The Hispanic Outlook on Education Magazine by Hispanic Outlook on Education Magazine

VOLUME 28 • NUMBER 1 OCTOBER/NOVEMBER 2017

SERVING THE HISPANIC COMMUNITY SINCE 1990

Latino Professors: To Pursue a New Job or To Stay Put—That Is the Question? Our Round-up of What's Happening in Washington How to Succeed in College with a Disability

President's Issue

HISPANIC-SERVING INSTITUTIONS INSIDE St. Francis College Announces Dr. Miguel Martinez-Saenz as 19th President

8-Year WPU President Kathleen Waldron to Retire at End of 2017-18

WWW.HISPANICOUTLOOK.COM

What Programs Are at the Forefront of Accelerating Latino Student Success?

2018 CALL FOR PAPERS

NATIONAL ASSOCIATION OF HISPANIC AND LATINO STUDIES

26th Annual NAAAS & Affiliates National Conference February 12-17, 2018 Dallas, Texas

Abstracts, not to exceed two (2) pages, should be submitted that relate to any aspect of the Hispanic, Latino or Chicano experience. Subjects may include, but are not limited to: literature, demographics, history, politics, economics, education, health care, fine arts, religion, social sciences, business and many other subjects. Please indicate the time required for presentation of your paper (25 minutes OR 45 minutes). ABSTRACTS WITH TITLE OF PAPER, PRESENTER’S NAME, HOME AND INSTITUTION/ORGANIZATION ADDRESS AND E-MAIL SHOULD BE POSTMARKED BY: Thursday, November 30,2017. SEND ABSTRACTS TO: Lemuel Berry, Jr., Ph.D. Executive Director, NAAAS & Affiliates PO Box 6670 Scarborough, ME 04070-6670 Telephone: 207/856-2500 Fax: 207/856-2800 Email: naaascon feren ce@ naaas.org www.NAAAS.org

CLEMSON UNIVERSITY MEN OF COLOR NATIONAL SUMMIT APRIL 12–13, 2018

CALL FOR PROPOSALS OUR MISSION The mission of the Men of Color National Summit at Clemson University is to close the achievement gap for African-American and Hispanic males, from cradle to career. The summit brings together approximately 2,000 high school and college students, business professionals, educators, government officials and community leaders from around the country. SUMMIT TOPICS • Career and professional development • Entrepreneurship • Masculinity/personal identity • Retention rates, graduation and student achievement • Social/community engagement

National Media Sponsor

SUBMIT YOUR PROPOSAL!

The deadline for submitting a proposal is November 15, 2017. For information or to submit your proposal, visit the web address listed here. Speakers will be selected and notified by December 20, 2017.

clemson.edu/menofcolor

THE HISPANIC OUTLOOK ON EDUCATION MAGAZINE VOLUME 28 • NUMBER 1

FEATUREDARTICLE Are we turning into a society of people with oversized thumbs? Are neck and shoulder pain the new national malaise regardless of age? And are we heading for constantly knowing more but understanding less?

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

PUBLISHED BY “HISPANIC OUTLOOK PUBLISHING” Editorial Policy The Hispanic Outlook on Education Magazine® (ISSN 1054-2337) is a national magazine. Dedicated to exploring issues related to Hispanics on education, The Hispanic Outlook on Education Magazine®is published for the members of the education community. Editorial decisions are based on the editor’s judgment of the quality of the writing, the timeliness of the article and the potential interest to the readers of The Hispanic Outlook Magazine®. From time to time, The Hispanic Outlook on Education Magazine® will publish articles dealing with controversial issues. The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine. The Hispanic Outlook on Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook on Education Magazine®. Letters to the Editor The Hispanic Outlook on Education Magazine ® email: info@hispanicoutlook.com Editorial Office 299 Market St, Ste. 145, Saddle Brook, N.J. 07663 TEL (201) 587-8800 or (800) 549-8280 “‘The Hispanic Outlook on Education’ and ‘Hispanic Outlook’ are registered trademarks.”

4 • October/November 2017

on the cover Courtesy of Ingram Images

THE HISPANIC OUTLOOK ON EDUCATION MAGAZINE OCTOBER/NOVEMBER 2017

Table of

CONTENTS

Honors and Ovations St. Francis College Announces Dr. Miguel Martinez-Saenz as 19th President

MDC’s North Campus Dean of Faculty Among 2017 Hispanic Women of Distinction

8-Year WPU President Kathleen Waldron to Retire at End of 2017-18

What Programs Are at the Forefront of Accelerating Latino Student Success?

19 Programs Among Those Recognized as Most Effective in Nation at Increasing Latino Student Success in College

Hispanic-Serving Institutions

Career Tips and Trends Latino Professors: To Pursue a New Job or To Stay Put—That Is the Question? by Gary M. Stern

Uncensored Our Round-up of What's Happening in Washington by Peg Orchowski

Parental Guidance Suggested Can Latino Parents Compete with Technology—and Do They Need To? by Miquela Rivera, Ph.D.

Scholars Corner The Reinvigorating Power of the 2017 AAHHE National Conference by Gabriel Rodriguez

College Prep Partnership Helps Latinos Find Their Way to College by Jordan Waidelich

How to Succeed in College with a Disability by Stephen Byrd

School Newspaper CasaCuba: A Home for All Things Cuban at FIU

School Library This month, Hispanic Outlook features the works of

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

www.HispanicOutlook.com • 5

HONORS AND OVATIONS

St. Francis College Announces DR. MIGUEL MARTINEZ-SAENZ AS 19TH PRESIDENT

t. Francis College is pleased to announce Dr. Miguel Martinez-Saenz as the 19th President in the College’s 160 year history. He will begin his term in September at the start of the 2017-2018 academic year, taking over for Interim President Timothy J. Houlihan who filled the position after the death of Brendan J. Dugan ‘68 in December of 2016.

“Higher education is in the middle of a major transition, being re-imagined and reconceptualized to meet the demands of a changing globe. I look forward to working with the professors, students, administrators, alumni and friends of St. Francis College to determine the best way for us to grow, change and lead.” — Dr. Miguel Martinez-Saenz

6 • October/November 2017

President Martinez Saenz comes to Brooklyn Heights from Otterbein University in Westerville, Ohio, where he was the provost and vice president for academic affairs. “When we set out to find a new president, we looked for a champion of the Franciscan values of kindness and service; someone who also brings deep academic experience, solid leadership skills, and an accomplished track record,” said Chair of the selection committee Denis J. Salamone ‘75, a member of the Board at M&T Bank Corporation. “Of the 80 applicants we reviewed, it quickly became apparent that Dr. Martinez-Saenz was exactly the type of person we were looking for. We are fortunate he felt the same way about St. Francis College.” A Cuban-American with 17 years of academic and leadership experience, Dr. Martinez-Saenz is committed to three major pillars of higher education; student access, retention and student success. “Going to college is only meaningful if colleges deliver what they promise,” Dr. Martinez-Saenz said. “Our educational goals reach beyond general knowledge and skills and include cognitive, socio-emotional and moral development. Mastery of these

areas help students become desirable to employers. But first, students have to graduate, and to graduate we must meet the needs of the students we choose to enroll.” With a master’s degree and Ph.D. in philosophy from the University of South Florida, President Martinez-Saenz began his academic career as an assistant professor of philosophy at Wittenberg University in Springfield, Ohio. After earning tenure and promotion at Wittenberg, Dr. Martinez-Saenz accepted and held two administrative appointments: assistant provost for the firstyear experience and associate provost for academic affairs. Among his accomplishments in those administrative roles are the creation of a student-centered, first-year experience aimed at easing the transition to college life, an artist-in-residence program, and the development and implementation of programs that promote diversity, equity and respect. Over the course of his career, Dr. Martinez-Saenz has worked with a wide variety of businesses and community groups; creating partnerships that resulted in internships, fellowships and special events that benefitted his students.

PHOTO COURTESY OF ST. FRANCIS COLLEGE'S FACEB O O K PAG E

“President MartinezSaenz is a rising star in the academic world. His dedication to the students lies at the core of his career, and his focus on giving all students the best college experience possible will ensure that St. Francis College continues to flourish as a top private institution for many years to come.” — Chairman of the Board of Trustees John F. Tully ‘67

Working with the president at Otterbein, he helped cultivate relationships and gain commitments of public and private money to launch The Point, a groundbreaking maker space with 3D printers, electronics, machine, and wood shops that also houses private companies and academic programs. Dr. Martinez-Saenz moved from Wittenberg to accept the position of dean and associate provost for student success at St. Cloud State University where he led a data analytics initiative that examines the factors influencing retention, with a special emphasis on the magnitude of these effects. This research helped his team focus on ways of intervening and how certain factors would impact student retention.

Dr. Martinez-Saenz’s most recent appointment was at Otterbein University where he served as provost. In that position he led a number of efforts especially in the context of internationalization that included a three-year global arts initiative funded in part by the National Endowment of the Arts. He also helped lay the foundation and developed partnerships with universities in South Africa, Costa Rica, Brazil and Malaysia. Of significance, Dr. Martinez-Saenz was an administrative Fulbright Scholar (March 2016) through the Fulbright-Nehru International Education Administrators Program. Outside the university setting his experience has been varied and diverse. He has worked with his spouse, Julie Holland, a former eighth grade

public school social studies teacher, tutoring teens at or below the poverty line, has conducted philosophy workshops in juvenile detention centers, and has accompanied student groups to build houses in rural communities in Nicaragua as part of trips organized by Bridges to Community. Notably, while in Springfield, he was a founding board member for a nonprofit organization that works with social service organizations to assess, develop and implement strategies to strengthen their capacities; more recently, Dr. Martinez-Saenz has been focused on creating collaborative opportunities between community colleges and four-year universities, working to connect social entrepreneurs with re-entry work and has devoted significant time to teaching in correctional facilities. www.HispanicOutlook.com • 7

PHOTO LICENSED BY INGRAM IM AG ES

“Going to college is only meaningful if colleges deliver what they promise. Our educational goals reach beyond general knowledge and skills and include cognitive, socioemotional and moral development. Mastery of these areas help students become desirable to employers. But first, students have to graduate, and to graduate we must meet the needs of the students we choose to enroll.” — Dr. Miguel Martinez-Saenz

8 • October/November 2017

“President Martinez-Saenz is a rising star in the academic world,” said Chairman of the Board of Trustees John F. Tully ‘67. “His dedication to the students lies at the core of his career, and his focus on giving all students the best college experience possible will ensure that St. Francis College continues to flourish as a top private institution for many years to come.” “Higher education is in the middle of a major transition, being re-imagined and re-conceptualized to meet the demands of a changing globe,” Dr. Martinez-Saenz said. “I look forward to working with the professors, students, administrators, alumni and friends of St. Francis College to determine the best way for us to grow, change and lead.” A deliberate and devoted writer and speaker, Dr. Martinez-Saenz has been published in a number of academic journals and written several columns and editorials for Ohio

newspapers, the Huffington Post and The Hill. He has written and presented on issues including but not limited to: how philosophy can turn the headline grabbing news cycle into more meaningful conversations; why living the Franciscan phrase, “Preach the Gospel always, when necessary use words,” makes for strong leadership; Jorge Luis Borges and the power of translation; and how colleges must balance the need for students to get jobs with the importance of providing substantive educational experience. President Martinez-Saenz has been honored with a variety of accolades during his academic career, including the Ohio Latino Awards Educator of the Year, Insight into Diversity Visionary Award and The Lillian C. Franklin Diversity Award. • Source St. Francis College

HONORS AND OVATIONS

MDC’s North Campus Dean of Faculty Among 2017

Hispanic Women Of Distinction M

iami - Miami Dade College’s (MDC) North Campus dean of faculty, Dr. Jacqueline Peña, has been selected as a 2017 Hispanic Women of Distinction honoree. The award recognizes Latina professionals who are strengthening the social fabric of the country and making strides in the leadership pipeline for an increasingly diverse America. The 16th Annual Hispanic Women of Distinction Charity Awards Luncheon honored 12 South Florida Latinas nominated by past honorees and community leaders. Proceeds from the luncheon benefit the Jessica June Children’s Cancer Fund and Pace Center for Girls. “This year was truly a difficult decision for our judges,” said Elaine Vasquez, the event’s founder and producer. “With more than 50 nominations submitted, selecting 12 became a week-long effort to cast votes for the ‘crème de la crème.’” Dr. Peña joined MDC in 2010. She has since created several programs to help make college accessible to all and support student success. The Free College for a Day program is open to learners of all ages who want to sample the college experience by taking two or three free college classes available in a vari-

ety of subjects. The program also offers workshops on how to apply for financial aid, grants and scholarships, as well as sessions on resume writing and interview skills. Another of Dr. Peña’s innovations, the new Weekend College at the North Campus, gives students the flexibility to complete an entire degree program with weekend-only courses. She has also spearheaded programs to support students in remedial classes. Dr. Peña has secured several major grant programs to help with student college preparation at select area high schools, technology to improve student success, and the creation of student engagement spaces and programming to increase student retention and completion rates among their Hispanic and other minority students. Born in the Bronx, N.Y., and of Dominican descent, Dr. Peña supports a number of nonprofit groups dedicated to supporting and empowering youth, including the “Tour de Esperanza,” a partnership between the Gravelers (gravel-riding bike enthusiasts) and Pedal for Hope. The event raises funds to give out hundreds of school supplies, clothing and toys to children in the Dominican Republic and locally. • Source Miami Dade College www.HispanicOutlook.com • 9

HONORS AND OVATIONS

8-Year WPU President

Kathleen Waldron to Retire at End of 2017-18 Enrollment of Hispanic Students at WPU Increases to Nearly 30 Percent During President Waldron’s Tenure

athleen Waldron, who has led strategic initiatives that have enhanced academics and infrastructure at William Paterson University, has announced that she will retire at the end of the 201718 academic year after eight years as president of the institution. “I will turn 70 years old in September 2018 and have had the great honor of being an academic administrator for 20 years,” said President

During [Kathleen Waldron’s] tenure, the University was designated a Hispanic-serving institution. Enrollment of Hispanic students has grown to nearly 30 percent of the overall student population, continuing the University’s long-standing commitment to diversity and tradition of educating first-generation college students. 10 • October/November 2017

Waldron who became the institution’s seventh president on August 2, 2010. “The last seven years at William Paterson University have been the best of my career. We have accomplished so much, and I hope that the advances we made together are of lasting benefit to the students we serve. I am extremely grateful to have the support of an engaged board of trustees that cares deeply about this institution and its success, as well as cabinet members who capably lead their divisions and provide sound advice and counsel. The faculty continue to provide outstanding instruction and mentorship to our students while pursuing individual research and creative endeavors. Our dedicated staff provides the day-to-day academic and business support that keeps the University going and thriving.” The University’s board of trustees has launched a national search for a new president. President Waldron plans to retire effective June 30, 2018. “We have been very lucky to have someone as skilled as Kathy Waldron to be a part of the journey of this institution,” said Fred Gruel, chair of the William Paterson Uni-

versity board of trustees. “Her impact on current and future generations of students is laudable and tangible. She established an ambitious agenda for William Paterson University upon her arrival in August 2010. She has focused the University on short- and long-term planning and has made a tremendous impact on the University’s infrastructure, playing a leading role in the state in securing the Building Our Future General Obligation Bond that resulted in funding for University Hall and the renovation of Preakness Hall and Hunziker Hall, which will benefit the teaching and research environment for years to come.” After guiding the development of the University’s Strategic Plan 2012-22, President Waldron has led William Paterson to increase its academic offerings, launching the institution’s second doctoral program, the doctor of psychology, as well as its first fully online undergraduate degree completion program and new bachelor’s degree and master’s degree programs. The University expanded the number of full-time faculty to more than 400. During her tenure, the University was designated a His-

“The last seven years at William Paterson University have been the best of my career. We have accomplished so much, and I hope that the advances we made together are of lasting benefit to the students we serve.” — WPU President Kathleen Waldron

President Waldron led University efforts to expand initiatives that provide students with opportunities beyond the classroom. The University increased offerings for student participation in civic engagement opportunities through academic courses and co-curricular activities, became the first and only public New Jersey college or university that requires new undergraduates to take a course on civic engagement, and served as a co-founder of New Jersey Campus Compact. The institution also enhanced its focus on active involvement by undergraduate students in research and other scholarly and creative activities with faculty, providing additional support for travel to regional, national and international conferences. The University implemented enhanced career development support for students, including the establishment of the Pesce Family Mentoring Institute, connecting successful professionals as mentors to select undergraduate students. Long committed to environmental sustainability and energy conservation, the University instituted numerous campus-wide conservation programs, including a solar panel installation that continues to rank as one of the largest university installations in the United States, and other energy efficiency efforts that have resulted in a significant reduction in natural gas and electricity usage and in carbon gas emissions, as well as more than $20 million in total energy savings. Most recently, University Hall was certified as LEED Gold by the U.S. Green Building Council. President Waldron signed the President’s Climate Leadership Commitment and the American College

“We have been very lucky to have someone as skilled as Kathy Waldron to be a part of the journey of this institution. Her impact on current and future generations of students is laudable and tangible.” — Fred Gruel, chair of the William Paterson University Board of Trustees and University Presidents’ Climate Commitment, became a member of the New Jersey Higher Education Partnership for Sustainability, and most recently signed on to “We Are Still In,” a statement by more than 1,200 governors, mayors, businesses, investors and colleges and universities from across the U.S. or with significant operations in the U.S. in support of the Paris Climate Agreement. Recognized as one of the Top 50 Women in New Jersey by NJBIZ, she was honored by the North Jersey Federal Credit Union as the first recipient of the Annual Women History Makers in North Jersey Award and was awarded the 2013 Garden State Green Award, among other awards and honors. •

Kathleen Waldron

Source William Paterson University

www.HispanicOutlook.com • 11

PHOTO COURTESY OF WILLIAM PAT ERSON UNIVERSITY

panic-serving institution. Enrollment of Hispanic students has grown to nearly 30 percent of the overall student population, continuing the University’s long-standing commitment to diversity and tradition of educating first-generation college students. The University also has been honored as a “Military Friendly School.” During President Waldron’s administration, the institution launched an extensive building and renovation project that has transformed the academic facilities at the core of the campus. University Hall, William Paterson’s newest academic building, was funded in part by $30 million from the Building Our Future bond and opened in January 2016. The renovation of two academic buildings, Preakness Hall (to reopen in September 2017) and Hunziker Hall (to reopen in September 2018), and Hunziker Hall, to reopen in September 2018, received $7.2 million in funding from the Building Our Future bond and the Capital Improvement Fund. The University also completed a $2.5 million high-definition upgrade to its two-studio TV complex.

HONORS AND OVATIONS

What Programs Are at the Forefront of ACCELERATING LATINO STUDENT SUCCESS? Excelencia in Education Honors Its 2017 Examples of Excelencia

ASHINGTON, D.C. – Excelencia in Education announced its 2017 Examples of Excelencia, spotlighting four programs that have shown outstanding, evidence-based results of improving Latino student success in higher education. Examples of Excelencia is the only national initiative recognizing and celebrating programs at the forefront of advancing educational achievement for Latino students. Excelencia in Education made the announcement at its annual Celebración de Excelencia held at the Mayflower Hotel. Leaders, decision-makers and grant makers from across the country attended the event. “While angry voices attempt to minimize Latinos’ contributions to our nation, Excelencia in Education brings national recognition and celebrates our contributions,” said Sarita Brown, the president of Excelencia in Education. “We celebrate each program’s initiative and recognize their success. We are mindful that each helps prepare Latino students to make their own unique and timely contributions to the fabric of our nation and that their contributions and voices will help forge a stronger, more united, more vibrant nation.” 12 • October/November 2017

Programs recognized as the 2017 Examples of Excelencia in four categories are: Accelerated Study in Associate Programs (ASAP), Bronx Community College, Bronx, New York (Associate)—This pathways-based program with over 1,200 Latino students participating, has increased its students’ semester-to-semester retention rates to 93 percent while maintaining a 54 percent three-year completion rate among enrolled students compared to a three-year graduation rate of 18 percent among the rest of the student body. Bachelor of Applied Science in Organizational Leadership (BASOL), South Texas College, McAllen, Texas (Baccalaureate)—This accelerated competency-based learning program allows for 87 percent of their students to graduate in three years and helps increase skills in the workforce. Of those in the program, about 92 percent are Latino. Preparing Undergraduates through Mentoring towards Ph.D.s (PUMP), California State University – Northridge, California (Gradu-

ate)—This program helps increase the number of Latino students enrolling in science, technology, engineering and mathematics graduate programs. Since 2014, 31 Latino students have entered a master’s program, and 18 have entered a Ph.D. program since 2014. Waukegan to College (W2C), Waukegan, Illinois (Community-Based Organization)—This community-based organization has used parental support, intensive academic support and community involvement to help its 135 Latino students persist toward a college degree. 100 percent of student participants matriculate into college. This year, the Examples of Excelencia were selected from among more than 160 nominations, nominated from 25 states, the District of Columbia and Puerto Rico. Profiles of each program are published in the 2017 “What Works For Latino Students in Higher Education” compendium, and as part of the “Growing What Works Database,” the nation’s largest database providing tactical information about how to accelerate Latino degree completion. Celebración de Excelencia is presented in collaboration with the Congressional Hispanic Caucus. Sponsors of the 2017 Examples of Excelencia program are: ACT, Ford Motor Company, Pearson Education, Phi Theta Kappa and Strada Education Network. • Source Excelencia in Education

19 PROGRAMS AMONG THOSE RECOGNIZED AS MOST EFFECTIVE IN NATION AT INCREASING LATINO STUDENT SUCCESS IN COLLEGE

he four programs chosen as Excelencia in Education’s 2017 Examples of Excelencia were among 19 finalists that were selected from 161 programs from 25 states, Puerto Rico and the District of Columbia and

nominated in four categories: associate, baccalaureate, graduate degree and community-based organization. Below are the other 15 finalists listed by category:

• Students Transitioning to Engaged and Mo-

ASSOCIATE • Alamo Advise, Alamo Colleges District

tivated Success [STEM Success], California

(TX)

State University, Stanislaus (CA)

• Focus on Student Success [FOSS], Laredo Community College (TX)

GRADUATE

• Long Beach College Promise, Long Beach

• Mathematical and Theoretical Biology Insti-

City College (CA)

tute, Arizona State University (AZ)

• MDC’s Shark Path, Miami Dade College

• McNair Scholars Program, University of

(FL)

Central Florida (FL)

• Transitional Bilingual Learning Commu-

• California State University Northridge

nity [TBLC], Harry S. Truman College (IL)

[CSUN] (CA)

COMMUNITY-BASED ORGANIZATION

BACCALAUREATE

• Abriendo Puertas (Memphis, TN)

• Center for English Language Acquisition

• Adelante Hispanic Achievers (Louisville, KY)

and Culture [CELAC], Saint Peter’s Uni-

• Dream Catchers, Catch the Next, Inc. (Aus-

versity (NJ)

tin, TX)

• Hispanic Mother-Daughter Program, Arizona State University (AZ) • Science Bound, Iowa State University (IA)

• Scholarship/College Preparation and Life Skills Training, Linda Lorelle Scholarship Fund (Houston, TX)

Source Excelencia in Education

www.HispanicOutlook.com • 13

Hispanic-Serving Institutions

ccording to the U.S. Department of Education, “a Hispanic-Serving Institution (HSI) is

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

AURORA UNIVERSITY (AU)

BENJAMIN FRANKLIN INSTITUTE OF TECHNOLOGY (BFIT)

With its main campus in Illinois, AU prides itself on being an inclusive community dedicated to the transformative power of learning. Its student organizations include the Latin American Student Organization (LASO), which is designed to provide students with new friendships and greater awareness of Latin American cultures on campus and to promote the pursuit of leadership opportunities, networking skills, academic success and community service. AU offers more than 40 undergraduate majors in arts and sciences, business, criminal justice, education, nursing and social work. It also offers a wide variety of master’s and doctoral degrees, as well as certificates and endorsements.

BFIT is an urban college that serves the Boston region and values its diverse community and the fostering of a supportive learning environment. Its student clubs include the Multicultural Student Association (MSA), which is a student lead organization that focuses on social, educational and awareness programming. The mission of the MSA is to bring awareness and develop a welcoming community to students across different cultural backgrounds. Programs offered include automotive management, automotive technology, biomedical engineering technology, computer technology, construction management, electrical technology, electrical engineering, electronic engineering technology, health information technology, mechanical engineering technology, opticianry, and technology business & management.

https://www.aurora.edu/

http://www.bfit.edu/

COMMUNITY COLLEGE OF DENVER (CCD)

CONCORDIA UNIVERSITY-CHICAGO (CUC)

CCD is dedicated to expanding access, particularly for underserved first-generation and minority students. Nearly 50 percent of CCD students are first-generation and more than 60 percent qualify for financial aid. Its student organizations include DREAMer’s United, which is designed to empower students to overcome the adversity and stigma that is associated with being a DREAMer by creating a positive impact in the community through volunteer opportunities and campus involvement. CCD’s academic centers are as follows: the Advanced Manufacturing Center, Arts & Humanities, Career & Technical Education, Health Sciences at Lowry, Math & Science, and Performing Arts, Behavioral & Social Sciences.

As a distinctive, comprehensive university of The Lutheran Church–Missouri Synod, CUC equips men and women to serve and lead with integrity, creativity, competence and compassion in a diverse, interconnected and increasingly urbanized church and world. Its student clubs include the Emerging Latina Leadership Association (ELLA) and the Latino Student Union (LSU). In addition, CUC’s website has resources for first-generation college students and their parents, including advice and success stories from students and military veterans, and a virtual campus tour. CUC is divided into five colleges: Arts & Sciences, Business, Education, Graduate Studies, and Innovation and Professional Programs.

https://www.ccd.edu/

https://www.cuchicago.edu/ www.HispanicOutlook.com • 15

FLORIDA ATLANTIC UNIVERSITY (FAU)

MONTCLAIR STATE UNIVERSITY (MSU)

With six campuses, FAU provides a supportive learning environment by offering a broad range of academic programs, activities and services. Student organizations include The Society of Hispanic Professional Engineers (SHPE), Spanish Club (Club de Español), the Latin American Student Association and Uniendo Culturas (Spanish Club), as well as Ballroom of FAU, which teaches such dances as the salsa, the tango, the cha cha and the merengue. FAU has ten colleges offering more than

Located in northern New Jersey, MSU delivers the instructional and research resources of a large public university in a supportive, sophisticated and diverse academic environment. It’s student clubs and organizations include the Latin American Student Organization (LASO), as well as the Multicultural Psychology Scholars. MSU is divided into 10 colleges and schools: College of the Arts, College of Education and Human Services, College of Humanities and Social Sciences,

170 degree programs in fields that include the arts and humanities, the sciences, medicine, nursing, accounting, business, education, public administration, social work, architecture, engineering, and computer science.

College of Science and Mathematics, Feliciano School of Business, John J. Cali School of Music, New Jersey School of Conservation, School of Communication and Media, School of Nursing and The Graduate School.

http://www.fau.edu/

http://www.montclair.edu/

NASSAU COMMUNITY COLLEGE (NCC)

TEMPLE COLLEGE (TC)

Part of the State University of New York System (SUNY), NCC serves students of all ages and backgrounds and offers day, evening, weekend, online, continuing and professional programs. It’s student organizations include The Student Organization of Latinos (S.O.L.), which is dedicated to enhancing the quality of life of all its members, who are representatives of the Latino diaspora, as well as the entire population that makes up college. NCC’s programs are in more than 70 fields of study and include the liberal arts, accounting & business administration, economics and finance, foreign languages, English, legal studies, nursing, criminal justice, and engineering/physics/technology.

Based in Texas, TC prides itself on creating a fair, impartial and inclusive educational and work environment that promotes mutual respect, social responsibility and open communication among students, faculty, staff and the public. Its student organizations include the Young Adult League of United Latin American Citizens (LULAC) whose purpose is to cultivate a better understanding of the Latin-American culture and its relationship with TC’s students and its community, as well as to encourage Latin-Americans to continue their education. TC offers more than 60 different programs of study including vocational nursing, accounting, pre-law, biology, geology, environmental science and criminal justice.

http://www.ncc.edu/

http://templejc.edu/

16 • October/November 2017

UNIVERSITY OF CALIFORNIA-IRVINE (UCI)

WOODBURY UNIVERSITY (WU)

At UCI, the idea that true progress is made when different perspectives come together to advance understanding of the world is incorporated into its founding mission to catalyze the community and enhance lives through rigorous academics, cutting-edge research and dedicated public service. Campus organizations include the Latin American Student Organization and the Spanish Club at UCI, as well as Mesa Unida, which promotes unity among UCI’s Chicano/Latino Organizations. Fields of study include business, law, engineering, the arts, education, information & computer sciences, humanities, interdisciplinary studies, medicine, nursing, public health, social ecology, social sciences, pharmaceutical sciences, biological sciences and physical sciences.

With three campuses based in California, WU University strives to create a climate that values engagement in addressing issues of diversity and inclusiveness in part by actively recruiting and encouraging diverse candidates to apply as students, staff and faculty. Its student organizations include the Coordinadora Latinoamericano de Estudiantes de Arquitectura (CLEA), and Woodbury’s Office of International Student Services serves a large international population hailing from more

https://uci.edu/

https://woodbury.edu/

than 40 countries including Colombia, Mexico and Spain. It’s divided into four areas: a School of Business, a College of Liberal Arts, a School of Architecture and a School of Media Culture & Design.

Logos and information all courtesy of their individual schools

PRESIDENT The University of North Florida is conducting a national search for its next President. The UNF Board of Trustees invites letters of nomination, applications (letter of interest, CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University of North Florida. Review of materials will begin immediately and continue until final candidates for the appointment are identified. For full consideration, all applications should be submitted prior to February 1, 2018. For a complete position description, please visit www.unf.edu/president/search or the Current Opportunities page at www.parkersearch.com. Laurie C. Wilder, President Porsha L. Williams, Vice President 770-804-1996 ext: 109 pwilliams@parkersearch.com || lwilder@parkersearch.com According to Florida Law, applications and meetings regarding this search are open to the public. Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com

CAREER TIPS AND TRENDS

Latino Professors

To Pursue a New Job or To Stay Put—That Is the Question?

emember two decades ago or so when employees who worked at GE, IBM and many corporate firms for 25 years earned a watch at their retirement party? Those days, for the most part, are gone. Now savvy employees expect to change jobs every so often, identify new challenges and keep their skills updated. Academically, however, the situation is different because professors achieve tenure that offers them lifelong security. But the academic world imitates the corporate world in some 18 • October/November 2017

COURTESY OF DR. CORDELIA ONTIVEROS INTERIM DEAN, COLLEGE OF ENGINEERING PROFESSO R, CHEM ICAL & MATERIALS ENGINEERING DEPARTMENT AT CALIFORNIA STATE POLYTECHNIC UNIVERSITY, PO M O NA

Written by Gary M. Stern

ways since many professors look for opportunities to change universities and vie for more money, new challenges, life in a big city or research assignments that they can’t obtain at their current college. Since Latino professors are often a decided minority and many colleges and universities strive to diversify their staff, Hispanic professors, particularly in STEM areas, are often in high demand. College teachers change jobs for a variety of reasons including “money, a more desirable location, more presti-

gious institution or an institution that is a better fit for their career plans,” explained John Moder, the chief operating officer of the Hispanic Association of Colleges and Universities (HACU) and former president of St. Mary’s University in San Antonio, TX from 1988 to 1999. Changing colleges is ultimately an individual professor’s decision based on one’s career goals, Moder says. “Some fall in love with teaching and don’t want to be pushed to do research. Others get to do research, and teaching is the price you pay,” he said

Feeling little loyalty from companies, many corporate employees seize the opportunity to change jobs before falling victim to downsizing. But universities change at a much slower pace and are more “conservative” than corporations, Moder suggests. What’s changing at higher institutions is tenured positions are “being pared down and are harder to come by,” Moder said. The numbers of part-time and adjunct lecturers, who are paid a fraction of what tenured professor earn, have been spiking, except at the few institutions with well-endowed investments like Ivy League and elite colleges. Public colleges, mid-range colleges and community colleges rely more on temporary work forces, making changing institutions a much easier decision. Moder concludes that the prevailing factors for changing colleges

include tackling a series of questions including: Does the professor like what he’s doing? Can the professor envision staying at the college for the next 20 years? Does the new opportunity look better and offer more challenges than the current position? Is the new college located in a more appealing part of the country where the cost of living isn’t dramatically higher? Is there a better chance of obtaining tenure at the new college? Politics plays a major role at obtaining tenure and must be considered in making any move. “Typically, a professor understands the politics of the current institution, and the new one is a blank hole. You don’t know what you’re getting into until you get there,” Moder said, insinuating that there’s always a risk in changing campuses. Moving from a rural area with a low-cost of living to expensive urban metropolises such as San Francisco and New York can be particularly risky. “Will the added salary cover the additional cost of living?” is a critical question that must be addressed, Moder suggests. Do I want to be where the action is and is it affordable? are other queries to address. Multicultural professors may well have an edge in switching colleges. “If you’re a minority and you’re good at your field and interested in moving, you’re going to have more prospects,” Moder said. However, higher education has been shrinking staff and administration, so opportunities are being reduced despite the interest in boosting minority staff. Other Latino professors prefer urban life rather than moving to a rural campus where Hispanic culture is often unknown or considered foreign.

Despite the fact that some college teachers seek greener pastures, some professors are quite content to stay put and use that as a springboard for advancement. Take Cordelia Ontiveros who serves as interim dean of the College of Engineering at California State Polytechnic University-Pomona. In the 30 years that Ontiveros has taught and administrated in the Cal State system, she’s been a professor, a department chair, an associate vice president, a senior director in the Cal State system-wide office, an associate dean and an interim dean. Ontiveros considered each job “meaningful and intellectually stimulating.” As a faculty member, she saw the direct impact of her daily work on students, and as an administrator she noted that “the policies and programs make an impact on a broader scale.”

Dr. John Moder

www.HispanicOutlook.com • 19

PHOTO COURT ES Y OF DR. JOHN MODER

The numbers of part-time and adjunct lecturers, who are paid a fraction of what tenured professor earn, have been spiking, except at the few institutions with well-endowed investments like Ivy League and elite colleges. Public colleges, mid-range colleges and community colleges rely more on temporary work forces, making changing institutions a much easier decision.

— John Moder, the chief operating officer of the Hispanic Association of Colleges and Universities (HACU) Though she has served in the dean’s office of engineering for the last decade, she has faced a series of internal challenges including handling the Engineering Advising Center, the Engineering First Year Experience and Project Lead the Way, a national K-12 STEM curriculum. “Since there was so much opportunity, I’ve been happy to stay in the same office for the last ten years,” she exclaimed. Yet Ontiveros candidly admits that when she received tenure, she was the only Latina in the engineering department, and more than 30 years later, she remains so. Though she described the department as supportive and collegial, “sometimes a feeling of isolation” surfaces. To counteract that feeling, Ontiveros immerses herself in a host of professional organizations including SHPE (Society of Hispanic Professional Engineers) and HACU. 20 • October/November 2017

high school and middle schools during some of these moves, necessitating the entire family making adjustments and adapting to another city. On one hand, being Latino, helped because colleges want to interview an array of diversified candidates. But once you’re an applicant, “you’re competing equally,” he said. Diversity opens the door, but the Latino candidates must earn the position due to his or her credentials and interviewing skills. Switching from one college to another invariably boils down to whether the move advances a professor’s career while enhancing their life. The dominant reason for opting to change colleges is “how the move is going to fit the trajectory that they want for themselves,” Moder observed. •

Dr. Cordelia Ontiveros

COURTES Y OF DR. CORDELIA ONT IV EROS INT ERIM DEAN, COLLEGE OF ENGI NEERI NG PROFESSOR, CHEMICAL & MATE RIA LS EN GINEERING DEPA RTMENT AT CALIFORN IA STAT E POLYTEC HNIC UNIVERSITY, POMONA

Politics plays a major role at obtaining tenure and must be considered in making any move. “Typically, a professor understands the politics of the current institution, and the new one is a blank hole. You don’t know what you’re getting into until you get there.”

Moreover, Ontiveros notes that Cal Poly Pomona serves as a Hispanic-Serving Institution, and the enrollment at the College of Engineering recently climbed to 30 percent Latino students. “Developing programs to support student success is part of being a role model,” she noted. But Emir Jose Macari, the dean of engineering at the University of New Orleans, represents the Latino professor who moves on to move up. He’s been a professor of engineering at the University of Puerto Rico, moved on to Georgia Tech as a professor of engineering where he won the prestigious Presidential Faculty Fellowship, was hired by LSU as chairman of the civil and environmental engineering department and as an endowed professor, and moved onto California State University-Sacramento as dean of engineering and computer science before landing at the University of New Orleans. In Macari’s viewpoint, “It’s very difficult to grow in a university. You need to move elsewhere to go to the next levels. There are cases I know of people who stay, but they are the exception.” Politics, he suggests, is extremely thick in academia, and professors in his view, accumulate “baggage.” Professors, and in particular, department chairs can alienate staff, reject staff for tenure and the politics in academics can engender enmity. In each case where Macari transferred from one college to another, he also was offered more money and further responsibility. Moreover, Macari is married with three daughters who were in

UNCENSORED Written by Margaret Orchowski AS SCOTUS TURNS RIGHT, AFFIRMATIVE ACTION MAY CHANGE The peaceful days of 2016 when eight justices in the U.S. Supreme Court did not take on big issues for fear of a 4-4 deadlock after the death of Conservative icon Justice Antonin Scolia, are now over. This fall the Court will take on some of the country’s and U.S. colleges’ most controversial issues like affirmative action, presidential border powers and maybe even sexual assault accusations on campus. With conservative Neil Gorsuch the new ninth Associate Justice, the results could lean right for the next decade or two, according to Irv Gornstein of Georgetown University’s Supreme Court Institute. The first big ruling may be in a new challenge to the use of affirmative action in admissions. Abigail Fisher who challenged the University of Texas in 2013 and won a partial victory – race could be used only as one aspect of college admissions – is now seeking a broader ruling. Chief Justice Roberts is expected to have new strong support from Gorsuch, as well as perhaps Kennedy and other liberals who agreed the partial ruling needed to be looked at again in the future. Roberts famously wrote in 2007: “The way to stop discrimination on the basis of race is to stop discrimination on the basis of race.” DOES COLLEGE GRADUATION IMPROVE BY ACTING LIKE IVIES? A recent American Institute for Research study presented some alarming statistcs. Of the 31 million adults who attended college between 1994 and 2014, about four million spent at least two years there and never earned a degree. Even more alarming, “Among otherwise similar institutions, graduation rates sometimes varied by 20 percentage points and more for Latino or black students,” according to the Education Trust, a Washington, D.C., nonprofit. But this isn’t new news, and some colleges

like the University of Georgia are proving the trend can be reversed by adapting what some call “Ivy League ministrations.” That includes a lot of academic feedback early on and personal interventions by those millenals most relate to: peer counselors and technology. In addition, “retention grants” of almost of any size can be motivators – it’s the expectation of success that counts. “DREAM HOARDERS” CREATING A CLASS DIVISION IN AMERICA? A new book “Dream Hoarders,” this summer’s big education buzz, points to a different more concerning way of looking at college achievement. Author Richard Reeves argues that as successful families of college graduates increase their income and upper middle class lifestyles because of their college educations, they also become “more effective at passing on their status to their children through various forms of “opportunity hoarding.” Examples include supporting strict zoning laws for housing and schools, harder requirements to attain occupational licensing in high-paying professions like law and certified public accounting, complex college application procedures, and the allocation of prime often unpaid internships.” Upper-middle-class opportunity hoarding, Reeves argues, results in a less competitive economy, as well as a less open society. But it does not exclude upper class minorities – Latinos, blacks, Asians, women – who have made it big. Higher education, not race, increasingly is becoming the big class divider in the 21st century – the result of a better chance to experience successful careers in business, entertainment, politics and athletics. IMMIGRANT RIGHTS ON CAMPUS? DEPENDS ON THE VISA STATUS This fall will undoubtedly see campus activism about immigrants’ rights revive. It could get passionate. Many college students

are immigrants themselves or children of recent immigrants and often close friends of immigrants. But the problem is that all immigrants don’t have equal rights. It all depends on what the immigrant’s visa status is. There are three kinds basically: Permanent, Temporary and Illegal. Permanent “green card” visa holders have the right to live, study and work in the U.S. permanently and to apply for citizenship after three to five years if they want. They include official refugees. Temporary visa holders include over one million college students throughout the U.S. who are granted foreign student and scholar visas for which they applied and were vetted abroad (65 percent come from India and China). Others on temporary status include asylees granted Temporary Protected Status and children who came in under their parents’ temporary worker visas. Usually valid for two to three years, Temporary can be extended sometimes for a decade. But if it looks like the temp visa holder is planning to stay permanently – i.e. to immigrate – the Temporary visa can be withdrawn. Then there are those who are living and working illegally, without authorization in the country – increasingly with expired legal visas. They have few legal rights outside of habeas corpus and are vulnerable for deportation. Campus “immigrant rights” groups actually are focused on this group of students and employees since legal immigrants on campus already have rights to stay, work and study. But the right to sanctuary for undocumented immigrants is controversial. Immigration is not a civil or a human right, although some argue it is a moral right. Others believe it is a matter of law and order. It’s complicated. Campuses can and should contribute meaningfully to the debate if it’s civil and tolerant of all points of view. •

Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education. www.HispanicOutlook.com • 21

PARENTAL GUIDANCE SUGGESTED

Can Latino Parents Compete with Technology—and

Do They Need To? Turning Today’s Tech into Tools for Preserving Culture and Advancing Education Written by Miquela Rivera, Ph.D.

re we turning into a society of people with oversized thumbs? Are neck and shoulder pain the new national malaise regardless of age? And are we heading for constantly knowing more but understanding less? Latino parents face the same challenges as other parents facing a rapidly changing digital frontier, but there are additional concerns, like preserving cultural traditions, maintaining interpersonal relationships and connecting with older generations who still expect direct conversation – the spoken word. Apart from the family, contemporary Hispanic parents are challenged to assure that technology is helping their children advance, not stagnate or avoid, education. Latino parents can’t avoid technology but are wise to guide children towards its proper use. Intentionality is key. Deciding how and when technology will be used defines its role and place. And while children’s use of technology outside of the home cannot be fully controlled, teaching children to ask why and how they are using it helps them ask its purpose, 22 • October/November 2017

meaning and impact when they sign in, peruse sites or hit “send.” Technology can be used for entertainment, escape, information exchange and mitote, but it also needs to be used for creativity and problem solving. Start with a family conversation about the appropriate uses and limits of technology. Some early childhood researchers indicate that no screen time for children younger than 2 years old is best, with no more than one hour daily for those between 2 and 5 years. Those limits can be difficult to maintain in a larger, active family with older children, so discretion and cooperation among family members important. While Latino teens (and sometimes their parents) may want to watch their favorite videos or play aggressive games, the young children in the family need to be shielded from them. Using the television as a babysitter for younger children is a common practice, but if it happens when the children are in the care of others, the viewing hours mount. If a parent wonders if a child has been watching too much TV, check behavior: inability to pay attention, irrita-

The real problem is not whether machines think, but whether men do. —B.F. Skinner, psychologist

bility, defiance, tantrums and fatigue may indicate too much TV. If in doubt, turn off the tube. Adolescents also need guidance, structure and limits about technology use. Social media has its benefits, but teens who take everything on the internet and in social media as truth can become distraught or confused with something that is posted but inaccurate. Parents should also be concerned if their adolescent’s “best friend” is someone online who they have never met in person. Predators catfishing are common, so consistent, developmentally appropriate supervision is important to assure a child’s safety and promote social development. Insisting that a teen Latina’s date present oneself to the parents in person may seem old-fashioned, but safety is a growing concern. Make it a rule. Latino families now communicate electronically through social media or interactive games. These are economical, efficient ways to connect, but parents also need to assure that culture is preserved. Children and youth can learn about Latino history, traditions and current events through bilingual

PHOTO LICENSED BY ING RAM IM AG ES

broadcasts and online instruction. Parents and children can partner to learn and maintain mastery of Spanish. Cuisine is taught via cable and regular television and social media. Documentaries and films chronicling social habits, music and art can round out a family’s dedication to preserving the culture via technology. This does not replace the importance of participating in cultural events in person but provides a context for them to engage and understand why such activities are important. Since the essential job of all parents – including Latinos – is to help the child develop resiliency and prepare to face the world independently and productively as adults, technology will play an essential role. Latino parents can use technology with clear intent to help children learn personal finance, too. The appetite for gadgets and the latest innovation grows daily (along with the cost). Parents can use requests for more technology to teach planning, earning and budgeting. Instead of buying technology on demand, parents can discuss the expense with the child and help them understand what it takes to earn the money

to purchase and maintain it. Most important, they need to include the child in the plan to earn and contribute to the purchase of the new technology so that its value is realized. While young children cannot earn money to defray costs, they can contribute via household chores that have an assigned value. Adolescents can help search for the best deals online or in person and earn money through age-appropriate jobs that do not interfere with school. Latino families can use technology to solve other problems, too. Regular family meetings held every other week are designated for parents and children to share what is going well, discuss challenges and plan future fun family events. Parents and children can go online to find information on home repairs, ways to recycle or reuse, and options for saving. Taking some or all the money and putting it towards more technology then seems like a logical, just reward. Parents teach and support this important transferable skill in their children while instilling appreciation, a tolerance for delayed gratification and working to earn something. The process promotes homegrown entrepre-

neurship: children find a way to solve a problem and determine ways to earn in the process. This prevents the ongoing frustration of parents who feel like ATMs barraged by constant withdrawals and few deposits. When a child earns, he appreciates the value of a purchase more than when it is simply granted upon demand. None of these applications of technology for children negate the need for them learning the basics. Parents (not just teachers) must assure that children can do simple mathematical computations without a calculator (does anyone know how to make and count back change without a digital register any more?), cook without a microwave, tell time on an analog clock and use the local library to borrow hand-held books. If all that seems passé, just wait until there is an electrical or satellite outage. And if one does not understand how things work, they will hand over the golden opportunity to improve them and advance themselves to someone else – perhaps far away – who will do so. Finally, Latino parents owe their children the challenge of insisting that they create – not simply consume – via technology. Instead of playing videogames, they can create them. Instead of watching YouTube videos incessantly, they can make films and edit them. They can enjoy music online or they can write, perform and distribute it themselves (all supervised, of course). Requiring that children contribute and helps others as well as consume via technology is crucial to assuring that children will be responsible and productive, not entitled. And for that, I give a double thumbs-up. •

www.HispanicOutlook.com • 23

SCHOLARS CORNER THE REINVIGORATING POWER OF THE 2017 AAHHE NATIONAL CONFERENCE Written by Gabriel Rodriguez Doctoral Candidate, Education Policy, Organization & Leadership University of Illinois at Urbana-Champaign

his past March, I had the distinct opportunity to meet new colleagues from across the country as a graduate fellow at the 2017 American Association of Hispanics in Higher Education’s (AAHHE) annual conference in Irvine, California. As a doctoral candidate in the department of education policy, organization and leadership at the University of Illinois at Urbana-Champaign, I was encouraged to apply by past fellows Eduardo Coronel, Moises Orozco, Joanna Perez and Victor Perez. Each spoke highly about their experiences, and I was attracted by the prospect of cultivating lasting relationships with peers from varied disciplines. Forging and cultivating an academic familia is difficult, but AAHHE invests an incredible amount of energy and resources in making sure graduate students leave the conference with a sense of community. Participating in AAHHE’s annual conference challenged me to think more critically about the type of scholar I want to become. I attended a series of workshops that allowed me to dialogue with facul24 • October/November 2017

ty who took distinct journeys, but each with a conviction to produce research that highlights the complexity of our Latina/o community. Attending a plática session with Professor Jeanett Castellanos from the University of California at Irvine was incredibly impactful. It helped remind the fellows of the importance of not losing sight of our cultura in our research. Her commentary was gratifying to hear; it furthered my resolve to engage in work alongside the communities I want to better understand. I also learned a great deal from professors Fernando Valle from Texas Tech and Victor Saenz from the University of Texas at Austin, particularly about how to better navigate the job market. Collectively, the graduate fellows came away with greater clarity on how to more effectively position ourselves in the job market. As someone who hails from the Chicago region and researches the experiences of Latina/o high school youth in suburban schools, it is important that we expand our understanding of Latina/o youth and the spaces they traverse. In attend-

ing AAHHE’s annual conference, it was an amazing experience to engage with fellows, faculty and conference attendees. Our pláticas affirmed my research path but also challenged me to imagine new paths for my educational inquiry. My AAHHE mentor, Professor Leticia Rojas at Brandman University, has been a wonderful guide to me. She took the time to get to know me, listen and offer insights on her career to help me better navigate my graduate school experience. The opportunity to attend the 2017 AAHHE National Conference as a graduate fellow was a reinvigorating experience. As I prepare myself for a career in academia, I came away with a great sense of pride. I built new relationships with such inspiring scholars, but even better people. I walked away from the conference knowing I have people I can count on professionally and personally. In short, being an AAHHE graduate fellow equipped me with additional tools and confidence to continue pursuing my goal of entering the professoriate. •

Gabriel Rodriguez

COLLEGE PREP

PARTNERSHIP HELPS LATINOS FIND THEIR WAY TO COLLEGE Written by Jordan Waidelich, The Elkhart Truth

OSHEN, Ind. (AP) — When Marlette Gomez graduated from Goshen College in 2013 with a degree in social work, she knew she wanted to focus her career on giving back to the immigrant or Latino communities. After working at a few different social services agencies, she found herself with an opportunity to work at Goshen High School in a new and unique role as a college prep coach, a position that was created in partnership between the Community Foundation of Elkhart County, Goshen Community Schools and Goshen College. It all began with a good idea. Richard Aguirre, director of corporate and foundation relations at Goshen College, has been trying to help first-generation and Latino students succeed at Goshen College. As a first-generation college graduate himself, Aguirre understands the difficulty a high school junior or senior faces trying to navigate the college process alone. So he dreamed up the idea for a position of a college prep coach who would be able to support and coach local first-generation and Latino students through the college application process.

Last summer, Aguirre pitched his idea to members of the Community Foundation of Elkhart County, an organization that works in support of nonprofits and other programs that benefit the community at large. They loved the idea, and after Aguirre wrote a grant proposal they pledged to contribute the stipend for the first year of this program. Aguirre also worked with Diane Woodworth, superintendent of Goshen Community Schools, and other school administrators to figure out the logistics of the program. With all of that in place, the school board approved paying for fringe benefits for the position during its pilot year. In August 2016, Gomez began her new role as the Goshen High School college prep coach. Gomez herself is a first-generation college graduate. She said going to college changed her life, so this position allows her to “bring her values to work.” For her, the educational component and getting to work with first-generation students were the most appealing aspects of the position. “I care about education, Goshen and the Latino community,” Gomez said. “It makes the work kind of effortless and enjoyable.”

She meets with first-generation and Latino students — primarily juniors and seniors — and helps them with the process of applying to and getting into college. So far she has met with more than 200 students. Her tasks include helping students look for scholarships, helping them fill out applications and the FAFSA, talking with students about career choices and arranging college visits. She has also held workshops for parents who may not know all of the necessary things their students need to do in preparation for college. Much of her work is planning informational events for parents and students and motivating students to do the work, helping out where she can. “The greatest thing is when it comes true,” Gomez said. “It’s just really great to see their visions come true and being able to be there for them along the way.” What started as just an idea a year ago has now turned into a successful program to help more first-generation high school students go to college. “When you start hearing about the individuals, you feel happier about your impact. If we can change one kid’s life by giving them the opportunity to go to college, it’s all worth it,” Aguirre said. Gomez agrees. “I just think that the students are amazing, brilliant and resilient,” she said. “They’re going to do such great things. It’s really heartwarming to see them get there and help them get there.” • Source: The Elkhart Truth, http://bit. ly/2md94Cl Information from: The Elkhart Truth, http://www.elkharttruth.com

www.HispanicOutlook.com • 25

COLLEGE PREP

HOW TO SUCCEED IN COLLEGE WITH A DISABILITY Written by Stephen Byrd, Elon University

(The Conversation is an independent and nonprofit source of news, analysis and commentary from academic experts.)

(AP)(THE CONVERSATION) If you’re entering college as a student with a disability, the first thing you should know is that you’re not alone. In a study of approximately 11,000 young adults with disabilities, nearly 20 percent were found to have attended a four-year college or university at some point after high school. And, like all students, you should have a sense of pride in what the college experience can do for you: You’ve demonstrated self-determination in deciding to take classes, meet new friends and have many exciting

Often freshmen with special needs don’t seek out academic support through their university’s disability services. They see acknowledging disability as a stigma or are sometimes reluctant to accept their disability. 26 • October/November 2017

experiences. What’s more, you and your family are making an important contribution to your future. Many studies show that success in college is an indicator of success in the work world. As a professor of education and program coordinator for special education, I teach first-year students and advise students throughout their undergraduate careers. Over my 12 years of teaching, I’ve seen some of the challenges that stand in the way of success for college students with special needs – many of which apply to nearly all students. These challenges can prove daunting, but there are strategies that can help. Help Your Professor Understand Often disabilities are hidden, but that just means that you can’t see them when you meet someone. Hidden or not, disabilities are real. Many professors don’t know very much about disability or may not have had much experience making changes to their classes. Or perhaps

In a study of approximately 11,000 young adults with disabilities, nearly 20 percent were found to have attended a four-year college or university at some point after high school. it’s been a while since they’ve had a student with special needs in their classroom. Providing some websites or simple readings may be helpful. The important thing is to help your professor understand that you’re not trying to get by with easier work. Instead, you want them to see that your accommodations are there so that you can be successful. Communicate to them that you’re willing to work hard and put in the extra time that’s necessary to master the content. In my experience, faculty can be very supportive – and your best advocates at college. Know that they’re going to be your mentors and the ones to help you find internships and even jobs. They’re going to be the ones writing your recommendation letters in the future. Get the Most Out of Class Just like every other college student, you want to get the most out of every class. This particular aspect of college may be more difficult if you have a learning disability. According to special education researcher David J. Conner, some students “face greater difficulties than their nondisabled

counterparts in: concentrating on the task at hand, determining the saliency of information presented in class, applying test strategies, and managing time.” Get yourself prepared. Think about how you’re going to deal with the daily, weekly and long-term reading and assignments in your courses. Remember that each of your classes requires its own set of skills and study habits. Don’t think that the same study habits are going to work for a philosophy course that work for a math course. Find Academic and Social Support Often freshmen with special needs don’t seek out academic support through their university’s disability services. They see acknowledging disability as a stigma or are sometimes reluctant to accept their disability. Rather than seeing support as something to be ashamed of, understand that it’s a way of demonstrating that you can succeed – and that you know how to succeed.

Here are some other helpful questions that any student – special needs or not – can consider: What do I think I could do? What have I had success in before? Are the skills being taught in this course the same types of skills that I have? What do my friends or mentors say I’m good at?

Disability services on your campus are there for you. Whether it’s part of the office of student life, a dean’s office or a dedicated office, someone on-campus is charged with meeting accommodations. Make an appointment in your early days on campus, before you get too far into the semester and the support you need isn’t there. Though it’s not always an official practice, ask them if you might be given a senior student mentor who can answer your questions or even act as an advocate. The other side to this equation is your personal support group. Many college students find that a special “group” gives a sense of belonging on the campus – something that’s especially important if your disability makes you feel like an outsider. Find a group of friends that can help you as you negotiate your early days of being on campus. For all students, this can also be a great way to reduce stress. Most colleges have an organization fair at the beginning of the year; attend that to find out what you might be interested in. You might not have ever had an interest before in that particular area, but consider trying something out of your comfort zone. Find and Pursue Your Major As you choose and take your classes, remember to be keeping in mind the bigger picture. You don’t have to know what you want to do right away; many of your colleagues who don’t have special needs are undecided on their majors too. But that doesn’t mean you shouldn’t start the process. Some people make jokes about interest surveys, but they can be

Disability services on your campus are there for you. Whether it’s part of the office of student life, a dean’s office or a dedicated office, someone on-campus is charged with meeting accommodations. Make an appointment in your early days on campus, before you get too far into the semester and the support you need isn’t there. helpful in directing the thinking process around your future career. Here are some other helpful questions that any student – special needs or not – can consider: What do I think I could do? What have I had success in before? Are the skills being taught in this course the same types of skills that I have? What do my friends or mentors say I’m good at? The most important thing to remember is that college is a doorway, and once you go through, you’re going to find a lot of great opportunities. Support is there on the college campus, but you have to do your part to find it. Be patient with yourself, but don’t forget to push yourself, too. This article was originally published on The Conversation. Read the original article here: http:// theconversation.com/how-to-succeed-in-college-with-a-disability-79226. •

www.HispanicOutlook.com • 27

SCHOOL NEWSPAPER CASACUBA A HOME FOR ALL THINGS CUBAN AT FIU

IAMI - A group of Cuban-American community leaders has stepped forward to support “CasaCuba,” an initiative that brings together all things Cuban at Florida International University. The initiative will harness FIU’s scholarly and cultural resources to activate its extensive Cuban collections for scholars and the public with the eventual goal of constructing a 50,000-square-foot facility on FIU’s campus. “The CasaCuba initiative formalizes what has been true for many years: Cuba is in FIU’s DNA,” said FIU President Mark B. Rosenberg. “Almost one million Cubans call Miami home with Cuban immigrants making up one-third of Miami-Dade County’s population. There is no location outside of Cuba with a greater connection to Cuban and Cuban-American people than Miami, and no university with greater expertise in the study of the island nation than FIU. This new center will be accessible to our students, the larger South Florida community, and visitors from around the world.”

“CasaCuba will be a place to engage deeply with Cuban culture, so CubanAmericans and everyone else can borrow the best of it for our American home.” — Alberto Ibargüen, president of the John S. and James L. Knight Foundation

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The academic pillar of CasaCuba will be the Cuban Research Institute (CRI), in the Steven J. Green School of International & Public Affairs, the nation’s premier center for academic research and public programs on Cuban and Cuban-American issues. CRI offers a certificate in Cuban and Cuban-American Studies and more than 70 courses focused on the island and its diaspora. “Communities that shape their futures most successfully know where they come from,” said Alberto Ibargüen, president of the John S. and James L. Knight Foundation, which contributed $200,000 to launch the project. “CasaCuba will be a place to engage deeply with Cuban culture, so Cuban-Americans and everyone else can borrow the best of it for our American home.” FIU also has significant resources related to Cuban art, history and music, including the Darlene M. and Jorge M. Pérez Art Collection at FIU, which documents the historical trajectory of Cuban art since the late 1800s, and the most extensive publicly available collection of Cuban music, the Diaz Ayala Cuban and Latin American Popular Music Collection, with more than 100,000 items. In addition to CRI, CasaCuba will house oral history recordings, searchable genealogy records, exhibitions, meeting spaces, classrooms and other Cuban collections. The idea for CasaCuba began at an FIU Foundation board meeting last year, during which board members discussed the extent of FIU’s Cuba-related resources. Things evolved and a small group formed an advisory board and recruited others, eager to advance the initiative that grew into CasaCuba. CasaCuba advisory

board members represent business; fashion; entertainment and the arts; communications; and legal and public affairs. The full board met for the first time on March 24, 2016 and elected a chair and vice chair. The board members are: • Agustin Arellano, Sr., chair of construction firm NV2A Group, board chair • Ray Rodriguez, former president and chief operating officer of Univision Communications, vice chair • Cesar Alvarez, senior chairman of Greenberg Traurig and member of the FIU Board of Trustees • Nestor Carbonell, Sr., former international public affairs and business leader at PepsiCo • Alfonso Fanjul, Jr., chairman and chief executive officer at Florida Crystals Corporation and Fanjul Corp. • George Feldenkreis, executive chairman of the board of Perry Ellis International • Andy García, award-winning Cuban-American actor and director • Alberto L. Ibargüen, president, chief executive officer and a trustee of the John S. and James L. Knight Foundation • Jorge Mas, chairman of the board, MasTec • Lily Prellezo, author • Claudia Puig, senior vice president/ eastern regional manager of Univision Communications and chair of the FIU Board of Trustees • Mark B. Rosenberg, president of Florida International University • Eduardo M. Sardiña, former president and chief executive officer of Bacardi U.S.A. • José J. Valdés-Fauli, private investor and former banker Over the past year, quarterly meetings have been held, and the board de-

“The CasaCuba initiative formalizes what has been true for many years: Cuba is in FIU’s DNA.” — FIU President Mark B. Rosenberg

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veloped the vision for CasaCuba. In keeping with FIU’s unique position as the epicenter of the Cuban community, the mission of CasaCuba is “to create the world’s premier research, education and cultural center designed to preserve and promote the history and contributions of the Cuban diaspora.” “CasaCuba’s mission is close to my heart,” said Agustin Arellano, Sr., the advisory board’s chair. “We want to inspire and educate in an atmosphere that promotes freedom and goodwill.” In May, the CasaCuba initiative received initial seed funding from the Knight Foundation to hire an executive director for the center. Among other early priorities, the executive director will refine, develop and implement the strategy of the center. In addition, the executive director will work directly with other community organizations focused on Cuba. Established in 1950, the Knight Foundation, which has the goal of fostering “informed and engaged communities,” has previously supported several FIU projects. They include FIU Miami Urban Future Initiative, a joint project of FIU’s College of Communication, Architecture + The Arts and the Creative Class Group at Mana Wynwood, as well as a grant to The Wolfsonian–FIU to support programs that provide greater public access to the museum’s collection of art and design. “Thanks to the Knight Foundation, CasaCuba can move ahead with its mission to educate and engage the Cuban community,” Arellano said. • Source Florida International University www.HispanicOutlook.com • 29

SCHOOL LIBRARY An associate professor at Texas Tech University, René Saldaña, Jr. Ph.D.’s accomplishments span into the world of children’s and teen’s literature. His acclaimed works include novels that portray Mexican-American communities, and one of his best-known characters, fifth grader/private detective Mickey Rangel, is the star of a series of bilingual books designed specifically for intermediate readers. And so it is our pleasure to present a few of Saldaña, Jr.’s most popular works, as well as accompanying teacher’s guides courtesy of Arte Publico Press. K-12 “DALE, DALE, DALE: UNA FIESTA DE NÚMEROS/HIT IT, HIT IT, HIT IT: A FIESTA OF NUMBERS” Amazon Grade Level Recommendation: Preschool – 2 Publisher: Piñata Books ISBN-13: 978-1558857827 Teacher’s Guide: https://artepublicopress.com/ wp-content/uploads/2014/02/TG-Dale-Dale.pdf “Today is my birthday, and I am so excited. / One piñata filled with candy. / Two hours until the party. / Three tables set for all of the guests.” Mateo counts to 12 as he anticipates the fun he’ll have at his party! There will be family, friends and goodies: tops, marbles and even toy cars! But before the children can hit the piñata, they will sing the birthday boy a song and enjoy a delicious cake. And then Mateo will be “the happiest boy in the whole wide world,” because he gets to swing at the piñata first with everyone cheering him on.

“THE LEMON TREE CAPER: A MICKEY RANGEL MYSTERY/LA INTRIGA DEL LIMONERO: COLECCIÓN MICKEY RANGEL, DETECTIVE PRIVADO” Grade Level Recommendation: 4 – 7 Publisher: Piñata Books ISBN-13: 978-1558857094 Teacher’s Guide: https://artepublicopress.com/wp-content/ uploads/2014/02/Lemon-Tree-Caper_11-18-15.pdf Mickey Rangel, kid detective extraordinaire, has just exited the school bus one sweltering afternoon when he hears a blood-curdling shriek from his creepy neighbor, Señorita Andrade (a.k.a La Bruja Andrade). “My lemons, Mickey, my prize-winning lemons. They’re gone. They’re all gone,” she cries. Who could have stolen several sacks full of lemons? Was it only a coincidence that Tina had set up a lemonade stand just down the street? Or could it have been someone trying to sabotage Señorita Andrade’s entry in the upcoming annual Lemon Festival and Lowrider Bicycle Show? “I’ll get to the bottom of this, ma’am. Mickey Rangel is on the case.”

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“THE CASE OF THE PEN GONE MISSING: A MICKEY RANGEL MYSTERY/EL CASO DE LA PLUMA PERDIDA: COLECCIÓN MICKEY RANGEL, DETECTIVE PRIVADO” Amazon Grade Level Recommendation: 3 – 7 Publisher: Piñata Books ISBN-13: 978-1558855557 Teacher’s Guide: https://artepublicopress.com/ wp-content/uploads/2014/02/Case-of-the-PenGone-Missing_11-18-15.pdf When Toots Rodriguez, the prettiest girl in the fifth grade, approaches Mickey on the playground, he knows something is up. “You have to believe me, Mickey. I didn’t take that pen. I didn’t,” she insists. Rumor has it that Toots stole Eddy’s pen. It’s not just any pen; it’s his dad’s pen. It has the White House logo on it. Eddy’s father, a senator from South Texas, got the pen from the president of the United States when he visited the White House last year. As Mickey begins his investigation, though, all the clues point to Toots and her newly ex-boyfriend as the primary suspects. “A GOOD LONG WAY” Amazon Grade Level Recommendation: 7 – 12 Publisher: Arte Publico Press ISBN-13: 978-1558856073 Teacher’s Guide: https://artepublicopress.com/ wp-content/uploads/2014/02/Good-LongWay_11-24-15.pdf When his father tells him that he either needs to follow the rules or leave, Beto—a senior in high school—decides to leave, right then, in the middle of the night. Once he has walked away, though, he realizes he has nowhere to go. Maybe his best friend Jessy—a hard-asnails girl who has run away before—can help him. The story of Beto’s decision to run away and drop out of school is told from shifting perspectives in which the conflicted lives of Beto, Jessy and Roel (Beto’s brother) are revealed in short, poignant scenes that reflect teenage life along the Texas-Mexico border.

SCHOOL LIBRARY

HIGHER EDUCATION

“BASIC K’ICHEE’ GRAMMAR: 38 LESSONS, REVISED EDITION” by James L. Mondloch Publisher: University Press of Colorado ISBN-13: 978-1607325307 The K’ichee’an languages—K’ichee’, Kaqchikel, Tz'utujil, Sakapulteko, Achi and Sipakapense—occupy a prominent place among the indigenous languages of the Americas because of both their historical significance and the number of speakers (over one million total). “Basic K’ichee’ Grammar” is an extensive and accurate survey of the principal grammatical structures of K’ichee’. Written in a clear, nontechnical style to facilitate the learning of the language, it is the only K’ichee’ grammar available in English. A pedagogical rather than a reference grammar, the book is a thorough presentation of the basics of the K’ichee’ Maya language organized around graded grammatical lessons accompanied by drills and exercises.

“CHICANO POPULAR CULTURE, SECOND EDITION: QUE HABLE EL PUEBLO” by Charles M. Tatum Publisher: University of Arizona Press ISBN-13: 978-0816536528 This edition provides a timely and accessible introduction to Chicano cultural expression and representation. New sections discuss music with an emphasis on hip-hop and rap; cinema and filmmakers; media, including the contributions of Jorge Ramos and María Hinojosa; and celebrations and popular traditions, including quinceañeras, cincuentañeras and César Chávez Day. It also features: Chicanas in the Chicano Movement and Chicanos since the Chicano Movement; new material on popular authors such as Denise Chávez, Alfredo Vea, Luis Alberto Urrea and Juan Felipe Herrera; and theoretical approaches to popular culture, including the perspectives of Norma Cantú, Alicia Gaspar de Alba, Pancho McFarland, Michelle HabellPallán and Víctor Sorell.

“SPANISH PERSPECTIVES ON CHICANO LITERATURE: LITERARY AND CULTURAL ESSAYS” Edited by Jesús Rosales and Vanessa Fonseca Publisher: Ohio State University Press ISBN-13: 978-0814213421 Rosales and Fonseca provide fresh perspectives on the field of Chicano literary and cultural studies. Composed of essays by scholars who live and work in the United States in addition to those who work primarily in Spain, this book examines how Spanish literary critics view and study Chicano literature. In general, these critics demonstrate a deep interest in Chicano culture in relation to its American, Mexican and Spanish identities, or multiple cultural mestizajes. For Chicanos this interest is intriguing for they see Spain’s vision of the Chicano both with inviting enthusiasm and reservation prevailing from an “open wound” from their historical connection with that country.

“Patriots, Prostitutes, and Spies: Women and the Mexican-American War” by John M. Belohlavek Publisher: University of Virginia Press ISBN-13: 978-0813939902 In his book Belohlavek tells the story of women on both sides of the Mexican-American War as they were propelled by the conflict to adopt new roles and expand traditional ones. American women “back home” functioned as anti-war activists, pro-war supporters and pioneering female journalists. Others moved West and established their own reputations for courage and determination in border towns or bordellos. Belohlavek juxtaposes the romanticized version of reality portrayed in the novels and performances of the period with the actual reality in Mexico, which included sexual assault, women soldaderas marching with men, and the challenges and courage of workingwomen off the battlefield.

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AMERICAN UNIVERSITY TENURE-TRACK/TENURED POSITION ANNOUNCEMENTS http://american.edu/hr/Ft-Faculty.cfm American University is an independent, coeducational university with more than 11,000 students enrolled in undergraduate, master’s, and doctoral and professional degree programs. The university attracts students from many different backgrounds, from all 50 states, the District of Columbia, Puerto Rico and the territories, and nearly 150 foreign countries. Located in the nation’s capital, the campus is in a beautiful residential neighborhood, a short distance from the city’s centers of government, business, research, commerce, and the arts. Please refer to the Human Resources website listed above for more information about each position. Inquiries may also be directed to the appropriate academic unit. All applicants must possess the appropriate terminal degree, the ability to balance teaching and scholarship, prepare students to live and work in a diverse world, utilize information technology in the classroom, and promote interdisciplinary inquiry and experiential learning. Applications are invited for tenure-track and tenured faculty positions beginning AY 2018-19. All positions are at the assistant professor level unless indicated otherwise. COLLEGE OF ARTS AND SCIENCES Anthropology: Linguistic and/or Sociocultural (Assistant or Associate) Computer Science (Two Assistant and One Open) Education: (Open Rank) Mathematics and Statistics: (Associate or Full) Psychology (Assistant) World Languages & Cultures (Assistant) Associate Dean for Research (Associate or Full) KOGOD SCHOOL OF BUSINESS Accounting & Taxation (Open) Finance and Real Estate (Assistant) Information Technology & Analytics: Cybersecurity Governance & Risk Management (Associate or Full) Management: Organizational Behavior & Human Resource Management (Open) Marketing (Open) SCHOOL OF INTERNATIONAL SERVICE Climate Change Politics (Associate or Full) Social Networks (Assistant) SCHOOL OF COMMUNICATION Data, Media and Identity (Assistant or Associate) Augmented Reality/Virtual Reality (Assistant or Associate) Data Analytics in Strategic Communication (Assistant) SCHOOL OF PUBLIC AFFAIRS Government: American Politics (Assistant) Justice, Law & Criminology: Criminology (Advanced Assistant) Justice, Law & Criminology: Terrorism & Homeland Security Policy (Assistant) Public Administration & Policy: Environmental Policy (Assistant) WASHINGTON COLLEGE OF LAW Securities Regulation/Business Associations Evidence/Criminal Law Property American University is an equal opportunity, affirmative action institution that operates in compliance with applicable laws and regulations. The university does not discriminate on the basis of race, color, national origin, religion, sex (including pregnancy), age, sexual orientation, disability, marital status, personal appearance, gender identity and expression, family responsibilities, political affiliation, source of income, veteran status, an individual’s genetic information or any other bases under federal or local laws (collectively “Protected Bases”) in its programs and activities. American University is a tobacco and smoke free campus. AMERICAN UNIVERSITY 4400 Massachusetts Avenue NW WASHINGTON, DC 20016 The private university with a public responsibility

PRESIDENT Gordon State College is conducting a nationwide search for its next President. The Search Committee invites letters of nomination, applications (letter of interest, full resume, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the College. 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 January 3, 2018. Applications received after this date may be considered at the discretion of the Committee and/or hiring authority. For a complete position description, please visit www.gordonstate. edu/committees/presidential-search-and-screen-committee or the Current Opportunities page at www.parkersearch.com. Laurie C. Wilder, President Porsha L. Williams, Vice President 770-804-1996 ext: 109 pwilliams@parkersearch.com || lwilder@parkersearch.com Gordon State College is an Affirmative Action/Equal Opportunity Institution Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com

Hispanic Outlook 1/4 page Issue 10-16-17 Deadline 10-10-17

CHIEF FINANCIAL OFFICER

The University of Memphis is conducting a national search for Chief Financial Officer. 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 January 3, 2018. Applications received after this date may be considered at the discretion of the Committee and/or hiring authority. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com. Laurie C. Wilder, President Porsha L. Williams, Vice President Hayden Garrett, Associate pwilliams@parkersearch.com || hgarrett@parkersearch.com Phone: 770-804-1996 ext: 122 Fax: 770-804-1917 Equal Employment & Institutional Equity The University of Memphis does not discriminate against students, employees, or applicants for admission or employment on the basis of race, color, religion, creed, national origin, sex, sexual orientation, gender identity/ expression, disability, age, status as a protected veteran, genetic information, or any other legally protected class with respect to all employment, programs and activities sponsored by the University of Memphis. Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com

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Hispanic Outlook

UNITED IN ACTION Our diversity and inclusion plan is more than a document. We’re taking visible steps every day to foster a community where all feel welcome to live, work and learn. We’re blazing a path as one of the only universities in the country training our entire campus – faculty, staff and students – in unconscious bias awareness. If you are interested in committing to our ongoing journey, come join us. We think you’ll find the University of Kentucky is a place where you belong.

Visit ukjobs.uky.edu to learn more An equal opportunity university

School of Communication and Media – Assistant/Associate/ Full Professor – Television and Digital Media (V-F7)

OPENINGS - FALL 2018 With a proud history and a vibrant future, Montclair State University is one of New Jersey’s most diverse and dynamic institutions of higher education. One of four public research institutions in the state, Montclair State is designated as a Research Doctoral 3 University by the Carnegie Classification of Institutions of Higher Education. Located 12 miles west of New York City on a 252-acre suburban campus which boasts modern, state-of-the-art facilities complemented by green spaces, public plazas and striking Spanish Mission architecture, the University offers a comprehensive undergraduate curriculum with a global focus; a broad variety of superior graduate programs through the doctoral level; and a highly productive, dedicated and diverse faculty and student body. The University’s 10 colleges and schools offer more than 300 undergraduate and graduate majors, minors, concentrations and certificate programs, and with more than 120 student organizations and 18 NCAA Division III athletic teams for men and women, Montclair State offers its students a comprehensive college experience. EEO/AA Statement: Montclair State University is an Equal Opportunity/ Affirmative Action institution with a strong commitment to diversity. Additional information can be found on the website at www.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, 2018. 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. To view and apply, visit: http://www.montclair.edu/human-resources/employment/ prospective-employees/

COLLEGE OF THE ARTS Candidates are expected to develop an on-going artistic/scholarly agenda.

Department of Art and Design – Assistant/Associate Professor – Interdisciplinary Art (V-F1)

Teach courses in interdisciplinary studio practice, advise students, engage in student recruitment, and coordinate the newly revamped B.A. program in Visual Arts. Terminal US degree such as an M.F.A. (or an equivalent non-U.S. degree) in visual arts or a related field required; a record of creative and/or scholarly work (i. e., professional design record, exhibitions, publications, presentations); and teaching experience at the college level.

Department of Art and Design – Assistant Professor – Design History (V-F2)

Teach courses in the history of design, contemporary issues in art and design, visual culture, and other elective courses as needed. Ph.D. in the field of modern (postWWII) and contemporary design history; a record of scholarly work (i.e., exhibitions, publications, presentations); and teaching experience at the college level.

Cali School of Music – Assistant/Associate Professor – Music Therapy (V-F4)

Teach undergraduate and graduate music therapy courses, supervise music therapy clinical training, advise students, maintain scholarly activities (research, writing, etc.), and participate in academic service on school, college, and university levels. Ph.D. or equivalent doctoral-level degree in music therapy or related discipline; minimum of three years full-time (or the equivalent) clinical music therapy experience; strong musicianship (with an orientation to a cultural diversity of music); evidence of exemplary academic pedagogical skills and experience providing innovative universitylevel instruction; a record of academic scholarship; and active engagement in service to the profession of music therapy on local, regional, national, and/or international levels. Completion of training in one or more models of advanced music therapy practice, as well as familiarity incorporating music-based technology into music therapy clinical work, teaching, and/or research, are preferred.

Cali School of Music – Assistant Professor – Music Technology (V-F5)

Teach graduate and undergraduate courses in music technology and music education curriculum while also developing and supporting new strategies for music technology programs and curricula. This position will be responsible for supporting the increasing use of music technologies in the classroom within the John J. Cali School of Music. Applicant should be conversant with technological issues as they involve majors in performance, composition, music education, music therapy, and jazz. Must hold a doctorate in music (performance, composition, technology, music education or relevant field) with established teaching experience in higher education. Candidates must demonstrate strong leadership in the technology, composition, and education communities, commitment to research and teaching. Candidates must demonstrate advanced knowledge in current music technology, composition, and must possess strong teaching abilities.

Cali School of Music – Associate/Full Professor – Orchestra Conducting (V-F6)

Responsible for conducting and overseeing the orchestras of the School of Music and teaching conducting and orchestral literature courses. Minimum degree qualification is the possession of a Master of Music degree. Candidates must demonstrate substantial professional experience as a music director, associate conductor, or assistant conductor with high-level symphony orchestras (group 1, 2, or 3), in addition to successful experience teaching at an advanced level. Candidates must also possess a commitment to the recruitment of high-caliber students. Exemplary musicianship, innovative pedagogical skills, and evidence of ongoing performance or scholarship are required.

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Teach courses including introductory and advanced courses in Studio Production, Field Production and Editing, Television Production, Media Ethics, and Media Management. Candidates should be excited to convert their expertise into impactful teaching and curriculum development. Provide strong leadership for the evolution of academic programs and project initiatives that fully exploit the potential of new 4K and HD studios as well as a multiplatform newsroom. A terminal 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 Professor – Transmedia Production (V-F8)

Lead in teaching and creative efforts for the School’s innovative Transmedia initiative in which students across communication and media disciplines converge to create works using a wide range of tools and platforms. Experience in storytelling and production across this range (and display an eagerness to evolve with emerging technologies). Strong interest in one or more related areas: digital technology and culture, mobile and emerging technologies, user experience, digital literacy, visual communication, cultural/critical studies of social media, and game studies; and be able to bring practical and theoretical expertise to undergraduate and graduate courses. Ph.D. or M.F.A. in communication or media (or a related discipline) is required.

School of Communication and Media – Assistant/Associate Professor – Public Relations (V-F9)

Teach introductory and advanced undergraduate courses in public relations and graduate courses in public and organizational relations. Special consideration will be given to candidates whose areas of specialization include social media analytics and/or strategic management. Work closely with students and guide activities of the School’s PRSSA Chapter and help establish a productive student-run PR firm. Seeking individuals with a strong commitment to fostering relationships with PR practitioners, media partners, and community organizations in the region to develop strategic initiatives, projects, and new research directions for the School. Professional experience in the public relations industry will be considered a plus. Ph.D. in the field of public relations or communication and media is required.

Theatre and Dance – Assistant/Associate Professor – Musical Theatre (V-F10)

Teach, direct and/or choreograph one to two productions per year, recruit and mentor students, support curricular development, contribute towards the operation and development of an active production season, advance the reputation and visibility of the University nationally and internationally, and promote the B.F.A. Musical Theatre degree program as a vital part of the arts and entertainment environment in New York City and the surrounding tristate area. Substantial professional credentials in musical theatre choreography and/or direction, terminal degree (M.F.A. or Ph.D.), college teaching experience, and a commitment to excellence in all areas of musical theatre training on the undergraduate level.

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 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 Early Childhood, Elementary and Literacy Education – Assistant/Associate Professor – Inclusive Elementary Education (V-F11)

Responsibilities include teaching a range of undergraduate and graduate courses for preservice and inservice elementary teachers with an emphasis on preparing candidates for certification as Teachers of Students with Disabilities (TSD), building strong partnerships with local schools to develop inclusive communities, and contributing to the vision and growth of the department. Required: Earned doctorate in Elementary Education, Disability Studies in Education, Special Education, Curriculum and Teaching, or related field. Strong preparation in inclusive education at the elementary level, successful teaching experience in inclusive elementary schools or equivalent, a well-defined research agenda, and a record of publications and evidence of scholarly activities appropriate for the rank sought. Preferred: Theoretical expertise in Disability Studies in intersection with other critical theoretical frameworks in the context of education. Practical expertise and experience in special education, literacy education, universal design for learning, learners with significant disabilities, educational and assistive technologies, and/or educational assessment.

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.

Department of Anthropology – Assistant Professor – Biological Anthropology (V-F12) Teach introductory laboratory-based courses in Physical Anthropology. Strong experience in public health and/or medical humanities; a research focus on human social inequality will complement the department’s existing strengths. Ph.D. in Anthropology or related field.

Department of Justice Studies – Assistant Professor – Criminology (V-F14)

Teach Perspectives on Justice, Juvenile Delinquency and Juvenile Justice, Introduction to Criminal Justice and Research Methods. Ph.D. in Criminal Justice or Criminology, with a specialization and active research agenda in Juvenile Justice required.

Department of Linguistics – Assistant Professor – Linguistics (V-F15) Teach undergraduate and graduate courses. Must have a strong background in theoretical linguistics (syntax, phonology, morphology, and/or semantics) and a specialization in Second Language Acquisition.

Department of Philosophy – Assistant Professor – Philosophy of Mind (V-F32) Teach introductory and upper-level undergraduate courses, engage in an active program of scholarly research, and perform service appropriate for the rank of appointment. Ph.D. in philosophy is required. AOS: Philosophy of Mind.

Department of Psychology – Assistant/Associate/Full Professor – School Psychology (V-F16)

Teach courses and mentor students at the undergraduate and graduate levels. Research specialization open. Required: PhD in school psychology from a NASP or APA accredited program; certified or eligible for certification in school psychology. Licensed or eligible for licensure as a psychologist in NJ. Experience as a practicing school psychologist preferred.

Department of Psychology – Assistant/Associate/Full Professor – Industrial/Organizational Psychology (V-F17)

of the following areas: applied dynamical systems, computational modeling, fluid mechanics, mathematical biology, and medical imaging. Doctorate degree in Applied Mathematics or a related field required.

Department of Mathematical Sciences – Assistant/Associate/ Full Professor - Mathematics Education (V-F26)

Expertise in working across disciplines as part of a growing initiative to pursue critical issues in Mathematics and STEM Education at any of the primary, secondary, and tertiary levels. Doctorate in Mathematics Education with a strong background in mathematics is required. Teach and supervise doctoral students in the growing Ph.D. in Mathematics Education. Additional responsibilities at the masters and undergraduate level.

FELICIANO 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 peer-reviewed 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 Economics – Assistant Professor – Applied Economic Policy (V-F27)

Department of Social Work and Child Advocacy – Assistant Professor – Social Work and Child Advocacy (V-F13)

The candidate selected will be expected to teach both introductory and advanced courses at the undergraduate and graduate levels. 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 health care issues. Qualified candidates must hold a Ph.D. in Economics or a related field required, exhibit potential to publish in high-quality journals, and have relevant teaching experience.

Department of Sociology – Assistant Professor – Environmental Sociology (V-F18)

The candidate selected will teach courses at both the undergraduate and graduate levels. Knowledge and skill sets in applying one or more current tools of business analytics and data mining including, but not limited to, Python, R, AWS, Azure, Tableau, SAS etc. Must hold a Ph.D. in business analytics, data science, applied statistics, decision sciences, information systems or a related area, exhibit potential to publish high-quality journals, and have relevant teaching experience.

Teach mainly graduate courses in I/O topic areas and aid in the development and implementation of an I/O Psychology PhD program. PhD in I/O psychology or closely related field required; specialization open. Experience in teaching and independent research supervision across degree levels. Teach in MSW program. Preferred specialization in children, youth, and families and/ or clinical practice with diverse populations. Required: College teaching experience; an MSW degree from a CSWE-accredited program; at least two years post-MSW practice experience; an active social work license (or license-eligible), and a Ph.D. in a discipline related to social work. Experience with supervision of students in applied settings and CSWE accreditation standards preferred.

Department of Information Management and Business Analytics – Assistant/Associate Professor – Business Analytics (V-F33)

Expertise in Environmental Sociology; additional fields may include Health/Medicine and Social Theory. Teach introductory courses, upper-level undergraduate courses in area of specialization, and, as part of the Certificate in Data Collection and Management, graduate courses in policy/program evaluation. Ph.D. in Sociology required.

Department of Management – Assistant/Associate Professor – Business Strategy (V-F29) – Two Positions

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 – Genetics (V-F19)

Responsibilities include teaching Genetics and related courses and establishing a vigorous, extramurally funded research program involving undergraduate and graduate students. Additionally, the successful candidate should be able to support departmental programs such as the master’s program in Molecular Biology. A Ph.D. in Biology or a relevant field is required.

Department of Biology – Assistant Professor – Systems Physiology (V-F20)

The candidates selected will be expected to teach courses at both the undergraduate and graduate levels and have research interests in the areas of business analytics, global strategic decision making, innovation, or a related area. Qualified candidates must hold a Ph.D. in Strategic Management or related field, exhibit potential to publish high-quality journals, and have relevant teaching experience.

Department of Marketing – Assistant/Associate Professor – Marketing Analytics (V-F30)

The candidate selected will teach courses at both the undergraduate and graduate levels, such as Marketing Analytics, Marketing Research, and Marketing Strategy. Qualified candidates must hold a Ph.D. in Marketing with a specialization in Marketing Analytics or a related quantitative field, exhibit potential to publish in high-quality journals, and have relevant teaching experience. Quantitatively trained candidates must clearly articulate in their application how their research, teaching, and training qualifies them for the marketing analytics position.

Feliciano Center for Entrepreneurship – Associate/Full Professor – Entrepreneurship (V-F28)

Department of Chemistry and Biochemistry – Assistant Professor – Organic Chemistry (V-F21)

The candidate selected will teach courses in entrepreneurial mindset, creativity, business model development, pitching, and business launch. Candidate must have entrepreneurial experience in the form of starting and operating businesses and/ or working with university-based outreach programs such as entrepreneurship centers and/or small business institutes. Qualified candidates must hold a Ph.D. in Entrepreneurship or related field, a demonstrated track record of high-quality journal publication, and relevant teaching experience appropriate for appointment at the Associate or Full Professor level.

Department of Computer Science – Assistant/Associate Professor - Software Engineering and Secure Software Development (V-F22)

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, health care organizations, and media; participate in curricular review and development activities; and contribute to accreditation processes.

Responsibilities include teaching physiology and related courses and establishing a vigorous, extramurally funded research program involving undergraduate and graduate students. Additionally, the successful candidate should be able to support departmental programs such as the master’s concentration in physiology. Ph.D. in Biology or a relevant field is required. Primary teaching responsibilities will be in Organic Chemistry as well as in graduate level courses and advanced courses in the candidate’s area of expertise. Ph.D. in Organic Chemistry, postdoctoral experience or significant research experience and a strong commitment to teaching.

Expertise in the areas of Software Engineering and Secure Software Development. Teaching experience in the area is a plus. Develop course curriculum, course lectures, labs, and presentations, and participate in program-level learning assessment. Ph.D. in Computer Science with research publications in the areas of Software Engineering and Secure Software Development.

SCHOOL OF NURSING

Assistant Professor – Nursing (V-F31)

Department of Computer Science – Assistant/Associate Professor - Software Engineering and Project Management (V-F23)

Teach courses in the undergraduate program. As the School expands its program offerings, there will be opportunities to develop courses and teach in the graduate 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. Previous experience as a full-time faculty member in nursing education; evidence of scholarly activities and publication in a defined specialty. Demonstrated aptitude for or evidence of excellence in teaching. Preferred: Current clinical practice related to area of scholarship.

Department of Earth and Environmental Studies – Assistant Professor – Paleoclimatology/Geochemistry (V-F24)

Montclair State University is seeking an applicant pool of adjunct/visiting specialist faculty for University departments across all colleges and the Feliciano School of Business for Fall 2018, Spring 2019.

Expertise in the areas of Software Engineering, Project Management and Systems Integration. Research focus on Project Management and/or Systems Integration. Additional closely related areas might be considered. Teaching experience in the area is a plus. Ph.D. in Computer Science with research track-record in the areas of Software Engineering, Project Management and Systems Integration.

Expertise in the area of geological archives to understand Earth’s climate processes, such as atmospheric and ocean circulation, the global carbon cycle, cryosphere dynamics, and how these processes affect biological and human systems over a range of time scales. Ph.D. in Earth and Environmental Science, Earth System Science, Geology, Geochemistry, Geography, or other appropriate field and evidence of potential for success in grant activity.

Department of Mathematical Sciences – Assistant/Associate/ Full Professor - Applied Mathematics (V-F25)

Area of specialization is open; preference will be given to applicants whose research complements and strengthens the research activity of the Department in one or more

ADJUNCTS/VISITING SPECIALISTS

Complete descriptions and qualifications for each position are posted on our website. To view and apply, visit: http://www.montclair.edu/human-resources/employment/prospective-employees/

(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 • 35

The School of Computing at the University of Utah seeks applications for multiple tenure-track faculty positions at all ranks, beginning Fall 2017. The School will run a broad search in all areas of computer science. In addition, the School is particularly interested in the following areas of expertise: • • • •

Cryptography Human-centered computing/human-computer interaction Programming languages Machine learning

The University of Utah is a Carnegie Research I Institution, and the School of Computing is an exciting, growing school with a 50-year history of excellence in computer science education, innovation, and research. The University of Utah is located in Salt Lake City, the hub of a large metropolitan area with excellent cultural and recreational opportunities. Additional information about the school and our current faculty can be found at http://www.cs.utah.edu. Candidates may apply through the following URL: http://utah.peopleadmin.com/postings/69927 Review of applications will begin after November 15 and will continue until the positions are filled. The University of Utah is an Equal Opportunity/Affirmative Action employer and educator. Minorities, women, veterans, and persons with disabilities are strongly encouraged to apply. Veterans’ preference is extended to qualified veterans. Reasonable disability accommodations will be provided with reasonable notice. For additional information about the University’s commitment to equal opportunity and access see: http://www.utah.edu/nondiscrimination/. The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically underrepresented students.

The Department of Economics in the Andrew Young School of Policy Studies at Georgia State University has an opening at the Assistant Professor level for an applied microeconomist specializing in environmental or energy economics. Details of the position, as well as, application procedures can be found at https:// www.aeaweb.org/joe/ Georgia State University is an Equal Opportunity Employer and does not discriminate against applicants due to race, ethnicity, gender, veteran status, or on the basis of disability or any other federal, state, or local protected class.

The University of Utah is seeking to hire an outstanding tenure-track faculty member in image analysis at the Assistant or Associate Professor level. The position is a joint effort between the Scientific Computing and Imaging (SCI) Institute and the School of Computing or another College of Engineering Department serving as the tenure home. Ideal candidates might have backgrounds in computer science, electrical and computer engineering, or bioengineering or related field. The SCI Institute has established itself as an internationally recognized leader in visualization, scientific computing, and image analysis applied to a broad range of application domains. The School of Computing is an exciting, growing school with a 50-year history of excellence in computer science education, innovation, and research. The University of Utah is located in Salt Lake City, the hub of a large metropolitan area with excellent cultural and recreational opportunities. Additional information about our research and our current faculty can be found at http://www.sci.utah.edu and http://www. cs.utah.edu. Candidates may apply through the following URL: http://utah.peopleadmin.com/postings/69994 The University of Utah is an Equal Opportunity/Affirmative Action employer and educator. Minorities, women, veterans, and persons with disabilities are strongly encouraged to apply. Veterans’ preference is extended to qualified veterans. Reasonable disability accommodations will be provided with reasonable notice. For additional information about the University’s commitment to equal opportunity and access see: http://www.utah.edu/nondiscrimination/ The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically underrepresented students.

36 • October/November 2017

POST A JOB TODAY! CALL

(201) 587 8800

OR VISIT WWW.HISPANICOUTLOOKJOBS.COM

ASSISTANT / ASSOCIATE / FULL PROFESSOR Adaptive Brain and Behavior Cluster

Virginia Tech is strategically investing in hiring innovative faculty to advance its vision to grow beyond boundaries as a premier 21st-century global land-grant institution through our Destination Areas initiative. As interconnected areas of strength, Destination Areas facilitate faculty collaborations that bridge disciplines to create innovative and transformative solutions to global issues, while positioning Virginia Tech as a premier destination for talent that seeks to advance the human condition. Through committed university efforts such as AdvanceVT and InclusiveVT (inclusive.vt.edu), the university continues to build institutional and individual commitment to its motto of Ut Prosim (That I May Serve) in the spirit of community, diversity, and excellence. In support of these strategic initiatives, Virginia Tech is recruiting to build a robust and diverse cluster of faculty interested in contributing to transdisciplinary research, teaching, and/or outreach initiatives that align with our Adaptive Brain and Behavior Destination Area, with particular interest in scholars whose work will help build understanding of the brainbehavior relationship in health and the human condition to enhance resilience and wellbeing in the world’s diverse communities. With commitments in this area from the College of Agriculture and Life Sciences, College of Liberal Arts and Human Sciences, College of Science, College of Veterinary Medicine, and the Virginia Tech Carilion Research Institute, the university is specifically seeking faculty interested in the transdisciplinary study of brain plasticity particularly as it pertains to decision-making, physical and psychological trauma, and healthy development across the lifespan. Faculty with expertise in disciplinary areas such as Neuroscience, Psychology, Chemistry, Child and Adolescent Development, Marriage and Family Therapy, Physiology, Biomedical Science and Research, Nutrition, Health Inequities, Metabolic Science, or with interdisciplinary backgrounds will be uniquely positioned to help the university advance these efforts. Interested individuals can find a full listing of active searches and instructions on applying at https://provost.vt.edu/destination-areas/about/cluster-hires/ABB_Opportunities.html. Virginia Tech is an equal opportunity and affirmative action employer. Women, minorities, individuals with disabilities, and protected veterans are strongly encouraged to apply. Anyone having questions concerning discrimination or accessibility should contact the Office for Equity and Accessibility.

Strategically investing in more than 400 new faculty to advance “Beyond Boundaries”

ASSISTANT / ASSOCIATE / FULL PROFESSOR Data and Decisions Cluster

Virginia Tech is strategically investing in hiring innovative faculty to advance its vision to grow beyond boundaries as a premier 21st-century global land-grant institution through our Destination Areas initiative. As interconnected areas of strength, Destination Areas facilitate faculty collaborations that bridge disciplines to create innovative and transformative solutions to global issues, while positioning Virginia Tech as a premier destination for talent that seeks to advance the human condition. Through committed university efforts such as AdvanceVT and InclusiveVT (inclusive.vt.edu), the university continues to build institutional and individual commitment to its motto of Ut Prosim (That I May Serve) in the spirit of community, diversity, and excellence. In support of these strategic initiatives, Virginia Tech is recruiting a robust and diverse cluster of faculty interested in contributing to transdisciplinary research, teaching, and/or outreach initiatives that align with our Data and Decisions Destination Area. With commitments in this area from the College of Architecture and Urban Studies, College of Engineering, College of Science, College of Veterinary Medicine, and the Pamplin College of Business, the university is specifically seeking faculty interested in engaging with research and curricular initiatives that advance innovation and problem solving in areas such as data analytics, decision sciences and policy, and health, environmental, and industrial analytics. Faculty with expertise in disciplinary areas such as Urban Affairs and Planning, Industrial and Systems Engineering, Business Intelligence and Analytics, Biostatistics, Computational Science in Psychology, Health Analytics, Big Data Economics, Epidemiology, Environmental Analytics, Social Determinants of Health, Social Analytics, or with interdisciplinary backgrounds will be uniquely positioned to help the university advance these efforts.

Hispanic Outlook Issue 10-16-17 ASSISTANT / ASSOCIATE / FULL PROFESSOR Creativity & Innovation Cluster Deadline 10-10-17 Tech(Color) is strategically investing in hiring innovative faculty to advance its vision to 1/4Virginia page

grow beyond boundaries as a premier 21st-century global land-grant institution through our Destination Areas initiative. As interconnected areas of strength, Destination Areas and Strategic Growth Areas facilitate faculty collaborations that bridge disciplines to create innovative and transformative solutions to global issues, while positioning Virginia Tech as a premier destination for talent that seeks to advance the human condition. Through committed university efforts such as AdvanceVT and InclusiveVT (inclusive.vt.edu), the university continues to build institutional and individual commitment to its motto of Ut Prosim (That I May Serve) in the spirit of community, diversity, and excellence.

Hisp Issu Dea 1/4 p

In support of these strategic initiatives, Virginia Tech is recruiting to build a robust and diverse cluster of faculty interested in contributing to transdisciplinary research, teaching, and/or outreach initiatives that align with our Creativity & Innovation Strategic Growth Area. With commitments in this area from the College of Architecture and Urban Studies, College of Engineering, College of Liberal Arts and Human Sciences, and the Pamplin College of Business, the university is specifically seeking faculty interested in engaging with research and curricular initiatives that support creativity and problem solving in areas such as Creative Experiences and Environments, Entrepreneurship and Innovation, and Creativity and Innovation in Pedagogy. Faculty with expertise in disciplinary areas such as interactive game design and development, data journalism and analytics, digital storytelling, digital and immersive media, cinema production, motion capture performance technology, business entrepreneurship, or with interdisciplinary backgrounds will be uniquely positioned to help the university advance these efforts. Interested individuals can find a full listing of active searches and instructions on applying at provost.vt.edu/destination-areas/about/cluster-hires/CI_Opportunities.html. Virginia Tech is an equal opportunity and affirmative action employer. Women, minorities, individuals with disabilities, and protected veterans are strongly encouraged to apply. Anyone having questions concerning discrimination or accessibility should contact the Office for Equity and Accessibility.

Strategically investing in more than 400 new faculty to advance “Beyond Boundaries”

Hispanic Outlook Issue 10-16-17 ASSISTANT / ASSOCIATE / FULL PROFESSOR Global Systems Science Cluster Deadline 10-10-17 Virginia Tech is strategically 1/4growpage (Color) investing in hiring innovative faculty to advance its vision to beyond boundaries as a premier 21st-century global land-grant institution through our

Destination Areas initiative. As interconnected areas of strength, Destination Areas facilitate faculty collaborations that bridge disciplines to create innovative and transformative solutions to global issues, while positioning Virginia Tech as a premier destination for talent that seeks to advance the human condition. Through committed university efforts such as AdvanceVT and InclusiveVT (inclusive.vt.edu), the university continues to build institutional and individual commitment to its motto of Ut Prosim (That I May Serve) in the spirit of community, diversity, and excellence. In support of these strategic initiatives, Virginia Tech is recruiting a robust and diverse cluster of faculty interested in contributing to transdisciplinary research, teaching, and/or outreach initiatives that align with our Global Systems Science Destination Area. With commitments in this area from the College of Agriculture and Life Sciences, College of Liberal Arts and Human Sciences, and the College of Veterinary Medicine, the university is specifically seeking faculty interested in engaging with research and curricular initiatives that support innovation and problem solving at the intersection of natural and social systems, with a focus on promoting equity in the human condition. Faculty with expertise in disciplinary areas such as Aquatic Entomology, Environmental Epidemiology, Cumulative Risk Assessment, Human/Ecological Risk Assessment, Oral/Public History, Local/Regional History, Digital History, Environmental History, or with interdisciplinary backgrounds will be uniquely positioned to help the university advance these efforts.

Interested individuals can find a full description and submit an application online at https://listings.jobs.vt.edu/postings/80309 Review of applications will begin November 1, 2017.

Interested individuals can find a full description and submit an application online at https://listings.jobs.vt.edu/postings/80310 Review of applications will begin December 1, 2017.

Virginia Tech is an equal opportunity and affirmative action employer. Women, minorities, individuals with disabilities, and protected veterans are strongly encouraged to apply. Anyone having questions concerning discrimination or accessibility should contact the Office for Equity and Accessibility.

Strategically investing in more than 400 new faculty to advance “Beyond Boundaries”

Strategically investing in more than 400 new faculty to advance “Beyond Boundaries” www.HispanicOutlook.com • 37

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ASSISTANT / ASSOCIATE / FULL PROFESSOR IIHCC Cluster

Virginia Tech is strategically investing in hiring innovative faculty to advance its vision to grow beyond boundaries as a premier 21st-century global land-grant institution through our Destination Areas initiative. As interconnected areas of strength, Destination Areas facilitate faculty collaborations that bridge disciplines to create innovative and transformative solutions to global issues, while positioning Virginia Tech as a premier destination for talent that seeks to advance the human condition. Through committed university efforts such as AdvanceVT and InclusiveVT (inclusive.vt.edu), the university continues to build institutional and individual commitment to its motto of Ut Prosim (That I May Serve) in the spirit of community, diversity, and excellence. In support of these strategic initiatives, Virginia Tech is recruiting a robust and diverse cluster of faculty interested in contributing to transdisciplinary research, teaching, and/or outreach initiatives that align with our Intelligent Infrastructure for Human-Centered Communities (IIHCC) Destination Area. With commitments in this area from the College of Architecture and Urban Studies, College of Engineering, and College of Science, the university is specifically seeking faculty interested in engaging with research and curricular initiatives that support creativity and problem solving in areas such as smart design and construction, energy, robotics and autonomous vehicle systems, ubiquitous mobility, and materials for a resilient and sustainable infrastructure. Faculty with expertise in disciplinary areas such as Architecture and Smart Technologies, Civil and Environmental Engineering, Mechanical and Nuclear Engineering, Chemical Engineering, Materials Science and Engineering, Chemistry, Physics, Regulatory Economics, Infrastructure Sensing and Health Monitoring, Energy Generation and Storage, Autonomous Systems, Robotics, Data-Driven Modeling, Human-Centered Interactive Simulation, or with interdisciplinary backgrounds will be uniquely positioned to help the university advance these efforts.

Hispanic Outlook Issue 10-16-17 ASSISTANT / ASSOCIATE / FULL PROFESSOR Integrated Security Cluster Deadline 10-10-17 Virginia Tech is strategically 1/4 page (Color) investing in hiring innovative faculty to advance its vision to grow

beyond boundaries as a premier 21st-century global land-grant institution through our Destination Areas initiative. As interconnected areas of strength, Destination Areas facilitate faculty collaborations that bridge disciplines to create innovative and transformative solutions to global issues, while positioning Virginia Tech as a premier destination for talent that seeks to advance the human condition. Through committed university efforts such as AdvanceVT and InclusiveVT (inclusive.vt.edu), the university continues to build institutional and individual commitment to its motto of Ut Prosim (That I May Serve) in the spirit of community, diversity, and excellence. In support of these strategic initiatives, Virginia Tech is recruiting a robust and diverse cluster of faculty interested in contributing to transdisciplinary research, teaching, and/or outreach initiatives that align with our Integrated Security Destination Area. With commitments in this area from the College of Engineering, College of Science, and Pamplin College of Business, the university is specifically seeking faculty interested in engaging with research and curricular initiatives that support innovation and problem solving in areas such as cyber security, data analytics, privacy and ethics, governance, and multiple forms of global security. Faculty with expertise in security issues – whether from traditional disciplinary areas of science, engineering, humanities, or social sciences (including Business, Mathematics, Policy, and disciplines within Engineering), or with interdisciplinary backgrounds will be uniquely positioned to help the university advance these efforts.

Interested individuals can find a full description and submit an application online at https://listings.jobs.vt.edu/postings/80315 Review of applications will begin December 1, 2017.

Interested individuals can find a full description and submit an application online at https://listings.jobs.vt.edu/postings/80313 Review of applications will begin December 1, 2017.

Strategically investing in more than 400 new faculty to advance “Beyond Boundaries”

Central Pennsylvania Consortium

DICKINSON COLLEGE FRANKLIN & MARSHALL COLLEGE GETTYSBURG COLLEGE

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 2018-2019 academic year. For current position listings, please visit our website https://mtsujobs.mtsu.edu

Three highly selective Pennsylvania liberal arts colleges, Dickinson, Franklin & Marshall, and Gettysburg, invite applications for the following Fall 2018 tenure-track positions. Because of the relative proximity of the three colleges, these positions may be of particular interest to academic couples. All positions require Ph.D. or appropriate terminal degree in hand or near completion. For further information and search schedules, interested candidates may consult institutional web pages. Please note that additional positions may be added to the colleges’ websites.

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

Computer Science: specialization not yet determined; French: specialization not yet determined

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

Business, Organizations & Society: International Business; Chemistry: Organic Chemistry; Government: Public Policy; Mathematics: Algebra; Psychology: Biological Mechanisms of Psychology; Religious Studies: Judaic Studies; Sociology: Sociology of Gender

GETTYSBURG COLLEGE, Gettysburg, PA 17325

www.gettysburg.edu/about/offices/provost/academic_positions/ Art and Art History: (specialization in modern and contemporary art); Chemistry: (research in physical chemistry, broadly defined); Classics: (specialization in language and literature); English: (specialization in diverse literatures of the United States); French: (specialization in contemporary issues in the Frenchspeaking world); German Studies: (open specialization); Health Sciences: (expansion position in global/ public health); Philosophy: (specialization in metaphysics or ethics); Political Science: (specialization in Political Theory and American Politics); Public Policy: (expansion position in public policy); Spanish: (specialization in Central American Literature)

Affirmative Action, Equal Opportunity Employers 38 • October/November 2017

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HEALTH CARE Tenure Track position in Health Information Technology (Health IT) University of Maryland Baltimore County The Department of Information Systems (IS) at UMBC invites applications for a tenure-track faculty position at the Assistant Professor level starting August 2018. We are searching for candidates with research interests and experience in Health IT, a research area with high growth and impact in healthcare and related fields. The ideal candidate will have expertise in conducting research that impacts healthcare outcomes, quality, and costs, and intersects with active research areas in the IS department: Artificial Intelligence/Knowledge Management, Data Science, Human Centered Computing, Software Engineering, and Health Information Technology. Strong candidates with research emphases in other areas may also be considered. Candidates must have earned a PhD in Information Systems or a related field no later than August 2018. Preference will be given to those who can collaborate with current faculty within and across departments at UMBC, fostering interdisciplinary research. Candidates are expected to establish a collaborative, externally funded, and nationally recognized research program as well as contribute to graduate and undergraduate teaching, advising, and mentoring. We especially welcome applications from candidates who are willing to contribute to the diversity mission of the university. The IS Department is committed to increasing the diversity of our community. The Department offers undergraduate degrees in Information Systems and Business Technology Administration. Graduate degree programs, MS and PhD, are offered in both Information Systems and Human-Centered Computing, including an innovative online MS program in IS ranked among the top 20 in the nation by US News & World Report. Consistent with UMBC’s vision and mission, the Department has excellent teaching facilities, state-of-the-art laboratories, and outstanding technical support. Further details on our research, academic programs, and faculty can be found at http://www. is.umbc.edu. UMBC is a dynamic public research university integrating teaching, research, and service. As an Honors University, the campus offers academically talented students a strong undergraduate liberal arts foundation that prepares them for graduate and professional study, entry into the workforce, and community service and leadership. UMBC emphasizes science, engineering, information technology, human services, and public policy at the graduate level. UMBC contributes to the economic development of the State and the region through health equity, entrepreneurial initiatives, workforce training, K-16 partnerships, and technology commercialization in collaboration with public agencies and the corporate community. Diversity is a core value of UMBC and we believe

that the educational environment is enhanced when diverse groups of people with diverse ideas come together to learn. Therefore, members of under-represented groups including women, minorities, veterans, and individuals with disabilities are especially encouraged to apply. UMBC continues to be recognized in U.S. News and World Report’s national university rankings, placing seventh in Most Innovative National Universities and 13th in Best Undergraduate Teaching. Princeton Review features UMBC as one of the nation’s top universities, and one of the Colleges that Pay You Back. The Chronicle of Higher Education has listed UMBC in the “honor roll” of "Great Colleges to Work For" for eight consecutive years; it is the only Maryland fouryear institution to be so recognized. Our strategic location in the Baltimore-Washington corridor puts us close to many important federal laboratories, agencies, and hightech companies. UMBC’s campus is located on 500 acres just off I-95 between Baltimore and Washington DC, less than 10 minutes from the BWI airport and Amtrak station. The campus includes a center for entrepreneurship, and the bwtech@ UMBC research and technology park, which has special programs for startups focused on cybersecurity, clean energy, life sciences, and training. We are surrounded by one of the greatest concentrations of commercial, cultural, and scientific activity in the nation. Located at the head of the Chesapeake Bay, Baltimore has all the advantages of modern, urban living, including professional sports, major art galleries, theaters, and a symphony orchestra. The city’s famous Inner Harbor area is an exciting center for entertainment and commerce. The nation’s capital, Washington, DC, is a great tourist attraction with its historical monuments and museums. Just ten minutes from downtown Baltimore and 30 minutes from the D.C. Beltway, UMBC offers easy access to the region’s resources by car or public transportation. Electronic submission of application is required at http://apply.interfolio.com/45260. All applications must be submitted as PDF files, including a cover letter, CV, one-page statement of teaching interests, one-page statement of research interests, and names and contact information of at least three references. For inquiries, please contact Dr. Aryya Gangopadhyay at (410) 455-2620 or gangopad@ umbc.edu. Review of applications will begin in November 2017 and will continue until the position is filled, subject to the availability of funds. UMBC is an Affirmative Action/Equal Opportunity Employer and welcomes applications from minorities, women, veterans, and individuals with disabilities. Assistant or Associate Professor - Genome Editing & Functional Cancer Genomics University of Pennsylvania The Department of Pathology and Laboratory Medicine at the Perelman School of Medicine at the University of Pennsylvania and the Children’s Hospital of Philadelphia

seek candidates for an Assistant or Associate Professor position in the tenure track. The successful applicant will have experience in the field of Genome Editing & Functional Cancer Genomics and also have experience in the field of Genome Editing & Functional Cancer Genomics and will creatively leverage the CRISPR/Cas9 or similar technologies towards functional characterization of chromosomal translocations, candidate drive mutations, epigenetic alterations, genetic polymorphisms, etc. Identification of new susceptibility alleles in important pediatric cancers and related diseases is also a priority. Responsibilities include establishing and maintaining an independent, extramurally funded research program. Teaching and mentoring of graduate and medical students is an integral component of this position. Applicants must have an M.D./Ph.D or equivalent degree and have demonstrated excellent qualifications in education and research. The position is affiliated with the Division of Cancer Pathobiology & the Center for Childhood Cancer Research at the Children’s Hospital of Philadelphia (CHOP). The Division & CCCR are housed in the state-of-the-art Colket Translational Research Building. More information about the program can be found at: http:// www.chop.edu/cccr/research-topic/ cancer-pathobiology-research A generous recruitment package and lab space will be provided, together with excellent institutional and core research resources. Drs. Andrei Thomas-Tikhonenko (Pathology) and Kai Tan (Pediatrics) will serve as co-chairs of the Search Committee. The Committee will keep considering applications until the position is filled. We seek candidates who embrace and reflect diversity in the broadest sense. The University of Pennsylvania is an EOE. Minorities/Women/Individuals with disabilities/Protected Veterans are encouraged to apply. Apply for this position online at: http://www.med. upenn.edu/apps/faculty_ad/index. php/g/d4758?&order_param=post_ date&order_direction=DESC EXECUTIVE Director of the Center for Computational Science Barnard College Barnard College, a premier liberal arts college in the City of New York and the nation’s most selective women’s college, seeks a scholar and leader to serve as Inaugural Endowed Chair in Computer Science and Director of the Center for Computational Science. This individual will build a department of computer science at the College that works in close collaboration with the Department of Computer Science in Columbia University’s Fu Foundation School of Engineering and Applied Science. In this newly-created role, the Chair and Director will have the opportunity to launch a new academic program in Computer Science and frame programming and content for a new Center for Computational Science. The endowed chair position will be

tenured in the Barnard Department of Mathematics until a department of computer science is formally established. The Chair and Director is expected to be in place no later than September 2018. Barnard benefits from close collaborations with academic departments across Columbia University, and it is expected that this individual will have an affiliate position and intellectual home in both the Computer Science Department and at the Data Sciences Institute at Columbia University. In addition to curricular development, the endowed chair position will have the resources to recruit junior faculty and post-doctoral scholars and stimulate interactions with units across Barnard, many of which have quantitatively and computationally oriented components, and with Columbia. Barnard seeks a leader in the field of computer science with a distinguished record of scholarship and is open to candidates from a variety of research areas. The ability to develop curriculum, an understanding of the importance of collaboration across disciplines, and a deep commitment to the undergraduate experience, the importance of women’s colleges, and excellent communication skills are required. Applications should be submitted electronically and include the following: curriculum-vitae including a publication list, a description of research accomplishments, a statement of research and teaching interests and plans, contact information for three experts who can provide letters of recommendation, and up to three pre/reprints of scholarly work. Inquiries, nominations, and applications should be sent in strict confidence to: Jane McMahon, Managing Associate Isaacson, Miller www.imsearch. com/6376 Barnard College is an Equal Opportunity Employer. Barnard does not discriminate due to race, color, creed, religion, sex, sexual orientation, gender and/or gender identity or expression, marital or parental status, national origin, ethnicity, citizenship status, veteran or military status, age, disability, or any other legally protected basis, and to the extent permitted by law. Qualified candidates of diverse ethnic and racial backgrounds are encouraged to apply for vacant positions at all levels. Associate Provost for Academic Administration Millersville University Millersville University of Pennsylvania (MU) welcomes applications for an Associate Provost for Academic Administration. The Associate Provost reports to the Provost/V.P. for Academic Affairs, provides leadership and direction for curricular and academic matters, and assists the Provost in all aspects of academic administration. This position oversees the General Education program, the First Year Experience program, the Multidisciplinary Studies Major, the McNairy Library and Learning Forum, the Office of Learning Services (tutoring and disability services), Global Education, the Center for Academic Excellence (faculty

development), and the Office of Sponsored Programs and Research Administration. Highly regarded for its instructional quality, focus on engaged learning (through undergraduate research, internships, study abroad, living-learning communities and civic and community engagement), and strong commitment to diversity, MU is a learner-focused institution located in historic Lancaster County, known for its excellent schools, vibrant arts community, affordability and proximity to Baltimore, Philadelphia and NYC. MU enrolls about 8,000 undergraduate and graduate students. We seek individuals who embrace our public mission and value exploration, professionalism, integrity and compassion. Additional information about the Associate Provost’s role and responsibilities can be found at http:// www.millersville.edu/assocprovost/ For complete position description and qualifications, and to apply, go to http://jobs.millersville.edu/ postings/5053 and create an application. Full consideration given to applications received by November 10, 2017. Position start date as early as Jan. 2, 2018 but no later than July 1, 2018. An Equal Opportunity/Affirmative Action Institution • www. millersville.edu Vice President for Enrollment Management & Student Success Shippensburg University Shippensburg University is currently seeking a Vice President for Enrollment Management & Student Success. The Vice President will work with senior leadership in administrative and academic units to develop a three-year enrollment management plan which increases the number of students and reduces their time-to-degree along with their associated cost. The successful candidate for this position, which reports to the president and serves on her cabinet, will have demonstrated experience in using data to develop operational plans, coordinating units across campus which are not in the EM portfolio to improve student success and in aligning objectives within the institution’s strategic plan. For full consideration all candidates should apply online at https://jobs. ship.edu by October 27, 2017 with acceptance of materials continuing until the position is filled. Materials submitted in other formats including paper documents will not be considered. All applications and inquiries will remain confidential.

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