant Professor level track) in the field of accounting. Applicants must have a Ph.D. or will (tenure-track) in the field of accounting. Applicants must have a be working towards a Ph.D. by the start date of the new academic Ph.D. will be working towards a Ph.D. bywith the emerging start datescholarly of the new year.or Preference will be given to applicants academic year. Preference will beexperience given to applicants withstudents emerging records, demonstrated teaching with graduate scholarly records,and demonstrated teaching experience with graduate and executives, experience mentoring doctoral students.

The Rady students and executives, and experience mentoringand/or doctoral students.

School seeks candidates whose research, teaching, service The School seeks candidates research, teaching, hasRady prepared them to contribute to whose our commitment to diversityand/ and in higher education. orinclusion service has prepared them to contribute to our commitment to diversity and inclusion in higher education.

Salary and appointment level are dependent on experience and based on University of California payare scales.

The position is expectedand to have a Salary and appointment level dependent on experience based date of of JulyCalifornia 1, 2017. pay scales. The position is expected to have onstart University

ASSOCIATE OR FULL PROFESSOR OF ACCOUNTING

Hispanic Outlook The Rady SchoolofofManagement Management (http://rady.ucsd.edu) (http://rady.ucsd.edu) at at UC UC San Rady School San 1/4The page Diego is committedtotoacademic academic excellence excellence and thethe Diego is committed anddiversity diversitywithin within faculty, staff and student body.

The Rady School invites applications faculty, staff and student body.

The Rady School invites applications Issue for9-19-16 one or more senior faculty positions (tenured) in the field of for one or more senior faculty positions (tenured) in the field of accounting. Applicants must have a Ph.D. Preference will be given accounting.

Applicants must of have a Ph.D. Preference willtheir be given Deadline 9-12-16 to applicants with evidence a strong research record in to applicants withdemonstrated evidence of teaching a strong experience research record in their specialization, with graduate specialization, experience students anddemonstrated executives, andteaching experience mentoringwith Ph.D.graduate students.

The Rady seeks candidates whose research, and/ students andSchool executives, and experience mentoringteaching, Ph.D. students. or service has prepared them to contribute to our commitment The Rady School seeks candidates whose research, teaching, to and/ diversityhas andprepared inclusion in higher education. to our commitment to or service them to contribute diversity and inclusion in higher education.

Salary and appointment level are dependent on experience and based on University of California pay scales. The position is expected to have

a start date of July 1, 2017.

Salary anddate appointment level are dependent on experience and a start of July 1, 2017. based on University of California pay scales. The position is expected to have a startare date of July 1, 2017.

Applicants asked to provide information via our on-line

Applicants asked to provide information via our submission applicationare should include: a detailed curriculum vitaon-line and diversity website, https://apol-recruit.ucsd.edu/apply/JPF01173. application statement summarizing their contribution, or potential The for contribution, should include: detailed curriculum vitastatement and diversity statement to diversity andaleadership.

The diversity should summarize summarizing theirincontribution, potential for contribution, to and/ past experience activities thatorpromote diversity and inclusion diversity leadership.

The diversity statement should summarize or plansand to make future contributions.

Further information about the required diversity statement can be found at http://facultyexcellence. past experience in activities that promote diversity and inclusion and/ orucsd.edu/c2d/index.html. plans to make future contributions. Further information about the required diversity statement can be found at http://facultyexcellence.

Review of applications begins September 16, 2016 and continues ucsd.edu/c2d/index.html.

The application should include: information a detailed curriculum vita and Applicants are asked to provide via our on-line diversity statement summarizing their contribution, or potential for submission website, https://apol-recruit.ucsd.edu/apply/JPF01174. diversity and leadership. diversity statement Thecontribution, application to should include: a detailedThe curriculum vita and shouldstatement summarizesummarizing past experience in activities that promote diversity diversity their contribution, or potential for and inclusion and/or plans to make future contributions. Further contribution, to diversity and leadership.

The diversity statement information about the required diversity statement can be found at should summarize past experience in activities that promote diversity http://facultyexcellence.ucsd.edu/c2d/index.html. and inclusion and/or plans to make future contributions. Further information the required diversity statement cancontinues be found at Review ofabout applications begins September 16, 2016 and until the position is filled. For applicants interested in spousal/partner http://facultyexcellence.ucsd.edu/c2d/index.html.

Review of applications begins September 16, 2016 and continues site: http://academicaffairs.ucsd.edu/aps/partneropp/. until the position is filled. For applicants interested in spousal/partner employment, please visit the UCSD opportunity Partner Opportunities Program UCSD is an affirmative action/equal employer with a strong web site: http://academicaffairs.ucsd.edu/aps/partneropp/. institutional commitment to excellence through diversity (http://

web site: http://academicaffairs.ucsd.edu/aps/partneropp/.

Review of applications begins September 16, 2016 and continues until the position is filled. For applicants interested in spousal/ UCSD is an affirmative action/equal opportunity employer with a partner employment, please visit the UCSD Partner Opportunities strong institutional commitment to excellence through diversity Program web site: http://academicaffairs.ucsd.edu/aps/partneropp/. (http://diversity.ucsd.edu).

UCSD is an affirmative action/equal opportunity employer with a strong institutional commitment to excellence through diversity (http:// diversity.ucsd.edu).

UCSD is an affirmative action/equal opportunity employer with a strong institutional commitment to excellence through diversity (http://diversity.ucsd.edu).

Applicants are asked to provide information via our on-line submission website, https://apol-recruit.ucsd.edu/apply/JPF01173. The

until the position is filled. For applicants interested in spousal/partner employment, please visit the UCSD Partner Opportunities Program web

diversity.ucsd.edu).

submission website, https://apol-recruit.ucsd.edu/apply/JPF01174.

employment, please visit the UCSD Partner Opportunities Program

www.HispanicOutlook.com • 41

Size:

1/3 (4.875” x 4.75”)

Central Pennsylvania Consortium

DICKINSON COLLEGE FRANKLIN & MARSHALL COLLEGE GETTYSBURG COLLEGE The Department of Computer Science at the University of Chicago invites applications for the position of Lecturer. Subject to the availability of funding, this would be a two year position with the possibility of renewal. This position involves teaching in the fall, winter and spring quarters. The successful candidate will have competence in teaching and superior academic credentials, and will carry responsibility for teaching computer science courses and laboratories. Completion of all requirements for a Ph.D. in Computer Science or a related field is required at the time of appointment and candidates must have experience teaching Computer Science at the College level.

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

Three highly selective Pennsylvania liberal arts colleges, Dickinson, Franklin & Marshall and Gettysburg, invite applications for the following Fall 2017 tenure-track positions. Because of the relative proximity of the three colleges, these positions may be of particular interest to academic couples. All positions require Ph.D. or appropriate terminal degree in hand or near completion. For further information and search schedules, interested candidates may consult institutional web pages. Please note that additional positions may be added to the websites.

DICKINSON COLLEGE, Carlisle, PA 17013 www.dickinson.edu https://jobs.dickinson.edu/

Philosophy: Applied Ethics; Psychology: Health Psychology; Political Science: Comparative Politics (Latin American); Religion: Christian origins, esp. scriptural texts, both canonical and extra-canonical, Islam as highly desirable secondary field; Environmental Science: emphasis on Human Environmental Interactions; History: Twentieth-century American history with ability to offer courses focusing on African American, Latino/a, or Asian American histories; Mathematics: specialization not yet determined; Mathematics: long term lecturer, specialization not yet determined.

FRANKLIN & MARSHALL COLLEGE, Lancaster, PA 17604 www.fandm.edu/jobs - Faculty opportunities

American Studies: American Studies; Biology: Public Health; Business, Organizations & Society: Marketing; Business, Organizations & Society: International Business; Computer Science: Software; Earth & Environment: Environmental Studies; Italian: Italian, Comparative Literature; Economics: Economics; Government: Public Health Policy; History: Islamic World; Physics & Astronomy: Experimental/Computational Physics; Sociology: Race and Ethnic Relations.

GETTYSBURG COLLEGE, Gettysburg, PA 17325

www.gettysburg.edu/about/offices/provost/academic_positions/

French: Twentieth and twenty-first century film and media studies; Management: Organization and Management Studies; Political Science: American Politics/Judicial Politics/Methodology/Theory; Sociology: specialization in theory and gender inequality; Sunderman Conservatory of Music at Gettysburg College: specialization in music theory.

Affirmative Action, Equal Opportunity Employers

Applicants must apply on line at the University of Chicago Academic Careers website at http://tinyurl.com/h84fu8p.

To be considered an applicant, the following materials are required: • Curriculum vitae with a list of publications • One page teaching statement • Three reference letters, one of which must address the candidate’s teaching ability Reference letter submission information will be provided during the application process.

Review of complete applications, including reference letters, will begin October 3, 2016, and continue until the position is filled.

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 773702-5671 or email ACOppAdministrator@ uchicago.edu with their request.

42 • September 2016

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WE HERE AT THE HISPANIC OUTLOOK BOWDOIN COLLEGE IN HIGHER EDUCATION BRUNSWICK, MAINE ARECollege CURRENTLY UPDATING Bowdoin currently has tenure-track openings, beginning fall 2017, in the following fields: OUR SUBSCRIBERS’ LIST Music - Ethnomusicology; Sociology - health; Theater and Dance - Dance

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.

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The Andrew Young School of Policy Studies, Department of Economics at Georgia State University has current posted job opportunities. For details and deadlines, please continue to check the following website as it is updated throughout the recruiting season: http://economics.gsu.edu/ about/employment-opportunities/ . All applications must be submitted through https://www. aeaweb.org/joe/.

The Andrew Young School is ranked among the top 20 policy schools in the area of Policy Analysis. The school houses the Department of Economics and outstanding research centers in health policy, fiscal policy, experimental, and international studies, among others. The research centers generate opportunities for funded scholarly research.

Georgia State University, a unit of the University System of Georgia, is an equal opportunity educational institution and an equal opportunity/ affirmative action employer. Candidates must be eligible to work in the United States. At time of offer, a background check is required.

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