VOLUME 27 • NUMBER 1 OCTOBER 2016
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“Community College Best Practices, "Laredo Community College and Texas A&M International University: Focus on Student Success" Alicia Gonzalez-Quiroz, Ph.D. Activity Director, Title V Grant, U.S. Department of Education Nora R Garza, Ph.D. Projector Director, V.P. for Resources Development, Laredo Community College
"Pathways to a Career" Mark Kamimura, Director of Graduate Student Success, Rackham Graduate School, University of Michigan
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THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE VOLUME 27 • NUMBER 1
FEATURED ARTICLE Civil rights remain the pinnacle of debates, protecting rights for all Americans.
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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, KATHLEEN RONAYNE, EMILY SWANSON, PEGGY SANDS ORCHOWSKI, GUS MELLANDER, TODD RICHMOND, SERGIO GONZALEZ, AND STEPHEN BALKARAN
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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®. Letters to the Editor The Hispanic Outlook in Higher Education Magazine ® email: info@hispanicoutlook.com Editorial Office 299 Market St, Ste. 145, Saddle Brook, N.J. 07663 TEL (201) 587-8800 or (800) 549-8280 “‘The Hispanic Outlook in Higher Education’ and ’Hispanic Outlook are registered trademarks.’”
on the cover UTRGV PHOTO BY DAVID PIKE
THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE OCTOBER 2016
Table of
CONTENTS 6
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THE UNIVERSITY OF TEXAS RIO GRANDE VALLEY STILL GOING STRONG! After 15 years, HESTEC continues to influence thousands of students and educators in South Texas by The University of Texas Rio Grande Valley
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GEORGIA STATE UNIVERSITY SUCCESS STORY Raising Graduation Rates Via Personalized Approach by Gary Stern
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ELECTION PREVIEW: TWO PARTIES, TWO CONVENTIONS, TWO WAYS OF GOVERNING Party Views on Issues Important to Hispanics Including Trade, Economy and Immigration by Peggy Sands Orchowski
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TOP 25 HISPANIC LEADERS IN COLLEGES AND UNIVERSITIES Role Models in Higher Education by HO Editorial Staff
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THE HISPANIC STRUGGLE AND THE FOUNDATION OF AMERICA’S CIVIL RIGHTS MOVEMENT Defending These Rights Have Long Been an Important Issue for All Americans by Stephen Balkaran
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SPOTLIGHT ON THE SUPREME COURT Sotomayor Calls Job on High Court a Blessing and Curse by Todd Richmond, Associated Press
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HISPANIC YOUTH VOTE Young Voters from Newer Immigrant Families Lean More Liberal by Kathleen Ronayne and Emily Swanson, Associated Press
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TARGETING HIGHER EDUCATION A New Goal for a New Year by Gustavo A. Mellander
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SCHOLAR’S CORNER Through the Eyes of a Doctoral Student from the University of Wisconsin by Sergio Gonzalez
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www.HispanicOutlook.com • 5
Hispanic Engineering, Science and Technology Week
STILL GOING STRONG
AFTER 15 YEARS, UTRGV’S HESTEC CONTINUES TO INFLUENCE THOUSANDS OF STUDENTS AND EDUCATORS IN SOUTH TEXAS
Alejandra Ceja, executive director of the White House Initiative on Educational Excellence for Hispanics, presented U.S. Rep. Rubén Hinojosa (Texas District 15) and UTRGV President Guy Bailey with an award recognizing HESTEC as a “National Bright Spot in Hispanic Education,” during HESTEC Educator Day on Monday, Oct. 3, 2016, at the Fieldhouse on the Edinburg Campus.
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ESTEC, the University of Texas Rio Grande Valley’s popular celebration of all things STEM, marked its quinceañera this year with South Texas flair. Throughout its 15-year history, Hispanic Engineering, Science and Technology Week has had an impact on more than a million students, educators and families changing their worlds through exposure to science, technology, engineering and mathematics education.
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Created to address the critical shortage of scientists and engineers in the United States, HESTEC has grown into an astronomical event featuring workshops and competitions, along with entertaining, educational presentations by some of today’s most influential people in the STEM fields. Recognized as a “Bright Spot in Hispanic Education” in 2015 by the White House Initiative on Ed-
ucational Excellence for Hispanics, HESTEC has established itself as a nationally acclaimed program for promoting STEM to students of all ages. “HESTEC is going to help us change the narrative,” said Alejandra Ceja, executive director of the White House Initiative on Educational Excellence for Hispanics. Ceja attended opening day of HESTEC 2016 and presented
UT RGV PHOTO BY DAVID PIKE
Story courtesy of The University of Texas Rio Grande Valley
Amazing Latinas took over the third day of HESTEC 2016, featuring a lineup of successful Hispanic women, like UT System Regent Sara Martinez Tucker (front, eighth from left) and Dr. Monica Regalbuto, U.S. Dept. of Energy assistant secretary for Environmental Management (front, 10th from left). On hand to support Latina Day were UTRGV President Guy Bailey (front, 11th from left); HESTEC cofounder and U.S. Congressman Rubén Hinojosa (TX-15) (front, 9th from left); and UT System Regent Ernest Aliseda (seventh from left). The event drew some 700 mothers and daughters from South Texas who came together to find inspiration for pursuing their dreams.
UTRGV with the 2015 Bright Spot recognition, which will be part of a national online catalog of more than 230 programs that invest in key education priorities for Hispanics. “I applaud the great investments you have made to create HESTEC, the Center of Excellence in STEM Education, stem-focused Early College High Schools, and robotics programs right here in South Texas that are preparing students for the jobs of the 21st century,” Ceja said. “People come from all over to the Rio Grande Valley to see the STEM opportunities that you all have made come true for students.” Since HESTEC began, the program has influenced more than 8,000 educators, more than 58,000
students and, through its career expo, about 22,000 college students. “When we started, at least, I didn’t really dream it was going to be what it is,” said Dr. Miguel Nevárez, then president of UTRGV legacy institution The University of Texas-Pan American. “That first year, we had it as a trial basis. Our students really enjoyed it, and we enjoyed putting it on. When we started bringing in public school kids, the parents and the community, it just blossomed.” HESTEC was spearheaded by Nevárez and U.S. Rep. Rubén Hinojosa (TX-15). “Reflecting on these past 15 years of HESTEC, I am proud that thousands of students in South Texas and beyond have been given an
Since HESTEC began, the program has influenced more than 8,000 educators, more than 58,000 students, and, through its career expo, about 22,000 college students. www.HispanicOutlook.com • 7
outstanding outlet to learn about the growing opportunities in STEM education,” Hinojosa said. “My heart swells with pride on the success of this event.” This year’s weeklong conference was held Oct. 2-8 and featured HESTEC’s signature events: Community Day, Educator Day, Student Leadership Day, Latina Day, and Robotics Day. Among the most important events is HESTEC’s Student Leadership Day, which this year drew 900 local high school seniors to hear from inspiring Latino leaders in the STEM fields. In addition, students participated in interactive breakout sessions and activities designed to ignite student interest and create awareness of the opportunities available. 8 • October 2016
Girl power ruled Latina Day 2016, with more than 700 mothers and daughters converging on the UTRGV Edinburg Campus to hear words of inspiration from prominent, successful Hispanic women like Sara Martinez Tucker, a University of Texas System Board Regent and former CEO/president of the Hispanic Scholarship Fund; Rosa Flores, CNN correspondent; and Dr. Monica Regalbuto, U.S. Department of Energy assistant secretary for Environmental Management. “Remember, Latina women are smart and Latina women are strong,” Regalbuto told the mothers and daughters attending Latina Day. In 2016, HESTEC expanded its events to Harlingen and Brownsville, including student events like Robotics Day and the Sea Perch Challenge.
The Career Expo, which features recruiters from federal agencies, corporations and local businesses, was held on the UTRGV Brownsville Campus, and the annual expo was held on the Edinburg Campus. The biggest event of the week, the always popular Community Day, attracts more than 50,000 people and features hands-on STEM activities that showcase UTRGV’s innovative students and faculty, as well as celebrity entertainment that has included Disney stars, Animal Planet’s Jeff Corwin, Discovery Channel’s Mythbusters, actress Rita Moreno, Bill Nye the Science Guy, comedian Paul Rodriguez, country crooner Chris Young, alumnus Valente Rodriguez, and many more. To learn more about HESTEC, visit www.utrgv.edu/hestec. •
UTRGV PHOTO BY DAVID PIKE
One of the goals of HESTEC is to have the students participate in STEM activities and give them an early look at the higher education and career possibilities ahead of them. Here, Kelly Rayner, of Last Chance Forever, shows students from W.B. Green Junior High in La Feria the impressive wing-span of a great-horned owl.
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GEORGIA STATE UNIVERSITY Showing Success at Raising Graduation Rates Via a Personalized Approach Story by Gary Stern
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nly 53 percent of college freshmen earn a bachelor’s degree within six years. The longer students linger in college, the less their chances are of graduating. To raise its graduation rates, Georgia State University (GSU), an Atlanta, Georgia-based state college with a 63 percent minority population, introduced a strategic program. By establishing a personalized approach combined with an analytical component, GSU raised graduation rates by 22 percentage points, among the highest increases in the nation. In fact, graduation rates spiked 32 percent for Latino students to 54 percent graduating within six years and rose 28 percentage points for African-Americans to 57 percent. What’s the secret sauce? The program relies on intensive analytical data but revolves around one-on-one advising to steer students in the right direction and forestall dropping out. Timothy Renick, GSU’s vice provost and vice president for Enrollment Management and Student Success, describes its approach as “high tech and high touch.”
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GSU’s student success program launched in 2012. It employs “predictive analytics and a system of more than 800 alerts to track all undergraduates daily, identify at-risk behaviors and have advisors respond to alerts by intervening in a timely fashion to get students back on track.” It anticipates problems rather than reacts to a student mired in trouble or about to drop out when it’s often too late. In fact, during the 2015-16 semesters, advisers conducted 49,000 meetings with students. GSU focused on “developing personalized attention and intervention to students on scale,” Renick explained. Students who attend small, liberal arts colleges often receive personalized advising from a faculty member or counselor, which GSU replicates on a large scale to its 51,000 students. Its goal was to close the achievement gap for all students while ensuring that minority students graduate in higher numbers. “The students who suffer the most are the ones who need that intervention the most,” Renick noted. Frequently first-generation minority students who are often low-income don’t have the
support systems that middle-class students rely on. Because there are innumerable reasons why students falter, its analytical system, updated daily, searches for one of 800 trigger points or factors that could lead to dropping out. Advisers are notified, and the student is contacted either via e-mail or text or, depending on the severity, might be asked to come in for a session. For example, Renick observes that students who receive an A in their initial class in their major graduate at a 75 percent rate, but those awarded a C graduate at a 25 percent clip. The student who received a C in their major is reached and meets with an adviser who does an assessment that could suggest a tutor or attending the college’s writing center. “They may be advised to take another course before they try upper level courses,” he said. Many students enroll in a course that doesn’t fit them academically. “We have 3,000 courses, and students may be choosing the wrong chemistry course,” Renick asserted. To provide this intensive advising, GSU doubled the number of
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its advisers. Yet Renick acknowledges that the college lost $40 million in state funding from 2008 through 2012. “We’re not getting additional funding,” he said. Allocating resources in this way makes good financial sense. “For every one percent we increase retention rather than dropping out that’s worth $3 million in state revenue,” he said. Retaining students results in increased tuition fees, so there’s a cost benefit in hiring more advisers. When asked why GSU has been successful in spiking graduation rates for Latinos and African-Americans, Renick was reluctant to offer a pat, simplistic response. “We want to look at every student as an individual,” he said. For example, the Latino journalism major with strong verbal skills faces different issues than the Cuban-born
chemistry major who needs strengthening in math. Latino students hail from these top five countries: Mexico, Colombia, Venezuela, Peru and El Salvador. Because financial difficulties are another major bugaboo or factor for dropping out, GSU provides financial literacy for students in their freshman year. “We help them and their families make better financial decisions,” Renick said. A freshman who lives at home rather than the dorm can save money and avoid financial problems during the junior year. GSU found that minor financial setbacks could lead to dropping out. It established the Panther Retention Grants, which provide an average of $900 with a maximum of $1,500 to offset an emergency to pay tuition and bills. In 2015-16, nearly 2,000
Frequently first-generation minority students who are often lowincome don’t have the support systems that middle-class students rely on. www.HispanicOutlook.com • 11
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Georgia State students returned to the classroom having received these grants rather than having to take a leave or dropping out. This emergency funding “pays for itself,” Renick revealed. Donors love the program because it’s manageable, relies on smaller donations and sees concrete results. He says it operates like “preventive medicine” to keep students in college. Once they take a leave, it’s much harder to woo them back to college. Since so many high school students face problems adjusting to college, GSU created the Success Academy, a summer workshop designed for incoming students who face ac12 • October 2016
ademic risk based on academic metrics such as high school grades, test scores and performance in math and science. In the summer of 2016, 420 students participated in the academy. It helps students facing a new environment “making choices unmonitored by parents, choosing their own schedules and often deciding on how to manage their time, money and competing options,” he said. In 2015-16, the one-year retention rate for Success Academy graduates was 87 percent, a significant increase over the 50 percent 2012 retention rate. Representatives from over 200 colleges have visited GSU to learn
about their retention programs. Renick says if a college wanted to replicate it they should follow three basic steps: 1) pay attention to data, 2) ensure you have a structure in place the minute you introduce the program, 3) build and develop it on scale, so it can address 30,000 students not just 100. Renick says the program has thrived because “By warning students when they first get off path, we help them to get back on track. The key to our progress has been delivering personalized help to all students in many cases before the student even knows that they are at risk.” •
TWO PARTIES, TWO CONVENTIONS,
TWO WAYS OF GOVERNING Written by Peggy Sands Orchowski
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’ve had time now to consider lessons I learned after attending the backto-back Republican and Democratic conventions in Cleveland and Philadelphia this summer. The differences were clear how the republicans and the democrats organized their agendas and their conventions. Is that a clue how they might govern if elected? Each convention offered immediate enduring impressions. In Republican Cleveland, the biggest impression was the overwhelming presence of thousands of multi-generational law enforcement officers from city and county police agencies across the country. They were armed but friendly. Demonstrations were peaceful. Many pedestrians with delegate credentials around their necks, took selfies with smiling protesters and cops. The GOP message: public safety and law and order. “Small government” operations also was a lesson in Cleveland. There were no official RNC [Republican National Committee] activities until the late afternoon. Credentialed conventionees could easily attend thinktank and media events in town and then access the convention arena by
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foot, taxi or streams of official busses. After detailed security clearance by black uniformed Secret Service agents, once inside the “Q” convention arena there was little evidence of controls by the RNC or Trump staffs. Anyone could visit “Radio Row” and perhaps be interviewed by the some 100 radio talk show hosts ensconced there 18 hours a day after gavel-in at 4 p.m.; the convention program seemed often to be spontaneously organized with sudden appearances of barely announced guests, largely unknown to the national media. The loud floor protests by the “Never Trump” delegates of course flummoxed Trump delegates. But when asked, a Virginia delegate told me “this is what democracy looks like.” Outside and inside the convention hall, my overall impression was minimal party control and lots of law enforcement presence. Is this how the Trump administration would govern? It was quite the opposite at the Democratic convention in Philadelphia. Uniformed police presence was relatively non-existent. But inside
the convention arena, there were hundreds of eager friendly DNC volunteers from across the country. Unfortunately, few if any of them could give accurate information about the fairly horrendous convention logistics. Getting to the convention at the Wells Fargo gigantic sports arena eight miles from downtown was difficult. Delegates and media could only enter its perimeter via official busses. The arena was surrounded by eight foot fencing a good mile away with only one secured access point for press and delegates. Once cleared, attendees including handicapped delegates then had to walk almost a mile of empty pavement to get to the arena. The few golf carts were reserved for DNC [Democratic National Committee] VIPs and guests of national TV media CNN and MSNBC. Twice I was caught in heavy rain downpours, struggling to walk alongside delegates in wheelchairs – all of us soaking wet! Protestors had no physical – visible or audio even – contact to delegates around the arena. Two teachers from New Jersey told me that they walked eight miles with their www.HispanicOutlook.com • 13
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students in 99 degree muggy heat from Philadelphia Hall to the arena on Monday. They were upset to be stopped by the fences a mile away in sheets of rain. Unlike the RNC, however, the DNC organized multiple workshops focused on issues of blacks, Latinos, gays, women and other DNC ID target groups. At the massive conference center, however, there was no place for caucus attendees to sit, eat or rest. There was, however, an almost empty second floor area of fine tables, chairs and sofas, but it was reserved exclusively for DNC VIPs. Gatekeeper volunteers shooed everyone else away. The democrats’ Radio Row was also very controlled. While dozens of talk radio hosts were allowed to 14 • October 2016
set up directly next to the entrance of the convention center for maximum visibility, who they were allowed to interview was tightly vetted and controlled by designated DNC “bookers.” Their priority: only DNC “surrogates.” Two bookers told me that radio show hosts who did not abide by the DNC guest vetting would be kicked off Radio Row. The democrats’ highly professional convention evening program featured Democratic and Hollywood stars, unlike the GOP’s. It was clearly polished, controlled, orchestrated and staged from the top. But it also evolved. On the last day, American flags appeared on stage; a memorial to fallen police officers and a speech by a Muslim parent of a fallen U.S. soldier were suddenly
included. The firing and immediate disappearance of long-time party leader Debbie Wasserman-Schultz was not fully explained. My impression of the Democratic convention then was one of a politically strategic TV-oriented tightly controlled event by top DNC operatives with visible privileges. The majority of delegates were minorities: 25 percent black; 62 percent female. Operations were carried out by a mass of enthusiastic, college-educated, ideological, ethnically diverse but mainly female, uniformed, volunteer, unpaid gate-keepers and minders. There was almost no sign of law enforcement officials anywhere. It may be how the democrats will govern. •
GOP, DEM PARTY CONVENTIONS HIGHLIGHT HISPANICS’ TOP ISSUES IN THEIR PLATFORMS Written by Peggy Sands Orchowski
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epublican and Democratic Hispanic delegates, speakers and office holders were clearly visible and heard during the back-to-back Republican and Democratic presidential nominating conventions in July in Cleveland, Ohio, and Philadelphia, Pennsylvania. Both parties’ platforms contained policies of particular interest to Hispanics. While many of the platform positions reflected media stereotypes, there were surprises as well. The biggest difference in platform policies involved higher education and immigration. The most audacious Democratic platform proposals are to “make community colleges free” and all college students “debt free” by graduation. “Money and costs should not stand in the way of getting a college degree or credential nor should college debt hold you back when you graduate” the platform states in a separate section “Making Debt Free Colleges a Reality.” The Democratic Presidential Candidate Hillary Clinton calls it the “New College Compact.” “Every student should be able to go to college debt free, and working families should not have to pay any tuition.” The call for “bold new investments by federal and states in education (‘investments’ meaning usually revenue raised from taxes or government bonds)” as well as “colleges holding the line on costs.” This reflects a finding by a comprehensive survey of Latino voter issue priorities by Latino Decisions and the Latino Victory Project presented to
the Democratic Convention’s Hispanic Caucus on March 27. “College affordability” was identified to be the top issue of Democratic Latino voters in battleground states: 71 percent,” Matt Barretto the co-founder of Latino Decisions pointed out. The Republican Party platform’s higher education focus, however, was on the rising costs of college; a subsection of the platform titled College Costs. “The cost of a college education has long been on an unsustainable trajectory” the platform claims. But Republicans strongly believe that government “investments” are not the solution. “The federal government should not be in the business of originating student loans but rather private sector participation in student financing should be restored. Regulations that increase college costs must be challenged against its negative economic impact on students.” The Republican platform on higher education also focuses on perceived increasing violations of First Amendment “freedom of speech” rights violation at U.S. universities. It also addresses what republicans see as the abuse of Title IX to withhold educational funds for “wrongly defined sex discrimination” accusations. The Democratic platform does not address the campus “political correctness, micro-aggressions and limited free speech” issues that have been the subject of much recent media coverage, however. Instead, they dedicate two
subsections on issues of higher education that are of importance to many Hispanic heritage students: “Cracking Down on Predatory For-profit Schools” and “Supporting Historically Black Colleges and Universities and Minority-Serving Institutions.” Closing down for-profit “professional” schools is a tricky issue for Latinos although none of the Democratic delegates addressed the conundrum during the convention. But many Hispanic families find the shorter study times and professional certificates of good for-profits can better fit their needs than a vague bachelor’s degree in a ffour- to six-year college that may not lead to specific professional jobs. The platform promises to strengthen HSIs and restore year-round Pell funding that some democrats have routinely voted against. Immigration Reform It would seem by the extent of media coverage that the biggest presidential election issue of 2016 is immigration. In the Latino Decisions survey it ranked as the second top policy issue for Democratic Battleground Latino voters. But it ranked only eighth (out of nine issues) for Republican Latinos. “Protecting America from Terrorism,” however, was the second highest ranked presidential candidate issues for Hispanic Republican voters and was tied for fifth by Democratic Latinos. Despite the minute media attention to candidate Trump’s every twist and turn on immigration, however, immigration reform only warranted a few paragraphs in the Republican platform while it took up more than four pages in the Democratic platform. Under the sections “Government Reform” and “Immigration and the rule of Law” the 2016 GOP platform makes it clear, as it did in 2012, that Republicans consider immigration policy to be about protecting American www.HispanicOutlook.com • 15
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Despite the minute media attention to candidate Trump’s every twist and turn on immigration, however, immigration reform only warranted a few paragraphs in the Republican platform while it took up more than four pages in the Democratic platform.
jobs and national interests and that illegal immigration must be “reduced.” As in 2012, the Trump GOP platform states: “We oppose any form of amnesty” and “consider securing the borders, all ports of entry and enforcing our immigration laws to be our highest priority.” Those include making e-verify a national requirement and sanctioning “sanctuary” cities. In 2012, a media firestorm centered on the GOP’s platform phrase “will encourage illegal aliens to return home voluntarily.” Democrats labeled it “self deportation.” That phrase is not included in the 2016 platform. In 2012 also, the platform stated: “The (700 miles of ) double-layered fencing on the border…must finally be built.” In the 2016 platform that phrase reads: “We support building a 16 • October 2016
wall along the entirety of our southern border.” The replacement of the word “fencing” for “wall” reflects Trump’s major campaign vow to build a big wall on the Mexican border. It is this year’s platform firestorm that the New York Times labels “extreme dangerous nativism.” The Democratic platform on immigration, on the other hand, comprises four pages focused on “Fixing Our Broken Immigration System” through comprehensive immigration reform. It “supports legal immigration within reasonable limits that meets the needs of families, communities and the economy and maintains the U.S. role as a beacon of hope for people seeking safety, freedom and security.” “Immigration enforcement must be humane and consistent with our values,” including
“incorporating completely immigrants already living in the country. The Platform calls on ensuring that all immigrants regardless of immigration status have access to quality health care and that DREAMers will have expedited pathways to citizenship including service in the military. Bars limiting legalization for members of mixed status families will be removed.” The policy shows the clear hand of the Congressional Hispanic Caucus and platform committee member Luis Gutierrez (IL). In the end, the platforms were passed easily the first day of the Republican and Democratic conventions with little floor discussion of the policies. They had been argued, tested and tweaked well before the conventions, often in public forums. They mean little in reality since no candidate of either party is required to campaign on the platform policies. But they are an exercise in prioritizing party issues and sentiments. Reaction to platform policies during the campaign can determine the priorities of the new president in their all important first 100 days. •
“We need better negotiated trade agreements that put America first… that protect American interests and that don’t limit American access to their markets,” the Republican platform says. The Democratic platform states: “We need to develop trade policies that support jobs in America…that do not undercut American workers by taking shortcuts on labor policy or the environment.” Will trade deals be an area for bipartisan agreement in the next Congress? •
ECONOMY AND TRADE AT THE NOMINATING CONVENTIONS Written by Peggy Sands Orchowski s important as education is to Hispanic voters, two other issues were identified in the Latino Decisions survey as even more important: “the economy and jobs.” Both parties recognized these top concerns in their platforms under economic growth and trade. But each party platform had a different emphasis on the issues and a different focus on what needs to be done. “We are the party of a growing economy that gives everyone an opportunity to learn, work and realize prosperity,” the Republican Party Platform begins. They blamed taxes and too big government. “Government cannot create prosperity: individuals do that through self-discipline, enterprise, savings and investment. But government can limit or destroy these efforts,” the platform states. The Republican policy solution as seen in the platform are: fair and simpler taxes. “Creating jobs” is one of Trump’s biggest promises. “What are our priorities? Before we build bridges to Mars, let’s make sure the bridges over the Mississippi River aren’t going to fall down,” he said. “Rebuilding America will create 13 million jobs.” The Democratic platform addresses economic issues not as a tax policy but as a “fight for economic fairness and against inequality” for a “thriving middle class, which is shrinking.” Democrats blamed Wall Street for the rising inequality. “We must make Wall Street work for the job-creating econ-
omy by making loans more affordable for small and middle businesses…and making the wealthy pay their fair share of taxes.” “Prosperity is not a zero-sum game. We can create millions of new jobs and raise the minimum wage,” Texas Congressman Joaquin Castro said at the Democratic convention. “Hillary Clinton is working to build an infrastructure of opportunity—a way for Americans to get where they want to go in life: great schools to prepare us for college and career, a strong health care system and an economy where no one who full-time time lives in poverty.” There was one issue where both parties seemed to agree, however: international trade. The Republican and Democratic Parties’ platforms use almost the same words to make their arguments:
There was one issue where both parties seemed to agree, however: international trade.
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www.HispanicOutlook.com • 17
HISPANIC LEADERS AND ROLE MODELS IN HIGHER EDUCATION ~
18 • October 2016
ERNEST LARA
PRESIDENT, ESTRELLA MOUNTAIN COMMUNITY COLLEGE, ARIZONA Dr. Ernest Lara brought more than 30-years of higher education experience to his role as president of Estrella Mountain Community College. Appointed president on July 1, 2007, Lara’s extensive career reflects a strong commitment to student development and the community college mission. His post-secondary experience includes working at Arizona State University and three of the Maricopa Community Colleges as a faculty member, student services program director, division chair and dean of student services. Lara is a committed community member and serves on the Hispanic Leadership Forum del Oeste Advisory Board, Estrella Rotary, Leadership West and Luke Air Force - Honorary Commanders Program.
STEVEN R. GONZALES
PRESIDENT, GATEWAY COMMUNITY COLLEGE, ARIZONA As president of Gateway Community College, Dr. Steven R. Gonzales has more than 17 years of instructional and administrative experience in higher education. From 2011 to 2013, he served as the acting associate vice president of academic affairs and chief academic officer for the Pinal County Community College District that operates as Central Arizona College, a multi-campus college. His professional memberships, committees and affiliations include American Association of Community Colleges Commission on Academic, Student, and Community Engagement; National Community College Hispanic Council, Symposium and Planning Committee; National Association for Community College Entrepreneurship, Conference Planning Committee; and Hispanic Association of Colleges and Universities.
TERESA LEYBA RUIZ,
INTERIM PRESIDENT, GLENDALE COMMUNITY COLLEGE Dr. Teresa Leyba Ruiz has served students, faculty, staff and the community for the past 25 years, positively impacting students through the various positions she has held. She is a committed educator and a first-generation college student. She has been an educator for 22 years, serving as a mathematics teacher at all levels of education, the last 16 years with the Maricopa County Community College District. In January 2011, she accepted a sixmonth interim assignment as an academic dean with Glendale Community College where she was involved in the writing of an academic strategic plan and the development of a center for teaching and learning.
RAÚL RODRíGUEZ,
CHANCELLOR, RANCHO SANTIAGO COMMUNITY COLLEGE DISTRICT Raúl Rodríguez, Ph.D. has served as the chancellor of the Rancho Santiago Community College District since August of 2010. As chancellor of one of the largest community college districts in the state of California, Rodríguez oversees a district that covers one quarter of the land area of Orange County. An educator for more than 28 years, he has over 21 years of experience as a community college CEO. His previous administrative experience includes serving as superintendent/president of San Joaquin Delta College in Stockton and president of Los Medanos College in the Contra Costa Community College District. He is also a graduate of the Harvard Institute for educational management.
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MONTE E. PEREZ
PRESIDENT, LOS ANGELES MISSION COLLEGE Dr. Monte E. Perez’s higher education career began as the assistant director of Admissions at Stanford University. Subsequently, he served as the director of the Educational Opportunity Program and Student Support Services at California State University, Los Angeles, while also teaching Political Science and Chicano Studies. He implemented numerous outreach and retention programs at Stanford and California State University, Los Angeles. Selected as a policy fellow for the U.S. Department of Education, he became the secretary’s senior policy analyst with expertise in financial aid, workforce education, TRIO and youth employment. Perez was instrumental in the design and building of National Hispanic University’s library and learning resource center.
MICHAEL A. OLIVAS
INTERIM PRESIDENT, UNIVERSITY OF HOUSTON - DOWNTOWN Interim President Michael A. Olivas is the William B. Bates Distinguished Chair in Law at the University of Houston Law Center and director of the Institute for Higher Education Law and Governance at University of Houston. From 1990-95, he served as associate dean of the Law Center; he once again served in 2001-2004. In 1989-90, he was a visiting professor of law at the University of Wisconsin, and special counsel to then-chancellor Donna Shalala. He has served on the editorial board of more than 20 scholarly journals. In 2011, he served as president of the Association of American Law Schools.
RICARDO ROMO
PRESIDENT, THE UNIVERSITY OF TEXAS, SAN ANTONIO Ricardo Romo became the fifth president of The University of Texas at San Antonio in May 1999. Under his leadership, UTSA was named by the Texas Legislature as an emerging Tier One research university and a leader in providing access to excellence in teaching, research and community outreach. During Romo’s tenure, UTSA’s enrollment has grown 68 percent, and the university has added numerous programs and facilities to enhance student life. A native of San Antonio’s West Side, Romo graduated from Fox Tech High School and attended the University of Texas at Austin on a track scholarship. Romo has announced he will retire in 2017.
DIANA NATALICIO
PRESIDENT, THE UNIVERSITY OF TEXAS AT EL PASO Diana Natalicio was named president of University of Texas at El Paso in 1988. During her long and distinguished career with the university, Natalicio has also served as vice president for academic affairs, dean of liberal arts, chair of the modern languages department and professor of linguistics. During Natalicio’s tenure as president, UTEP’s enrollment has grown from nearly 15,000 to more than 23,000 students who reflect the demographics of the Paso del Norte region from which 90 percent of them come. More than 80 percent are Mexican-American. Natalicio was recently named to the 2016 TIME 100 list of the most influential people in the world.
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ÁNGEL CABRERA
PRESIDENT, GEORGE MASON UNIVERSITY Dr. Ángel Cabrera was selected in the top 200 of the Academic Ranking of World Universities and has been named one of the top 50 universities under 50 years old by the “Times Higher Education.” Born in Madrid, Cabrera is the first native of Spain to lead an American university. Prior to becoming president at George Mason in 2012, he served as president of the Thunderbird School of Global Management in Arizona and as dean of IE Business School in Madrid. Cabrera earned his Ph.D. and Master of Science from the Georgia Institute of Technology, which he attended as a Fulbright Scholar.
WADED CRUZADO
PRESIDENT, MONTANA STATE UNIVERSITY Since January of 2010, Dr. Waded Cruzado has served as the 12th president of Montana State University, and during that time, she has significantly reshaped the face and future of the state’s first land-grant institution. Montana State University has set new student enrollment records under Cruzado’s leadership, becoming the fastest-growing and largest university in the state. During Cruzado’s tenure, Montana State University has competitively won more than $650 million for sponsored research projects. Cruzado has consistently reaffirmed the importance of a campus environment that places student success as the top priority. During the last two years, Montana State University has also registered the highest retention and graduation rates in the state.
JULIO FRENK
PRESIDENT, UNIVERSITY OF MIAMI Dr. Julio Frenk, born in Mexico City and a noted leader in global health and a renowned scholar, holds an academic appointment as professor of public health sciences at the Leonard M. Miller School of Medicine and a secondary appointment as professor of health sector management and policy in the School of Business Administration. He also served as the minister of health of Mexico from 2000 to 2006. There he pursued an ambitious agenda to reform the nation’s health system and introduced a program of comprehensive universal coverage, known as Seguro Popular, which expanded access to health care for more than 55 million previously uninsured Mexicans.
EDUARDO PADRÓN
PRESIDENT, MIAMI DADE COLLEGE An American by choice, Eduardo Padrón arrived in the United States as a refugee at the age of 15. Since 1995, he has served as president of Miami Dade College, the largest institution of higher education in America with more than 165,000 students. In 2011, The Washington Post named him one of the eight most influential college presidents in the U.S. Also in 2011, he was awarded the prestigious 2011 Carnegie Corporation Centennial Academic Leadership Award. In 2009, TIME magazine included him on the list of The 10 Best College Presidents. He has been featured in People magazine as one of the world’s most influential Hispanics.
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JANE K. FERNANDES
PRESIDENT, GUILFORD COLLEGE Jane K. Fernandes is the first deaf woman to lead an American college or university. A native of Worcester, Massachusetts, Fernandes is a graduate of Trinity College in Connecticut and the University of Iowa. Born deaf to a deaf mother and hearing father, she learned American Sign Language as a graduate student. In Boston she became acting director of American Sign Language Programs at Northeastern University and then to Washington, D.C., as chair of the Sign Communication Department at Gallaudet University. She became vice president of the Laurent Clerc National Deaf Education Center in 1995 and served as provost of the university 2000-06.
MILDRED GARCÍA
PRESIDENT, CALIFORNIA STATE UNIVERSITY FULLERTON Mildred García is president of California State University, Fullerton, the fourth largest university in the state, serving nearly 39,000 students and with an operating budget of almost half a billion dollars. Since her arrival in 2012, the university has seen a 24 percent improvement in six-year graduation rates and a significant drop in the achievement gap between underrepresented students and their campus peers. García previously served as president of CSU Dominguez Hills as the first Latina president in the largest system of public higher education in the country. Prior to CSU, García served as the CEO of Berkeley College where she was the first system-wide president for all six campuses.
TOMÁS D. MORALES
PRESIDENT, CALIFORNIA STATE UNIVERSITY SAN BERNARDINO Dr. Tomás D. Morales is the university’s fourth president since it opened in 1965. Previously, Morales was president of the College of Staten Island, The City University of New York (CUNY), since 2007. Having served as an educator and administrative leader in higher education for 41 years, he is one of the few higher education administrators in the United States who has held senior administrative positions at the three largest public university systems in the nation: The California State University, The State University of New York and CUNY. He also previously served on the board of directors of the American Council on Education.
EDUARDO M. OCHOA
PRESIDENT, CALIFORNIA STATE UNIVERSITY MONTEREY BAY Eduardo M. Ochoa California State University, Monterey Bay grew up in Buenos Aires, Argentina, before moving to Portland, Oregon, with his family while in high school. He has earned degrees in physics, nuclear science and economics from Reed College, Columbia University and the New School for Social Research. He has worked as an engineer, as a faculty member and academic administrator, and as assistant secretary for postsecondary education in the Obama Administration. In 2012, he brought that wide range of academic, professional and personal experience to the position of president of California State University, Monterey Bay.
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JOSE FIERRO
PRESIDENT, CERRITOS COLLEGE Dr. Jose Fierro was appointed the president/superintendent of the Cerritos Community College District in 2015. Fierro earned his Doctor of Veterinary Medicine from the University of Applied Sciences in Bogotรก, Colombia; his Master of Science in Leadership and Management of Educational Programs from Nova Southeastern University in Ft. Lauderdale, Florida; and his Ph.D. in Higher Education Leadership from Northcentral University in Prescott, Arizona. Fierro has extensive instructional experience in both face-to-face and online environments, having taught undergraduate and graduate courses in multiple institutions. He has developed curriculum for several online and hybrid courses in the natural sciences and authored a number of journal articles.
MARVIN MARTINEZ
PRESIDENT, EAST LOS ANGELES COLLEGE The Los Angeles Community College District Board of Trustees approved the seventh permanent president of East Los Angeles College, Marvin Martinez, on January 31. Martinez was previously the Los Angeles Community College District vice chancellor of Economic and Workforce Development. The LACCD raised more than $20 million in economic and workforce development grants with Martinez heading this area. Before working in the LACCD system, Martinez was vice president for Planning and Development for the Santa Monica Community College District as well as provost for Santa Monica College. Prior to that, Martinez was dean of business and industry at Cerritos College.
ELOY ORTIZ OAKLEY
INCOMING CHANCELLOR, THE CALIFORNIA COMMUNITY COLLEGES Dr. Eloy Ortiz Oakley was appointed to his position as chancellor of the California Community Colleges after serving as the superintendent-president of the Long Beach Community College District since 2007. He has provided statewide and national leadership on the issue of improving the education outcomes of historically underrepresented students. Oakley himself is a community college success story. After serving four years in the U.S. Army, he enrolled at Golden West College. He then transferred to the University of California, Irvine where he received his degrees of Bachelor of Arts in Environmental Analysis and Design and Master of Business Administration.
JOANN LA PERLA-MORALES
PRESIDENT, MIDDLESEX COUNTY COLLEGE As president, Dr. La Perla-Morales has initiated new academic programs, restructured and increased student services, and developed an honors program for high achieving students. Prior to her appointment at Middlesex, La Perla-Morales was provost and senior vice president for academic affairs at New York City College of Technology in Brooklyn. With overall responsibility for both the academic and student affairs areas of the college, she developed new baccalaureate programs, created the Office of Institutional Assessment, initiated an Office of Instructional Technology, secured $3.2 million in Federal Title V grants and recruited 160 additional full-time faculty members.
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ANTONIO PÉREZ
PRESIDENT, BOROUGH OF MANHATTAN COMMUNITY COLLEGE Dr. Antonio Pérez, president of Borough of Manhattan Community College since 1995, has 23 years of experience as a chief executive officer. Under the direction of Pérez, BMCC has built an extensive network of partnerships with the business community, meeting corporate needs by providing on-site training and development courses for employees at some of New York City’s largest companies. Pérez maintains a deep personal commitment to community service. He served on the Lower Manhattan Development Corporation’s World Trade Center Memorial Committee. Crain’s New York Business calls President Pérez one of New York’s top 100 minority business leaders.
DAVID GÓMEZ
PRESIDENT, HOSTOS COMMUNITY COLLEGE Dr. David Gómez was a longtime senior administrator at Kingsborough Community College before being named interim president of Hostos Community College. He served as interim vice president for academic affairs and provost at Kingsborough after having been vice president for academic administration, program planning and development; dean of instructional services and student support; and dean of instructional services. Gómez earned a bachelor’s degree in English literature from SUNY Albany and an master’s degree in Higher Education Administration and an Ed.D. in Higher and Adult Education from Teachers College, Columbia University.
RUBEN MICHAEL FLORES
PRESIDENT, PALO ALTO COLLEGE Dr. Ruben Michael Flores came to Palo Alto College – one of the Alamo Colleges – in 1999 and has held all three vice president positions during his tenure. Flores is a leader empowering students for success through a variety of resources on campus, including high impact teaching and learning practices including usage of academic advising, learning communities, new student orientation and problem-based learning. He was instrumental in the establishment of the Center for Mexican American Studies in Spring 2014, the first in the Alamo Colleges and one of only two at the community college level in Texas.
Renee D. Martinez
PRESIDENT, LOS ANGELES CITY COLLEGE Dr. Renee D. Martinez had previously spent twelve years as vice president of Workforce Education and Economic Development at East Los Angeles College. Among her duties in that capacity, she oversaw career tech and academic disciplines and was involved in overall strategic planning. Under her guidance, the career tech program at East Los Angeles was first in the district in completion rate. Martinez has been an executive board member for the last six years at Beverly Hospital in Montebello. Her success with Allied Health-related programs at ELAC continues at LACC in nursing, radiological technology and dental programs.
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J. ARTURO REYES
SUPERINTENDENT/PRESIDENT, MENDOCINO COLLEGE Dr. J. Arturo Reyes was the executive vice-president of academic and student affairs at Solano Community College. Previously, he worked as the interim president/vice president of academic affairs at San Jose City College and the dean of humanities and social sciences at Cosumnes River College. He taught Spanish full-time at Cosumnes River College and Will C. Wood High School in Vacaville, California. His education includes a bachelor’s degree and teaching credential in Spanish and a master’s degree in educational administration from California State University, Sacramento. Currently, he is completing an Ed.D. in educational leadership at the University of California, Davis.
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THE HISPANIC STRUGGLE and the Foundation of America’s Civil Rights Movement Written by Stephen Balkaran
C
ivil rights have been the beacon of our constitutional history, how we treat and respect others has been the cornerstone of American democracy, yet despite this constitutional and moral obligation, modern day anti-Hispanic rhetoric continue to define who we are and what we stand for as a nation that preaches democracy. The current political fiasco has left us as a country scrambling to address new civil rights issues and, at the same time, re-discover the Hispanic presence in America and its shaping of our history. Very few Americans understand, acknowledge and respect the contributions of one of America’s greatest ethnic groups – Hispanics. Never in our history has an ethnic group redefined America as Hispanics have done and continue to do. Yet despite this astonishing contribution to American culture, Americans are often confused as to who Hispanics really are and what they represent in America. The Hispanic presence in America dates back prior to the founding of this great nation. Hispanic culture can be traced in the United States for over 500 years when California, Mexican states, Florida and the great Southwestern states were discovered by Spanish explorers. Many of us are unaware that Hispanic culture had
26 • October 2016
firm roots in St. Augustine, Florida, and in what is now New Mexico before the English arrived at Jamestown in 1607 or before the Pilgrims dropped anchor in Massachusetts Bay in 1621. Hispanic culture and its political ideas flourished well before the Founding Fathers envisioned the idea of securing their independence from Great Britain in 1776. The present day “Browning of America” and the continuous reshaping of America’s social, cultural and economic influence have defined, and will continue to shape, our country’s new civil, socio-economic, political and cultural history. Civil rights remain the pinnacle of debates, protecting rights for all Americans, regardless of color, ethnicity, race, gender, age or sexual orientation. Defending these rights against discrimination have long been an important issue for all Americans. These rights have been tested throughout our history; without the Hispanic presence, American democracy would remain very volatile and challenging. Very few understand the profound impact of the Mexican-American War and civil rights. From its earliest beginnings, the Treaty of Guadalupe Hidalgo, which ended the Mexican-American War in 1848, created a new American em-
pire that became the foundation of a civil rights movement that demanded that the new Americans be treated with respect. The promise of that accord was to treat former colonial Mexican settlers who chose to remain in the territory as U.S. citizens with full civil rights at a time when the majority of African-Americans were in the shackles of slavery. That test of citizenship for Mexican-Americans in 1848 became the hallmark for many of America’s promises and the challenge for democracy for all. The Civil Rights Act of 1964, arguably one of the most important legislation in our country’s history, ensured that legal barriers be torn down. Theoretically, it would eliminate barriers of discrimination against all Americans in our society. Despite the importance of this legislation, very few understand the historical foundations of the modern-day civil rights movement and the Hispanic influence that later defined it. The struggle for modern-day civil rights, equality and guaranteed rights under the constitution of the United States would not have been possible without the dedication of Dr. Hector P. Garcia. His leadership on the civil rights movement in many Hispanic communities remains silent but of great importance. Garcia fought peacefully
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St. Augustine City Hall & Lightner Museum, Florida, USA
for the dismantling of segregation signs, racism and discrimination in many Mexican-American communities in the great southwestern states in the 1940s and 50s. His non-violence philosophy was an important tool in dismantling racism and segregation years before Mahatma Gandhi and Dr. Martin L. King Jr. took up their cause for human rights, justice and dignity. Garcia’s ideology and commitment towards justice for all later became the cornerstone for the modern day African-American struggle for civil rights in the 1960s. The landmark Supreme Court case of Brown v. Board of Education in 1954 brought an end to any laws that established racial school segregation by deeming those laws
unconstitutional thus ending racial segregation in public schools. The court established that the state laws that had created separate public schools for African-Americans, Hispanics and white students were unconstitutional and would no longer be part of American society. Despite this historic ruling, very few understand the backbone of this landmark decision; history has failed to remind us of the importance of Mendez v. Westminster in 1947. In that case, the U.S. Courts of Appeals ruled that segregation of Mexican-American children from the public schools’ system in California was unconstitutional and violated the 14th Amendment; it paved the way for Justice Thurgood Marshall,
Brown v. Board of Education, and the birth of the modern day civil rights movement in 1954. Without Mendez v. Westminster 1947, the U.S. Supreme Court would not have any precedent case to trump Plessy v. Ferguson, 1896, and the decision in Brown v. Board of Education may have been different. Long before assuming the title of president of the United States of America, Lyndon B. Johnson’s first experience with civil rights and segregation occurred in Cotulla, Texas. He knew first-hand as a teacher what Mexican-Americans experienced as second-class citizens, being poor and living in a society without justice. Without this experience, influence and background, President Johnwww.HispanicOutlook.com • 27
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son’s work to promote equality and first class citizenship for all Americans; the Civil Rights Act of 1964, the Voting Rights Act of 1965 and the War on Poverty would have no moral meaning. Without his exposure to the Hispanic conditions, his compassion for civil rights may have never been ignited. Instead, his compassion was set on fire, and the destiny of a nation changed its directions, which would eventually lead to a new country, one full of hope and promises. History reminds us that Harriet Becher Stowe and Susan B. Anthony paved the way for women’s voting rights and civil rights in the 18th and 19th century. Yet, history has failed to remind us that Mexican-born Mrs. Sor Juana Ines de la Cruz in the 17th century defended and advo28 • October 2016
cated women’s rights in a time when most women were still regulated to homemakers. She challenged the basic norm of women’s education and their rights both in her native Mexico and former southwest Mexican territories i.e. modern day California. Her vision still remains an important icon but often lost in women’s history. Without her vision, the women’s civil rights movement may have not started. Founded in 1909, the NAACP is often referred to as the nation’s oldest and largest civil rights organization and has a reputation of unquestioned greatness and continuous work for equality and justice for all. Despite the NAACP’s legacy in our civil rights history, The Japanese-Mexican Labor Association founded in Oxnard, California, in 1903 became the founda-
tion for labor and civil rights in the early 20th century. Years ahead of the formation of the Niagara Movement in 1905, the Japanese-Mexican Labor Association began paving the way for economic and social justice for many farm workers while at the same time demanding the right to be treated with respect and dignity that later became the cornerstone of the NAACP’s mission. Segregation of both Mexican and Japanese workers in the 1900s led the way to the first successful major strike against capitalists and white-ruled society. The emergence of the Japanese-Mexican Labor Association and the civil rights movement in 1903 included non-violent strikes, protests and demonstrations that became the cornerstone of a modern day movement of the 1960s. This movement
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was years ahead of the NAACP’s and A. Philip Randolph’s March on Washington movement in 1941. Additionally, this movement preceded the famous March on Washington in 1963, where, again, Randolph was a principal organizer for jobs and freedom. Without the Japanese-Mexican Labor Association stance in 1903, the modern day labor and civil rights movement may have not started. The Voting Rights Act of 1965, arguably one of the most cherished and prized symbols of American democracy, guarantees the right of U.S. citizens to vote despite their color, nationality or ethnicity. Yet, lost in our history books is the Mexican-American voting rights movement, which can be traced back to the signing of the Treaty of Guadalupe Hidalgo in 1848. The treaty declared that Mexi-
cans who chose to remain in the newly acquired American territories were U.S. citizens, guaranteeing them life, liberty and property. Despite this constitutional right, newly acquired territories began adopting legislation that denied the early Mexicans-Americans the right to vote by employing the English proficiency literacy test and property requirements. In addition, these newly acquired territories used terrorism tactics including lynching and violence against Mexican-American who tried to exercise their newly acquired rights. The terrorists’ acts occurred years before Southern states began embracing Jim Crow’s laws against the newly freed slaves or African-Americans. The treaty fueled the debates about civil rights and equality for the new Americans, specifically addressing the right to vote, which
Civil rights remain the pinnacle of debates, protecting rights for all Americans, regardless of color, ethnicity, race, gender, age or sexual orientation. Defending these rights against discrimination have long been an important issue for all Americans. www.HispanicOutlook.com • 29
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later led to the Fourteenth Amendment to the U.S. Constitution in 1868. The Fourteenth Amendment, which granted citizenship to all people born or naturalized in the United States, regardless of color or race, can be traced back to the early struggle of U.S. citizenship by Mexican-Americans, years before the great Civil War defined who we are as a nation that championed rights. The rise of social protest and the right to petition government peacefully has been the cornerstone of American democracy not only in times of crisis but throughout our constitutional history. Social protests during the 1960s civil rights movement, Vietnam War and modern day Black Lives Matter again have challenged this fundamental constitutional right. Yet many of us are 30 • October 2016
unaware that the famed social “Chicano Moratorium” movement gave rise to many of the social protests we encounter today. Though different at times, the ideology of petitioning government remains intact. Centered in east Los Angeles, the moratorium was the largest anti-war movement by any ethnic group in America. The protests and demonstrations that took place in the late 1960s and 1970s became a revolutionary movement that demanded the right to be heard. It was one of the most significant civil rights movements by Mexican-Americans who continue to define who we are and what we stand for as a country with democratic ideal. Not only did the “Chicano Moratorium” raise the level of government accountability, the movement resonated certain abiding, tragic themes
and raised the awareness of war as a civil rights issue. The themes of this movement are still causing great dialogue and debates in the current social atmosphere. Without this moratorium, government accountability and awareness of war as a civil rights issue may have not started. American history has often been told from another ethnic group perspective. In other words, had there been no Hispanics in our history; it would be impossible to conceive what America would have become without their cultural, historical and racial contributions – that make our nation and civil rights what it is today. • Stephen Balkaran, is an Instructor in the Department of Philosophy at Central Connecticut State University
SOTOMAYOR CALLS JOB ON HIGH COURT BLESSING AND CURSE Story courtesy of Todd Richmond, Associated Press Editor’s Note: Every first Monday in October the Supreme Court of the United States begins its new term. While SCOTUS has always figured into the political discourse, this election year it has taken on a new importance. Opening day, there were only eight associate justices on the high court. The death of Justice Antonin Scalia February 13 of this year produced a vacancy that has remained empty more than 200 days. That means the next presidential election will decide the ideological tilt of the Supreme Court for years to come. Sonia Sotomayor, the first Hispanic associate justice on the high court recently reminded a college audience of the consequences of being on the winning or losing side in this great debate.
ADISON, Wis. (AP) — Serving on the U.S. Supreme Court has been both a blessing and a curse and reaching decisions is harder than she ever expected, Justice Sonia Sotomayor said during a visit to the University of Wisconsin-Madison. The court’s first Hispanic justice told a packed campus theater that she still marvels that she holds her position, noting she sits so close to the president at State of the Union addresses that she can almost touch him. But the job comes with a heavy burden because every decision the court makes affects so many people, and each ruling creates losers, she said, recalling moments in court where losing litigants have wept. “I never forget that in every case, someone wins, and there’s an opposite. Someone loses. And that burden feels very heavy to me,” Sotomayor said. “I have not anticipated how hard decision-making is on the court. Because of that big win and lose on the court and we are affecting lives across the country and sometimes across the world, I’m conscious that what I do will always affect someone.” Sotomayor spoke for about an hour and a half, wandering up and down the theater’s aisles and shaking hands with people as she answered questions from a pair of her former law clerks sitting on stage. She warned the audience that she couldn’t talk about pending cases, and the clerks never
asked her about the Senate refusing to hold a hearing or vote on Judge Merrick Garland’s nomination to replace the late Antonin Scalia as the court’s ninth justice. The clerks instead gave her general questions about her experiences and thought processes. She kept her answers just as general.
“I have not anticipated how hard decisionmaking is on the court. Because of that big win and lose on the court and we are affecting lives across the country and sometimes across the world, I’m conscious that what I do will always affect someone.”
understood that the justices are human beings with experiences and backgrounds and a passion for the law, it would help change the perception of the court as a “distant and unknowable institution.” She complained that it’s difficult to persuade five justices to agree on a ruling, but that’s to be expected since the justices take cases that have divided federal appellate courts. “It’s more surprising when we agree than when we disagree,” she said. “It shouldn’t be an expectation that the Supreme Court is more reasonable than lower courts.” Sotomayor said the hardest moment after Scalia’s death in February was walking in to hear oral arguments and seeing his seat draped in black. “There’s a big hole,” she said. “The court’s quieter.” •
Sonia Sotomayor She said her experiences as a Hispanic and a woman are only pieces of her thinking when she considers cases. She said she considers herself a human being first, and “there isn’t one piece of me that takes control in judicial decision-making.” She lamented that people see the court as a mystery, saying that if they
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YOUNG VOTERS from newer immigrant families lean more liberal Story courtesy of Kathleen Ronayne and Emily Swanson, Associated Press
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Editor’s Note: With election day around the corner, this insightful piece gives us a window into the thinking of young Hispanic and Asian-American voters – two much sought after demographics for political candidates.
W
ASHINGTON (AP) — Young Hispanic and Asian-Americans who are immigrants or have an immigrant parent are more likely to be liberal in their views on politics and immigration than those with families who have been in the United States longer, a new GenForward poll shows. Eighty-seven percent of those ages 18 to 30 who are immigrants or who have parents who are immigrants support allowing those who were brought to the United States illegally as children to stay legally, while 72 percent of those whose families have been in the U.S. longer agree. Eighty-five percent of firstand second-generation Latino and Asian immigrants and 74 percent of those who are third-generation or greater oppose building a border wall. “Having some sort of program that allows the illegal citizens to become legal citizens, I think it gives the viewpoint that the U.S. cares,” said Juan Tavares, a 24-year-old from California whose parents were born in Mexico. “You’re going to have people who are illegal who will 32 • October 2016
prove that they’re loyal, or they care about what this country has given to them, and they would like a chance to give back.” Still, Tavares, a U.S. citizen, says the United States could do more to secure its border with Mexico, including by building a wall in parts of California and Texas. “Just because I’m Mexican, it doesn’t mean I believe in an open border,” he said. GenForward is a survey of adults age 18 to 30 by the Black Youth Project at the University of Chicago with the Associated Press-NORC Center for Public Affairs Research. The first-of-its-kind poll pays special attention to the voices of young adults of color, highlighting how race and ethnicity shape the opinions of a new generation. Only a minority of young Hispanics and Asian-Americans in the poll — 27 percent and 9 percent, respectively — say both of their parents were born in the United States. Brad Jones, a professor at the University of California, Davis who focuses on race, ethnicity and immigration, said the results reflect
that Latino immigrants are more directly affected by the increase in deportations under President Barack Obama’s administration and shifts in immigration enforcement policy. Jones also noted that while much attention is focused on Trump’s stance on illegal immigration, Asian-Americans have also been “widely tethered” to negative rhetoric on immigration throughout the campaign. “It’s not a surprise that young people who are closely connected either to parents who are immigrants or who are immigrants themselves are going to be just more attuned to the negative externalities of these policies,” Jones said. Zoraida Ramirez, a 20-year-old Hispanic woman whose great-grandparents moved to the United States, opposes building a border wall or deporting the millions of people who live in the United States illegally, though she only somewhat supports creating a path to citizenship for them. She somewhat opposes allowing people to become U.S. citizens if they graduate from college. “There are people that have worked to do it the right way and
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worked to do it the legal way,” Ramirez who lives in Connecticut said. The difference extends to politics, too. Seventy-one percent of first- and second-generation Asian-Americans and Latinos, but just 49 percent of those whose families have been in the United States longer, identify with or lean toward the Democratic Party. And 27 percent of third-generation or later Hispanics and Asian-Americans, but just 14 percent of more recent immigrants, identify with or lean toward the Republican Party. Fifty-nine percent of immigrants and children of immigrants, but just 34 percent of those who don’t have at least one immigrant parent, have a favorable view of Democratic pres-
idential nominee Hillary Clinton. Seventy-one percent of first- and second-generation Hispanics and Asian-Americans, but just 50 percent of those who aren’t immigrants or children of immigrants, say she is qualified to be president. There’s no such gap on views of Republican Donald Trump, with less than two in 10 among either group saying he is qualified to be president. Ramirez who didn’t vote in the primary but said she preferred Florida Senator Marco Rubio said she’s leaning toward Clinton even though she views her somewhat unfavorably. “With Trump, he’s kind of a little bit too extreme for my taste; his views are so right wing,” she said. “He goes back on his word a lot.” •
Eighty-five percent of first- and second-generation Latino and Asian immigrants and 74 percent of those who are third-generation or greater oppose building a border wall. www.HispanicOutlook.com • 33
TARGETING HIGHER EDUCATION
A New Goal for a
New Year Written by Gustavo A. Mellander
A
new academic year has begun. And although nobody knows for sure, the actual number of Hispanics enrolled at our colleges will be, I predict, another bumper crop. Salaries Changes are occurring. As Eileen Patten noted in a Pew salary study, “Large racial and gender wage gaps in the U.S. remain.” White men, measured by hourly wages, no longer earn the most. That distinction belongs to Asian men at $24 an hour. White men receive $21 an hour, blacks $15 and Hispanics $14. College-educated black and Hispanic men earn around 80 percent the hourly wages of white college educated men. College-educated Asian men earned $35 per hour, more than white, college-educated men ($32). White and Asian college-educated women also earn roughly 80 percent the hourly wages of white college-educated men. Conversely, black and Hispanic women with a college degree earn only about 70 percent the hourly wages of similarly educated white men.
34 • October 2016
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Rewards of higher education The wage differentials among ethnic groups is closely correlated to their educational attainments. To wit, among male adults 25 and older, 23 percent of blacks and 15 percent of Hispanics have a bachelor’s degree or higher versus 36 percent for whites and a very high 53 percent for Asian men. Wage gaps also exist by gender. College-educated black and Hispanic men and white and Asian women earn roughly 80 percent the hourly wages of white college educated men. Hispanic population trends On the positive side, Hispanics have not lost faith in the value of higher education even though many of them have been swindled by disreputable institutions in recent years. Unfortunately, even reputable institutions continue to churn out graduates for jobs that do not exist. There is an ingrained disconnect, which affects all population segments. The surge of Hispanic students on our campuses will continue to increase. The number of Hispanics
in the general population has grown exponentially in the last forty years. Many were recent immigrants, but many are native-born citizens. All seeking to achieve the American dream. To be specific, Hispanics numbered 14.8 million in 1980 a mere 6.5 percent of the nation’s population. Now there are over 55 million Hispanics accounting for nearly 18 percent of the nation’s inhabitants. That percentage will continue to grow in the years ahead. Placed in another perspective, since 1960, the nation’s Hispanic population has increased nearly nine fold from 6.3 million in 1960 to 55 million in 2013. The federal government projects 119 million by 2060. The Hispanic share of the U.S. population in that year is expected to reach nearly 30 percent. Reasons for past and continued population growth Basically, in one word: turmoil. Scholars believe the probability of continued disorder as in decades past in much of Latin American will not abate. Further, the magnet of better opportunities here will con-
TARGETING HIGHER EDUCATION tinue to attract hundreds of thousands. These economic and political ramifications will change America. The record is clear, Hispanics from other counties have increased more than 20 times over the past half century. It exploded from less than one million immigrants in 1960 to almost 19.3 million today. During the same time period, the native-born Hispanic population increased only six fold. Today, there are nearly 30 million more U.S.born Hispanics in the U.S. (35.0 million) than there were in 1960 (5.5 million). The challenge for higher education Ambitious as they are, Hispanics will continue to come to America one way or the other. The challenge for higher education is to serve that great mass of people as it has other segments of the population. Hopefully, since we are better educated and have learned from our mistakes, we will do a better job than in the past. I still fear that too many people continue to graduate without the skills and training they need to secure that first job and build a career. I agree we should go to college to be educated and not just be trained; colleges are not vocational schools. But a happy medium, which offers employment opportunities upon graduation and a broad based education, has to be crafted. Pink collar careers Yes, I don’t like the term either. But it describes pretty accurately
the professions most Hispanics enter. They are the service professions. They are worthy, noble and needed professions. Many Hispanics have entered the middle class by becoming nurses, teachers, counselors, etc. But I am suggesting, once again, as we start this new academic year that we encourage more Hispanic youngsters to aim higher, to become medical doctors, business executives, university professors and administrators, lawyers and accountants – in short, aim for the highest tier. STEM professions We have a golden opportunity. As mentioned before significant federal, state and foundation funding is presently available for students majoring in the so-called STEM professions. A decade ago, President George H. Bush spearheaded the movement to provide student scholarships and funding to colleges for Science, Technology, Engineering and Mathematics majors at undergraduate and graduate levels. Unfortunately, very few Hispanic students have availed themselves of those opportunities. Bottom line I suggest we make a concerted effort to recruit more Hispanics into these fields. It’s not easy for far too many Hispanics have not majored in those areas in high school and thus arrive ill prepared to compete in college in those fields. Actually, high school is too late as well. Parents and elementary schools must do more to encourage elementary school children to develop in-
terests in STEM topics. Children’s innate curiosity can be nurtured. We have all had highly motivated Asians in our classes. What sets them apart from many is the intense interest their parents have in their education – an interesting model to emulate. We should encourage boards of education to encourage more field trips, science fairs, enriched curricula and summer school opportunities to introduce students early on to STEM professions. The raw material exists in young Hispanic minds waiting to be developed. Funding opportunities are available to train and motivate Hispanics. We need national leadership focused on STEM professions. Mano a la obra! •
Dr. Mellander was a university dean for 15 years and a college president for 20.
www.HispanicOutlook.com • 35
SCHOLARS CORNER Written by By Sergio M. González, Doctoral Candidate, Department of History University of Wisconsin-Madison; Arnold L. Mitchem Fellow Marquette University
A
s a doctoral candidate based at the University of Wisconsin-Madison studying the history of Midwestern Latinos, the first question I typically hear from new colleagues when I describe my research interests is, “There are Latinos in Wisconsin?” My geographic location as well as my research interests has at times left me feeling on the outskirts of Latino academic communities and discussions. This past spring, however, I had the opportunity to meet new colleagues from around the country as a graduate fellow at the 2016 American Association of Hispanics in Higher Education National Conference. The fellowship and mentoring I experienced through AAHHE has been instrumental in connecting my academic work and advocacy for Latinos in higher education with those of colleagues around the country. I first learned about AAHHE from my colleague Jorge Moraga, a doctoral candidate in American studies at Washington State University and a 2015 AAHHE Graduate Fellow. Jorge and I met as fellows in the summer of 2015 at the Smithsonian Latino Museum Studies Program where we were both drawn to the opportunity to work with Latino graduate students from around the country interested in expanding the curatorial and archival 36 • October 2016
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mission of museums. Throughout our five-week residence at various Smithsonian museums, Jorge and I continually discussed the need for a supportive, engaged mentorship structure for Latino students interested in pursuing careers in higher education. My interest in attending the 2016 conference and becoming a member of the AAHHE community began with my desire to join a network of scholars who are invested in building a responsive and supportive community for Latinos throughout higher education and particularly for young Latino scholars. Like other AAHHE academics, I center my research within the world in which I live both at the micro level in the community I reside and at a much larger scale within public policy debates that affect broader society. I was drawn to AAHHE because of the call for fellows and scholars as agents of change for improving education to better enable Latino students to fully participate and engage in their communities, their classrooms and their workplaces. My AAHHE mentor, José “Pepe” Aguilar-Hernández, serves as an assistant professor of ethnic and women’s studies at Cal Poly Pomona. He has proven to be a shining example of how to best ground rigorous and purposeful academic
research within the communities in which we work and live. The opportunity to attend the 2016 AAHHE National Conference as a graduate fellow provided an excellent opportunity to grow as a young academic scholar and as a community advocate. While I work toward finishing my doctoral studies and recovering the histories of Midwestern Latino communities, I look forward to continuing to work with my cohort fellows and mentors who are committed to making higher education more effective in meeting the needs of Latino students and a continually changing American demography. •
TENURE-TRACK FACULTY POSITIONS Effective Fall 2017
Located in historic New Haven, a city rich in art and culture, Southern Connecticut State University is an intentionally diverse and comprehensive institution committed to academic excellence, access, social justice, and service for the public good. The University invites applications from individuals who believe in the mission of public higher education in urban/metropolitan settings and are committed to excellence in both teaching and scholarship/creative activity. Successful candidates will be student-centered, experts in their fields of study, and adept in the use of technology and varied pedagogies in the classroom. The University enrolls approximately 10,000 students in 71 undergraduate and 64 graduate degree programs. Offering degrees primarily at the bachelors and masters levels, Southern also offers sixth year diplomas and two doctoral degree programs. Southern is the flagship of graduate education in the Connecticut State Colleges and Universities (ConnSCU) system and an institution of choice among undergraduates in the state.
ARTS & SCIENCES
Anthropology Art Biology Communication Communication Computer Science Earth Science Psychology Sociology World Languages & Lit. World Languages & Lit. World Languages & Lit.
BUSINESS
Accounting Economics & Finance Economics & Finance Management Management Marketing
EDUCATION
Counseling & School Psych. Curriculum & Learning Curriculum & Learning Educational Leadership Special Ed. & Reading
HEALTH & HUMAN SERVICES Exercise Science Exercise Science Nursing Nursing Nursing Public Health Social Work Social Work
Archeologist Art Education Organismal Ecologist Generalist/Advertising & Promotions Advertising & Promotions Mobile/Cloud Software Engineer Applied Geology Industrial/Org. Psychology Medical Sociologist/Generalist Spanish for the Professions TESOL Language Lab Coordinator
Assistant Assistant/Associate Assistant Assistant Assistant Assistant Assistant Assistant Assistant Assistant/Associate Assistant Assistant
Managerial Accounting/Tax Econometrics, Labor, Mgmt. Science, Health Investments, Financial Mkts. & Inst., Treasury Mgmt. Strategic Mgmt, Org. Behavior Int’l Bus., Bus. Planning, Leadership, Org. Learning Strategic, Mgmt., B2B, Digital, Analytics
Assistant/Associate Assistant/Associate Assistant/Associate Assistant/Associate Assistant/Associate Assistant/Associate
School Psychology Early Childhood/Literacy Elementary Education in STEM Administrative Leadership ASD and/or Applied Behavioral Analysis
Assistant Assistant Assistant Assistant/Associate Assistant/Associate
Human Performance School Health Adult Health/Gerontological Nursing RN to BSN Programs Family Nurse Practitioner Biostatistics Clinical and Group Clinical
Assistant/Associate Assistant/Associate Assistant/Associate Assistant/Associate Assistant/Associate Assistant Assistant/Associate Assistant/Associate
Rank dependent upon appropriate experience and qualifications. Note: A detailed description of all faculty positions, required application materials and instructions can be found on the Southern Connecticut State University website: https://www.southernct.edu/faculty-staff/hr/jobs.html All positions are contingent upon the availability of resources and needs of our students. SCSU is an Affirmative Action/Equal Employment Opportunity employer. The University seeks to enhance the diversity of its faculty and staff. People of color, women and persons with disabilities are strongly encouraged to apply. www.HispanicOutlook.com • 37
OPENINGS - FALL 2017 Building on a distinguished 107-year history, Montclair State University is proud to be a leading institution of higher education in New Jersey. The University’s ten colleges and schools serve 21,000 undergraduate and graduate students in more than 300 doctoral, master’s, and baccalaureate level programs. Situated on a beautiful, 250-acre suburban campus just 14 miles from New York City, Montclair State delivers the instructional and research resources of a large public university in a supportive, sophisticated and diverse academic environment. Montclair State University has a long history of commitment to cultural diversity in its programs, faculty and students. To foster this multicultural environment, the University encourages applications from underrepresented group members for its faculty openings. Additional information can be found on the MSU website at montclair.edu. All positions are Assistant Professor, tenure track, unless otherwise noted and are subject to available funding. ABDs must complete the degree by August 1, 2017. Screening begins immediately and continues until position is filled. Include three letters of recommendation for all positions. Include C.V., letter of interest, names, phone numbers and e-mail addresses of three references. Complete descriptions and qualifications for each position are posted on our website at: www.montclair.edu/human-resources/employment/ prospective-employees/job-opportunities/
COLLEGE OF THE ARTS Candidates are expected to develop an on-going artistic/scholarly agenda.
Department of Art and Design – Assistant/Associate Professor - History of Art, Design and Visual Culture (V-F1)
Teach courses in the following areas, each within a global context: U.S. art, design or visual culture; art, design and sustainability. The ability to teach from pre-Colonial to Contemporary at the introductory level and in the candidate’s area of expertise at the advanced undergraduate and graduate levels is required. Ph.D. in the field of modern (post-WWII) and contemporary art or design history; record of scholarly work (i.e., exhibitions, publications, presentations); and teaching experience at the college level.
Department of Art and Design – Assistant/Associate Professor - Animation (V-F2)
Teach both 2D and 3D computer animation required courses, and other animation formats as electives; advise students; engage in student recruitment; communicate and work effectively with faculty, students, and staff; engage industry partners; actively participate in faculty governance and service; establish a scholarship program. Required: A terminal US degree such as an MFA (or an equivalent nonUS degree) in animation or a related field; a record of creative and/or scholarly work (i.e., professional design record, exhibitions, publications, presentations); and teaching experience at the college level. Must have a strong background in contemporary 2D and 3D animation and a history of professional excellence including an exceptional portfolio.
Cali School of Music – Assistant/Associate Professor Voice (V-F3)
Teach graduate and undergraduate applied voice. Depending on credentials, other teaching responsibilities may include vocal literature, pedagogy, diction, etc. Doctorate in music or equivalent professional experience, in addition to successful experience teaching at an advanced level. Candidates must show evidence of strong leadership in the area of voice or opera, and must possess a commitment to the teaching and recruitment of high-caliber students. Candidates must demonstrate substantial professional experience in the area of voice or opera. Exemplary musicianship, innovative pedagogical skills, and evidence of ongoing performance or scholarship are required.
School of Communication and Media – Assistant/Associate Professor - Television and Digital Media (V-F4)
Position requires a strong mix of academic, professional, and technical experience, blended with the educational background to develop first-rate television and digital media academic programs and provide excellent instruction, predominantly to undergraduate students. Candidates must be well-versed in the production of digital content and in current technology, including high definition technology for television and its implementation on today’s multi-media platforms and digital media. Doctoral or master’s degree in a relevant field is strongly preferred, although applicants with significant professional experience in the field will also be considered.
School of Communication and Media – Assistant/Associate Professor - Public Relations (V-F5)
Teach introductory and advanced courses in the undergraduate program in public relations and the graduate program in public and organizational relations. Professional experience in the public relations industry and a commitment to building relationships with PR practitioners, media partners, and community organizations. Ph.D. in the field of public relations or communication and media; Demonstrated record of teaching excellence, an active and promising research agenda, and the ability to work in collaborative environments.
COLLEGE OF EDUCATION AND HUMAN SERVICES All candidates must demonstrate a well-defined research agenda and evidence of scholarly activities appropriate for the faculty rank. Faculty members are expected
38 • October 2016
to participate in department, college, and University committees and activities; contribute to assessment and accreditation processes; advise students; and be adept at the emerging uses of instructional technology. The College is committed to student and faculty diversity and values the educational benefits that derive from such diversity. We are seeking candidates who demonstrate the ability to work collaboratively in and with socially, culturally, and economically diverse communities; have a commitment to education for social justice, democratic practice, and critical thinking; and/or are interested in addressing issues of inclusive education in research, teaching, and curriculum development.
Department of Counseling and Educational Leadership – Assistant/Associate/Full Professor - Educational Leadership (V-F6) Appointment includes teaching a range of graduate courses for prospective leaders and supervisors with an emphasis on instructional leadership, using data in decision-making, and developing professional learning communities, as well as contributing to the vision and growth of the program and department. Required: Earned doctorate in Educational Leadership or related field, a well-defined research agenda, evidence of scholarly activities, and success in or potential for publications. Demonstrated aptitude for or evidence of excellence in teaching. Must be ready to develop and teach online courses as demonstrated through experience or interest. Preferred: Experience with online teaching and as an educational leader. Desired areas of expertise include supervision, curriculum development, finance, education law, organizational leadership, and school/district leadership.
Department of Counseling and Educational Leadership – Assistant Professor - Higher Education Administration (V-F7)
Appointment includes teaching graduate courses in a variety of settings and formats, assisting in the coordination of the program, including recruitment, admissions, and internship supervision. Required: Earned doctorate in Higher Education Administration/Leadership, Student Affairs, Student Personnel, or closely related field with published research in higher education or student affairs; minimum of three years of professional experience; evidence of scholarly activities in the field.
Department of Early Childhood, Elementary and Literacy Education – Assistant/Associate/Full Professor -Early Literacy (V-F8)
Appointment includes teaching undergraduate and graduate courses on language development, methods of literacy instruction, and the education of English language learners across a range of initial teacher certification and advanced degree programs. Required: Earned doctorate in reading, literacy or related field with expertise in literacy development during the preschool and early elementary years, with additional expertise in bilingualism or second language literacy preferred; evidence of scholarly activities in the field. Teaching experience in an early childhood or elementary school setting preferred.
Department of Exercise Science and Physical Education – Assistant/Associate Professor - Exercise Science (V-F9)
Appointment includes teaching undergraduate and graduate courses in Sports Biomechanics and Sports Conditioning. The successful candidate will also be expected to teach courses in motor learning and/or exercise physiology. Required: Earned doctorate in Sports Biomechanics, Exercise Physiology, or related field; a well-defined research agenda; and evidence of scholarly activities. Preferred: Certification as Strength and Conditioning Specialist (NSCA) or Certified Exercise Physiologist (ACSM). Demonstrated potential to secure external funds and evidence of the ability to integrate computer technology into instruction.
Department of Family and Child Studies – Assistant Professor - Family Studies and Human Development (V-F10)
Appointment includes teaching and advising undergraduate, graduate, and doctoral students. Required: Earned doctorate in Family Studies, Human Development, or closely related area; a well-defined research agenda; evidence of scholarly activities; and potential for publications. College level teaching experience preferred. Desired areas of research and expertise include but are not limited to: gerontology, family policy, family relations, and human development.
Nutrition and Food Studies – Assistant Professor - Dietetics Nutrition Counseling and Assessment (V-F11)
Appointment includes research, curriculum development, and teaching both undergraduate and graduate nutrition courses, including nutrition assessment, counseling, and advanced nutrition. Required: Earned doctorate in nutritional sciences or related field with earned Registered Dietitian Nutritionist Certification. A well-defined research agenda and evidence of scholarly activities with a focus on areas related to behavioral counseling, telehealth, and informatics. Ability to teach undergraduate courses in Medical Nutrition Applications, Medical Nutrition Therapy, Advanced Nutrition, Nutrition Counseling, and graduate courses in Principles of Nutrition and Nutrition Counseling for Diverse Populations.
COLLEGE OF HUMANITIES AND SOCIAL SCIENCES Demonstrated success or strong potential in teaching and scholarship is required for all tenure track positions. Experience in grant seeking/writing to support research and related activities and willingness to provide service to the department, University, and the larger professional community are expected.
Center for Child Advocacy and Policy – Director with Open Rank - Child Advocacy and Policy (V-F12)
To supervise the Center’s academic programs, and lead the development of a new MSW program. Required: MSW from a CSWE accredited program, at least two years of post-MSW practice experience and a Ph.D. in social work or a related discipline. Familiarity with CSWE accreditation standards and knowledge of the New Jersey public child welfare system is strongly preferred.
Department of Communication Sciences and Disorders – Assistant/Associate Professor - Speech Language Pathology (V-F13)
Responsibilities include teaching, research and service. Earned research doctoral degree in Speech-Language Pathology or related area is required. CCC-SLP and
New Jersey State Licensure in SLP or eligibility for license strongly preferred.
Department of English – Assistant Professor - Early American Literature (V-F16)
Early American literature (17th and 18th), with a focus on multiethnic literature and hemispheric American studies. Sub-fields may include one or more of the following: captivity narratives, exploration narratives, Native American cultures, early slave narratives, and border literature. Secondary area: 18th and 19th African American writers.
Department of Justice Studies – Assistant Professor - Penology (V-F17) Teach Research Methods, Statistics, and Criminology, as well as wide-range of undergraduate penology relating courses, and Justice Systems required concentration courses. Ph.D. in Criminal Justice or Criminology, with a specialization in corrections/penology.
Department of Psychology – Assistant/Associate/Full Professor - Clinical or School Psychology (V-F18) Focus in school or clinical child psychology. Responsibilities include: undergraduate and graduate teaching and mentoring and providing service to the University and professional community. Doctoral degree from an APA-accredited program in clinical psychology, school psychology, or related field. Applicants should be licensed or license eligible in New Jersey.
Department of Psychology – Assistant Professor Developmental Psychology (V-F19)
Focus on development in middle/late childhood/adolescence, including research areas such as development of self, peer relationships, bullying, gender development, moral development, etc. Responsibilities include: undergraduate and graduate teaching and mentoring and providing service to the University and professional community. Ph.D. in psychology or related field with focus in developmental psychology.
Department of Writing Studies – Chair (Open Rank) - Writing Studies (V-F14)
Department of Mathematical Sciences – Assistant/Associate/ Full Professor - Applied Mathematics (V-F25)
Areas of research: applied dynamical systems, computational fluid dynamics, computational modeling, mathematical biology and medical imaging. Strong candidates in all areas of applied mathematics will be considered. Required: Doctoral degree in Applied Mathematics, Engineering, or a related field. Candidates with post-doctoral or comparable experience will be preferred.
Department of Mathematical Sciences – Assistant Professor Physics (V-F43)
Physicist or astronomer with expertise in experiment, instrumentation, or data analysis. Expertise in gravitational physics, atomic physics, nuclear or particle physics, exoplanets or solar system astronomy, radio astronomy, quantum computing, biophysics, and statistical physics a plus. Ph.D. in Physics or Astronomy is required; postdoctoral experience is strongly preferred.
SCHOOL OF BUSINESS Candidates are expected to teach courses at both the undergraduate and graduate levels, pursue scholarly research leading to publications in high-quality peerreviewed journals, participate in service activities, advise and mentor students, participate in curriculum review and development activities, and engage in outreach activities with business partners and external stakeholders.
Department of Accounting and Finance – Assistant/Associate Professor - Accounting Forensics and Analytics (V-F26) Teach courses in accounting analytics, forensic accounting, and related areas. Earned doctoral degree in accounting or related discipline and preferably hold a CPA.
Department of Economics – Assistant Professor - Economics/ Macroeconomics (V-F27)
Chair a new department of Writing Studies committed to new program development on the undergraduate and graduate level. Areas of specialization open. Ph.D. in Rhetoric, Writing, Technical Communication or related field.
Research and teaching specialties of particular interest are monetary and fiscal policy and the business cycle, economic development, international macro policy coordination, price dynamics, labor markets, intergenerational wealth transfers and social security, and healthcare issues. Earned doctoral degree economics or related discipline.
Open specialization; candidates interested in expanding undergraduate and graduate programing in professional writing especially welcome. Ph.D. in Rhetoric, Writing, Technical Communication, or related field.
Teach courses at both the undergraduate and graduate levels, including the Project Management certificate program. Earned doctoral degree in Management (specialty in Project Management) or related field such as strategy implementation.
Department of Writing Studies – Assistant Professor- Writing Studies (V-F15)
COLLEGE OF SCIENCE AND MATHEMATICS Candidates must have a record of scholarly publication, research, and teaching appropriate to advertised rank and are expected to pursue research that will lead to competitive grant awards and scholarly publications, teach graduate and undergraduate courses, mentor student research, and participate in departmental, college, University and professional activities.
Department of Biology – Assistant Professor - Disease Ecology (V-F20) Responsibilities include teaching Ecology and related courses and establishing a vigorous, extramurally funded research program involving undergraduate and graduate students, and supporting departmental programs such as the masters in Ecology and Evolution. Ph.D. in Biology or a relevant field is required.
Department of Computer Science – Assistant/Associate Professor - Data Science and Big Data Analytics (V-F21)
Expertise in the areas of Data Science and Big Data Analytics. Teaching experience in the area is a plus. Ph.D. in Computer Science with research publications in the areas of Data Science and/or Big Data Analytics. Doctorate must be earned by the time of appointment. Candidates must have strong research and teaching skills.
Department of Computer Science – Assistant/Associate Professor - Cybersecurity (V-F22)
Expertise in the area of Secure Software Development and in one or more of the following areas of Cybersecurity: Database Security, Network Security, and Web Security. Teaching experience in the area is a plus Ph.D. in Computer Science with research publications in the areas mentioned above. Doctorate must be earned by the time of appointment. Candidates must have strong research and teaching skills.
Department of Earth and Environmental Studies – Assistant Professor - Sustainability (V-F23)
Expertise in areas including urban sustainability, urban design and regional planning, climate change mitigation and adaptation, industrial ecology, renewable energy, carbon auditing, and life cycle assessment. Teaching responsibilities include introductory courses as well as upper-level undergraduate and graduate courses. Ph.D. in sustainability science, environmental science, urban planning, geosciences, geography, resource management, or other appropriate field, a record of peerreviewed scholarship in sustainability, and evidence of potential for success in grant activity. Post-doctoral experience is desirable.
Department of Mathematical Sciences – Department Chair (Open Rank) (V-F24)
Provide leadership for the Department by promoting the development of research activities and educational programs, effective handling of administrative responsibilities, as well as by articulating the Department’s scientific and educational mission within the University and to the broader community. Required: Doctoral degree in a field related to the disciplines represented within the Department of Mathematical Sciences, and a sustained record of research activity that includes scholarly publications as well as a record of securing and successfully managing externally funded grant awards. In addition, the applicant must show evidence of effective teaching, mentoring students in research, as well as strong administrative and leadership experience.
Department of Management – Assistant Professor - Project Management (V-F28)
Department of Management – Assistant Professor - Human Resources Management (V-F29)
Focus in one of the following areas: strategic HR, talent management, HR analytics, labor relations, compensation management, healthcare management, or recruitment and training. Earned doctoral degree in Human Resource Management or a related field.
Department of Marketing – Assistant/Associate Professor Marketing Analysis (V-F40)
Teach courses in Marketing Analytics, Marketing Research, and Marketing Strategy. Earned doctoral degree in Marketing (specialty in Analytics) or related field.
(To be Determined) – Assistant/Associate Professor Entrepreneurship (V-F42)
Teach courses in entrepreneurial mindset, creativity, business model development, pitching, and business launch. Candidates with entrepreneurial experience in the form of starting and operating businesses and/or working with university-based outreach programs such as entrepreneurship centers and small business institutes will have a major advantage. Earned doctoral degree in Entrepreneurship or related field.
SCHOOL OF NURSING Candidates are expected to teach courses, pursue scholarly research leading to publications in high-quality peer-reviewed journals, and present at conference proceedings; increase the visibility of the School’s programs; serve on school, and university-level committees; advise students; interact with local community agencies, healthcare organizations, and media; participate in curricular review and development activities; and contribute to accreditation processes.
Assistant/Associate Professor - Nursing (V-F41) Jan. 2017 or Sept. 2017 start
Teach courses in the undergraduate program; Required: Earned doctorate in nursing or related field; if doctorate not earned in nursing then master’s or baccalaureate degree in nursing is required. Candidates must currently hold or be eligible for licensure as a Registered Nurse in New Jersey. Demonstrated aptitude for or evidence of excellence in teaching.
ADJUNCTS Montclair State University is seeking an applicant pool of adjunct faculty for University departments across all colleges and the Feliciano School of Business for Fall 2017, Spring 2018.
Send separate letter and resume for each position to:
Montclair State University, Box C316 V# or AV# 001 Montclair, New Jersey 07043 (include c/o name, job title and V# or AV# 001) Montclair State University is an Equal Opportunity/Affirmative Action institution with a strong commitment to diversity.
www.HispanicOutlook.com • 39
www.csulb.edu
California State University, Long Beach (CSULB) is one of the largest and most comprehensive public universities in the nation, enrolling approximately 37,000 students. CSULB is located in Long Beach, the seventh largest city in California, on a beautifully landscaped 320-acre campus near the ocean and in close proximity to the thriving downtown Long Beach area. CSULB is a diverse and ambitious institution that is proud to be among the nation’s premier comprehensive universities. The faculty and staff of CSULB are engaged in a broad array of high-quality undergraduate and graduate programs, significant research and creative activities, and a wide range of community and professional service activities. CSULB seeks outstanding, publicly engaged individuals to join our faculty team that is committed to advancing the University’s broad and forward seeking mission.
2016-2017 Tenure-Track Searches http://apptrkr.com/877586
College of the Arts • Art (Graphic Design) • Dance • Design (User Experience) • Film and Electronic Arts (Cinematography) College of Business Administration • Accountancy (Taxation) • Finance (Financial Economics and Investment) • Information Systems • Management/HRM (Strategy, Management, Entrepreneurship, Organization Theory) • Marketing (Marketing Research/Analytics) College of Education • Advanced Studies in Education & Counseling (Social and Cultural Analysis of Education) College of Engineering • Civil Engineering and Construction Engineering Management (Heavy Civil Construction - Beavers Endowed Position) • Civil Engineering and Construction Engineering Management (Structures) • Computer Engineering and Computer Science (3 positions) • Electrical Engineering • Engineering Management • Mechanical and Aerospace Engineering (Aerodynamics and Computational Fluid Dynamics) University Library • English and Literature Studies
College of Health and Human Services • Archstone Endowed Chair in Health, Behavior and Aging • Family and Consumer Sciences (Child Development and Family Studies) • Family and Consumer Sciences (Consumer Affairs) • Kinesiology (PETE: Adapted Physical Education and Elementary Physical Education) • Kinesiology (Fitness) • Nursing (Adult-Gerontology Acute Care Nurse Practitioner) • Nursing (2 positions) • Public Policy and Administration (Public Administration) • Recreation and Leisure Studies (Recreation Management) • Social Work (2 positions) • Speech-Language Pathology (Neurogenic Communications Disorders) • Speech-Language Pathology (Broad-Spectrum) College of Liberal Arts • Communication Studies (Rhetorical Theory and Criticism) • Human Development • Political Science (American Politics – Public Law) • Psychology (Social Psychology) • Psychology (Human Factors and Human-Computer Interaction) • Sociology (Transnational/Global Sociology or Social Movements) College of Natural Sciences and Mathematics • Mathematics and Statistics (Mathematics Education) • Physics and Astronomy (Theoretical Physics)
CSULB is committed to creating a community in which a diverse population can learn, live, and work in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual, without regard to race, color, national origin, ancestry, religious creed, sex, gender identity, sexual orientation, marital status, disability, medical condition, age, Vietnam era veteran status, or any other veteran’s status. CSULB is an Equal Opportunity Employer.
40 • October 2016
ASSISTANT PROFESSOR OF RANGELAND SCIENCE AND MANAGEMENT The Department of Plant Sciences in the College of Agricultural and Environmental Sciences at the University of California, Davis is recruiting an Assistant Professor of Rangeland Science and Management. This is an academic year (9 month), tenure-track position with teaching, research, and service responsibilities and includes the expectation that the appointee will establish a land grant mission oriented research and engagement program of relevance to California (http://www.caes.ucdavis.edu/admin/asp/mission-of-the-agricultural-experiment-station). Responsibilities: Applicant research program should focus on the development of novel principles, practices, and strategies to optimize forage and livestock production while sustaining a multitude of essential rangeland and pastureland ecosystem services. The successful appointee is expected to establish a collaborative, multi-disciplinary research program at the management scale to enhance our mechanistic understanding of how ecological, hydro-edaphic, and climatic factors interact with rangeland and pastureland livestock grazing management to generate synergies and tradeoffs between agricultural and conservation goals. This research aims to enhance the sustainability of rangeland and pastureland livestock production systems in the face of increasing social-economic pressures and environmental change. The candidate will be expected to establish a dynamic and innovative teaching program at both the undergraduate and graduate levels. Plant Sciences is perfectly positioned to develop a premier, contemporary rangeland and pastureland science and management undergraduate curriculum. This position will play a central role in developing this curriculum to prepare students for jobs in grazingland management and planning, as well as for graduate study on basic and applied topics related to rangeland agro-ecosystems. The successful candidate will be expected to teach Rangeland Plant-Livestock Interactions and Grazing Management (Revised PLS 135) and contribute to Principles of Rangeland Management and Ecology (PLS 130). In addition, the candidate can teach at the graduate level within their area of research expertise and contribute to the Horticulture and Agronomy, International Agricultural Development, and/or Ecology Graduate Groups. In addition, the appointee will teach a course or seminar at the graduate level within their area of research expertise. Enthusiastic and effective advising and mentoring of undergraduate and graduate students and postdoctoral fellows is expected. Participation in and development of public outreach and/or community engagement programs, and performance in departmental and university service is expected. The selected candidate is expected to work with Cooperative Extension specialists and advisors, partners in the ranching industry, and other grazingland management stakeholders. Annual seed funding opportunities via the UC Russell L. Rustici Rangeland and Cattle Research Endowment will provide unique flexibility and opportunities for the candidate to build an exceptional research program. Ph.D. or equivalent degree in the field of Rangeland Science and Management, and/or Applied Plant or Grazing Ecology, Agroecology, or Agronomy. Post-doctoral experience is preferred. Evidence of research excellence is expected. The candidate should have the ability to develop and instruct undergraduate and graduate courses and the ability to develop and conduct extramurally funded research in rangeland and pastureland science and management. Salary: Commensurate with qualifications and experience. To Apply: Application materials must be submitted via the following website:
http://recruitments.plantsciences.ucdavis.edu/
The position will remain open until filled. To ensure consideration, applications should be received by 23:59 PDT November 18, 2016. Additional inquiries should be directed to: Dr. Kenneth W. Tate, Chair, Search Committee Department of Plant Sciences University of California - Davis Phone 530-754-8988 E-mail: kwtate@ucdavis.edu UC Davis is an affirmative action/equal employment opportunity employer and is dedicated to recruiting a diverse faculty community. We welcome all qualified applicants to apply, including women, minorities, veterans, and individuals with disabilities.
www.HispanicOutlook.com • 41
Provost and Vice President for Academic Affairs South Dakota State University is conducting a global search for its next Provost and Vice President for Academic Affairs. The Search Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to December 7, 2016. For a complete position description, please visit the Current Opportunities page at https://www.parkersearch.com/sdsu-provost. Laurie C. Wilder, President Porsha L. Williams, Vice President pwilliams@parkersearch.com || eraines@parkersearch.com Phone: 770-804-1996 ext: 109 Fax: 770-804-1917 South Dakota State University is an Equal Opportunity/Affirmative Action Employer and has a strong institutional commitment to diversity. Women, minorities, persons with disabilities and veterans are encouraged to apply. SDSU’s policies, programs and activities comply with federal and state laws and South Dakota Board of Regents regulations prohibiting discrimination on the basis of race, color, religion, age, national origin, gender, gender identify and/or expression of sexual orientation. Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com
American Association of State Colleges and Universities
Hispanic Outlook 2017 1/4 pageMillenniuM leadership initiative (Mli) American Association of State our courses are taught by sitting presidents Issuehe10-17-16 Colleges and Universities (AASCU) and chancellors and are enhanced by Deadline 10-10-16 and the Association of Public and former presidents, chancellors and content Delivering America’s Promise
T
Land-grant Universities (APLU) announce the call for nominations and applications for the Millennium Leadership Initiative (MLI) Institute to be held June 3-6, 2017 in Washington, D.C. The MLI Institute enriches the preparation and advancement of persons traditionally underrepresented in the higher education leadership positions of college/university president or chancellor. Further, the institute helps senior administrators determine if ascending to the presidency or chancellorship is a preferred course for their careers. All qualified candidates are considered for selection and admission.
specialists.
MLI is a unique professional development program for senior administrators in higher education. It prepares and encourages vice presidents, provosts and deans in the development of a professional career plan to advance to the presidency or other senior executive-level positions in higher education.
For AdditionAl inFormAtion ContACt
Eligibility Successful applicants will demonstrate the leadership experience necessary to achieve a presidency or chancellorship in higher education or to advance to vice president or provost. In addition, candidates must possess a terminal degree or have significant experience as a senior executive. Equivalent experience outside the academy in government or the private sector is acceptable. All candidates must be nominated by a president or chancellor, or by a chief operating officer from a large complex university or organization. Cai K. Owens at owensc@aascu.org Deadline for Applications and Nominations January 16, 2017 (only electronic applications will be accepted)
• electronically to mli@aascu.org • fax to 202.296.5819 • mail to Cai K. Owens, MLI Program Manager, AASCU, 1307 New York Avenue NW, Fifth Floor, Washington, DC 20005-4701
call for applications and nominations 42 • October 2016
The School seeks Tenure-Track and Non-Tenure Track candidates at the Assistant, Associate and/or Full Professor levels, starting in January or September 2017, in the following areas: Accounting; Finance; Human Resource Management; Legal Studies in Business; Management Information Systems; Marketing and Supply Chain Management; Risk Management and Insurance; Healthcare Management; Strategic Management/Entrepreneurship/International Business; and Statistics Candidates are required to be ABD or hold a PhD or foreign equivalent in their respective field, have the potential of publishing in high quality, top tier journals in their discipline, and have a record of excellence in teaching. Interested applicants should apply electronically by submitting a letter of intent, curriculum vitae, prior teaching evaluations, and the names of three references to: Rajan Chandran, Ph.D., Deputy Dean Fox School of Business 1801 Liacouras Walk (006-01), 365 Alter Hall Philadelphia, PA 19122 foxfacultyrecruiting@temple.edu
Apply at www.aascu.org/mli/applicationform Submit letters of nomination:
There are two components to the MLI program—an intensive four-day institute and a required yearlong mentorship with a president or chancellor. The majority of
The Fox School of Business at Temple University, accredited by AACSB International, is one of the largest most comprehensive business schools in the region and nation, offering Bachelors, MBA, Specialized Masters, PhD and EDBA Programs in traditional and specialized areas at urban and suburban campuses in the Philadelphia region and worldwide.
n n n n n
Temple University is an Equal Opportunity/Affirmative Action Employer and specifically invites applications from women and minorities. Additional information is available from the university, college and department websites at: www.fox.temple.edu
Washington University in St. Louis seeks individuals who are excellent scholars and teachers for the following positions in Arts & Sciences. The appointments are expected to begin in the 2017-18 academic year. Applications and additional information can be found at https://jobs.wustl.edu. Washington University in St. Louis Faculty of Arts & Sciences St. Louis, Missouri Washington University is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, sexual orientation, gender identity or expression, national origin, genetic information, disability, or protected veteran status. Employment eligibility verification required upon hire • Anthropology – Assistant or Associate Professor with a specialty in Anthropological Genetics/Genomics (ID #34700); Assistant or Associate Professor with a specialty in Primatology (ID #34701) • Biology – All Ranks, specializing in Computational Biology, Evolutionary Genomics, or Epigenetics (ID #34491) • Chemistry – Assistant Professor in the field of Biochemistry (ID #34493 and ID #34447) • Classics with Art History & Archaeology, joint appointment – Assistant or Associate Professor with a specialty in Classical Archaeology (ID #34388) • Economics – Assistant or Associate Professor, All Fields (ID #34339); endowed Associate or full Professor with an emphasis on Macroeconomics (ID #34341) • Earth and Planetary Sciences – Assistant Professor in the fields of Climate, Carbon Cycling, or Paleoclimatology (ID #34122) • Film and Media Studies with African and African American Studies or Women, Gender and Sexuality Studies, joint appointment – Assistant Professor specializing in Electronic Media Studies (ID #34630) • Mathematics – Assistant Professor of Mathematics (ID #34708) • Philosophy – Assistant Professor in the field of Epistemology (ID #34413)
California State University, San Bernardino, a comprehensive regional university, is one of 23 California State University campuses. It serves approximately 20,000 students and graduates 4,000 annually. CSUSB reflects the dynamic diversity of the region and has the most diverse student population of any university in the Inland Empire, and has the second highest African American and Hispanic enrollments of all public universities in California. CSUSB employs 410 full-time faculty and offers 48 undergraduate, 34 graduate, one doctoral degree and has 13 academic programs with national accreditation. The university consists of five academic colleges – Arts and Letters, Jack H. Brown College of Business and Public Administration, Education, Natural Sciences, Social and Behavioral Sciences. The university also operates a branch campus in Palm Desert. CSUSB is situated 70 miles east of Los Angeles, offering easy access to beaches, mountain and desert resorts.
TENURE-TRACK POSITIONS FOR 2017-2018 ACADEMIC YEAR California State University, San Bernardino is a preeminent center of intellectual and cultural activity in Inland Southern California. CSUSB is listed among the best colleges and universities in the Western United States, according to The Princeton Review, Forbes, and U.S. News & World Report, in their respective annual rankings. CSUSB is committed to providing learning opportunities that are driven by teaching and research excellence, intellectual interaction, creativity and diversity. We invite applicants who share this commitment and dedication to apply. California State University, San Bernardino is recruiting for tenuretrack positions. Salaries are competitive and commensurate with experience and qualifications. To apply for any of the positions listed below, please visit our website at https://www.governmentjobs.com/careers/csusb/transferjobs JACK H. BROWN COLLEGE OF BUSINESS AND PUBLIC ADMINISTRATION Information and Decision Sciences: Business Information Systems and Technology (Assistant Professor) Management: Entrepreneurship (Open Rank) Management: Strategy (Open Rank) Marketing: Marketing (Open Rank) COLLEGE OF EDUCATION Educational Leadership and Technology: Ed.D. Program (Open Rank) Teacher Education and Foundations: Department Chair (Professor) Teacher Education and Foundations: General Education/Reading (Assistant Professor) COLLEGE OF NATURAL SCIENCES Kinesiology: Exercise Physiology (Assistant Professor) COLLEGE OF SOCIAL AND BEHAVIORAL SCIENCES Economics: Heterodox, Feminist or Environmental (Open Rank) Social Work: Assistant Professor Psychology: Clinical-Counseling Psychology (Assistant Professor) LIBRARY Library Administration: Information Technology and Web Services (Senior Assistant)
California State University, San Bernardino is an Affirmative Action/Equal Opportunity Employer. We consider qualified applicants for employment without regard to race, religion, color, national origin, ancestry, age, sex, gender, gender identity, gender expression, sexual orientation, genetic information, medical status, or protected veteran status.
• Physics – Assistant Professor specializing in Biophysics (ID #34686) • Political Science – Assistant or Associate Professor specializing in American Politics (ID #34389); Assistant or Associate Professor specializing in Comparative Politics (ID #34390) • Psychological and Brain Sciences – Advanced Assistant or Associate Professor in the field of Diversity Science (ID #34054) • Sociology – Associate Professor or early-stage full Professor with quantitative research and teaching specialization in either (1) Inequality and Stratification or (2) Social Movements and Political Sociology (ID #34301) • Women, Gender, and Sexuality Studies – All Ranks, with an interdisciplinary focus in WGSS, social science expertise, and a research specialization in the Global South and/or Transnational studies (ID #34333)
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44 • October 2016
FACULTY POSITIONS – THE RADY SCHOOL OF MANAGEMENT, UNIVERSITY OF CALIFORNIA, SAN DIEGO THE HISPANIC OUTLOOK-12 MAGAZINE VISIT WWW.K12HISPANICOUTLOOK.COM
The Rady School of Management (http://rady.ucsd.edu) at UC San Diego is committed to academic excellence and diversity within the faculty, staff, and student body. The Rady School seeks candidates whose research, teaching, and/or service has prepared them to contribute to our commitment to diversity and inclusion in higher education. The Rady School invites applications for the following faculty positions: The Assistant Professor level (tenure-track) in the field of finance. Applicants must have a bachelor’s degree and a Ph.D. conferred on or before September 2017. Preference will be given to applicants with emerging scholarly records, demonstrated teaching experience with graduate students and executives, and experience mentoring doctoral students. The on-line application website is: https://apol-recruit.ucsd.edu/apply/ JPF01196. The Associate or Full Professor level (tenured) in the field of finance. Applicants must have a Ph.D. Preference will be given to applicants with evidence of a strong research record in their specialization, demonstrated teaching experience with graduate students and executives, and experience mentoring Ph.D. students. The on-line application website is: https://apol-recruit.ucsd.edu/apply/JPF01197. The Associate or Full Professor level (tenured) affiliated with the Rady School’s Center for Business Analytics and its Master of Science in Business Analytics degree program. Applicants must have a Ph.D. Preference will be given to applicants with evidence of a strong research record in business analytics pertaining to one or more of economics, strategy, finance, innovation, technology and operations, management, marketing, and related disciplines. The on-line application website is: https://apol-recruit.ucsd.edu/apply/JPF01186. The application should include: a detailed curriculum vita and a diversity statement summarizing their contribution, or potential 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 contributions. Further information can be found at http://facultyexcellence.ucsd.edu/c2d/index.html. Salary and appointment level are dependent on experience and based on University of California pay scales and positions are expected to have a start date of July 1, 2017. Review of applications begins September 16, 2016 and continues until the position is filled. UCSD is an affirmative action/equal opportunity employer with a strong institutional commitment to excellence through diversity (http://diversity.ucsd.edu).
RELIGIOUS STUDIES ASSISTANT PROFESSOR IN MATERIAL CULTURE STUDIES AND RELIGION HUMANITIES/ HISTORY/ PHILOSOPHY
Promoting academic quality by enhancing learning, teaching, scholarship, and service and by celebrating MTSU’s distinctive strengths. We are currently seeking applicants for over 60 faculty positions for the 2017-2018 academic year. For current position listings, please visit our website https://mtsujobs.mtsu.edu MTSU is an AA/EOE
The Department of Religious Studies at the University of Pennsylvania invites applications for a tenure-track assistant professor in the field of Religious Studies and Material/Visual Culture. Time period, religious tradition, and sub-specialization are open and may include scholars who approach the study of religion through related methodological approaches in the areas of art history, archaeology, architecture, ethnography, film and media studies, gender and embodiment, material texts, and visual studies. The search committee is interested in specialists with research experience in religions in Africa and the African Diaspora, the Americas, Asia, or the Middle East. The successful candidate for this new faculty position should have a compelling and original research agenda and a commitment to pursue it within the interdisciplinary framework offered by the Department of Religious Studies, the School of Arts and Sciences, and the wider University. Recent PhDs are particularly welcome to apply. The successful candidate will participate in the department’s undergraduate and graduate teaching mission. A normal teaching load is 4 courses per year on a semester system. Interested candidates should apply at http://facultysearches.provost.upenn.edu/postings/960 and submit a letter of application, CV, statement of research, writing sample, and the contact information for three individuals who will be asked by the University to submit a letter of recommendation. Review of applications will begin November 1, 2016 and continue until the position is filled. The Department of Religious Studies is strongly committed to Penn’s Action Plan for Faculty Diversity and Excellence and to creating a more diverse faculty (for more information see: http://www.upenn.edu/almanac/volumes/ v58/n02/diversityplan.html). The University of Pennsylvania is an EOE. Minorities/Women/Individuals with disabilities/ Protected Veterans are encouraged to apply. The University of Pennsylvania values diversity and seeks talented students, faculty and staff from diverse backgrounds. The University of Pennsylvania does not discriminate on the basis of race, color, sex, sexual orientation, gender identity, religion, creed, national or ethnic origin, citizenship status, age, disability, veteran status or any other legally protected class status in the administration of its admissions, financial aid, educational or athletic programs, or other University-administered programs or in its employment practices. Questions or complaints regarding this policy should be directed to the Executive Director of the Office of Affirmative Action and Equal Opportunity Programs, Sansom Place East, 3600 Chestnut Street, Suite 228, Philadelphia, PA 19104-6106; or (215) 898-6993 (Voice) or (215) 898-7803 (TDD).
www.HispanicOutlook.com • 45
The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to tenure-track positions in Finance and in all areas of Economics, such as Macroeconomics (including international economics) and Microeconomics (including strategy). Applications are invited from individuals who have earned a PhD (or equivalent) or expect to receive a doctorate in the near future. Members of our faculty are expected to conduct original research of exceptionally high quality, to teach effectively, and to participate in and contribute to the academic environment. Each candidate should submit a curriculum vitae, a sample of written work, and the names of at least two scholars qualified and willing to evaluate the candidate’s ability, training, and potential for research and teaching. Applications will be accepted online at http://www.chicagobooth.edu/faculty/openings. We will start formally reviewing applications on November 18, 2016 and strongly encourage you to complete your application by then. We will continue to accept applications until March 19, 2017. The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law. For additional information please see the University’s Notice of Nondiscrimination at http://www.uchicago.edu/about/non_discrimination_statement/. Job seekers in need of a reasonable accommodation to complete the application process should call 773-834-5286 or email hr@lists.chicagobooth.edu with their request.
The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to tenure-track positions in Econometrics and Statistics. Applications are invited from individuals who have earned a PhD (or equivalent) or expect to receive a doctorate in the near future. Members of our faculty are expected to conduct original research of exceptionally high quality, to teach effectively, and to participate in and contribute to the academic environment. Junior candidates will be judged on potential, and we will rely heavily on the advice of established scholars. Each candidate should submit a curriculum vitae, a sample of written work, and the names of at least two scholars qualified and willing to evaluate the candidate’s ability, training, and potential for research and teaching. Applications will be accepted online at: http:// www.chicagobooth.edu/faculty/openings. We will start formally reviewing applications on November 18, 2016 and strongly encourage you to complete your application by then. We will continue to accept applications until March 15, 2017. The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law. For additional information please see the University’s Notice of Nondiscrimination. Job seekers in need of a reasonable accommodation to complete the application process should call 773-834-5286 or email hr@lists.chicagobooth.edu with their request.
46 • October 2016
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48 • October 2016
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