HISPANIC HERITAGE MONTH ISSUE by Hispanic Outlook on Education Magazine

VOLUME 27 • NUMBER 12 SEPTEMBER/OCTOBER 2017

SERVING THE HISPANIC COMMUNITY SINCE 1990

Unfounded Loyalty President Obama and the Hispanic Community

HISPANIC HERITAGE MONTH HONORS AND OVATIONS Driven by the Power of Honest Dialogue and Difficult Conversation

SCHOOL NEWSPAPER CSUN Opens Legal Clinic for Undocumented Students and Community

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LATINO KALEIDOSCOPE From Feast to Famine: Venezuela’s Lost Prosperity

Save The Date! AAHHE proudly announces its 13th Annual National Conference March 8-10, 2018 Hotel Irvine, Irvine, California

Latina/o Students: Policy, Assessment and Academic Preparation for Successâ&#x20AC;?

4 actions YOU can take today!

1. Nominate a colleague for one of five 2018 Awards. 2. Nominate graduate students for the Graduate Fellows Program - includes conference attendance. 3. Nominate Hispanic, non-tenured faculty for the Faculty Fellows Program - includes conference attendance. 4. Submit a proposal for a conference concurrent session.

Deadline: September 22, 2017

Please refer to the AAHHE website for more information about the conference: www.aahhe.org

LATINO KALEIDOSCOPE FROM FEAST TO FAMINE VENEZUELA’S LOST PROSPERITY Written by Carlos D. Conde

he march of time has a cruel way of bestowing feast or famine on people and countries—something like the days of Sodom and Gomorrah of biblical times. Now it’s Venezuela’s turn. Once Venezuela and its people were a festival of oil and money and the good life. Now like those biblical cities, the once prosperous nation is on its knees beset by poverty and bad politics and a corrupt social system that appears to have no end. Most Latin American countries have such histories, but Venezuela in its adult years seemed to be an exception although it had its run of incompetent and corrupt leaders. Its oil resources fed a social welfare system that seemed to inure it to the socioeconomic maladies that other Latin American countries have been unable to escape or without the means to avoid. I lived in Caracas as a foreign correspondent during one of its best epochs and a year when it celebrated its 400th anniversary. Government ministries and civil organizations seemed to hold a party every week with joyful abundance and with the participation, it seemed, of the entire community. Although it had its share of corrupt and malfeasant leaders as in most developing regions in Latin America, Venezuela seemed to be a cut above its contemporaries due to providence and the stroke of rich natural resources like oil that kept the good times flowing. How much of it was shared with the people and how much was plundered

by inefficient and corrupt leaders remains an unquenchable debate. Rich or poor, it created a sort of arrogance once displayed to some foreigners that included me at Caracas' international airport when a midnight group of returning locals cut in front of a line of long traveled, exhausted visitors. “We don’t stand in line. We’re Venezuelans; we got money,” they said more pretentious than jocular, and a melee broke out until the police intervened. Well the good times are over. A string of bad, maybe even disastrous government leadership highlighted by the unschooled regime of military man, Hugo Chavez, has brought the once socially prominent and capitalist country South American nation to its knees. His anointed successor, the current president, Nicolas Maduro, once a bus driver, hasn’t done any better and for many is rated worse than his tutor who had a short and dubious reign. Complicating things are the hard times Venezuelans are enduring like going hungry, getting sick and begging in the streets and for some resorting to violence and criminality in order to survive. Venezuela is no longer rich although it still has plentiful petroleum resources. Unfortunately, the oil industry and the income it brings is also on the skids with much of the world awash in oil or resorting to other energy producing alternatives.

Maduro, the former bus driver and union official, isn’t as dumb as his political detractors thought when the then vice president succeeded his departed mentor, the army general Hugo Chavez. Like most political despots, Latino or otherwise, Maduro is a keen student in the art of political manipulation and survival though his tenure is still young. Ex bus driver he may be, he has survived because he has learned well how to outmaneuver political potholes in his path and also perhaps because, while Venezuelans may be good in fielding Ms. Universe winners, they don’t seem as adept in picking competent political leaders to whom they entrust their welfare and destiny. Venezuela is noted for its beautiful women and at one time fielded an array of Ms. Universe contest winners. It still has beautiful women, but now it is known more for its ugly politics and an inability to steer its once formidable socioeconomic ship thru unruly civic waters that beset it. Maduro has taunted the U.S. with some belligerent domestic policies that has increased suffering and also hammered whoever his adversaries may be leading to jail time for those that persist. As big brother watching, the U.S. has intervened accusing Maduro’s government of human rights abuses and has frozen any assets in U.S. jurisdiction. It’s just a shot across the bow for Maduro and his government with little consequences except for international stigma. Other than that, life goes on the Maduro way in Venezuela. • Carlos D. Conde, an award-winning journalist, former Washington and foreign correspondent, was a press aide in the Nixon White House. Write to him at CDCONDE@aol.com www.HispanicOutlook.com • 3

Be part of something inclusive . SUNY stands for the largest, most comprehensive system of colleges and universities in the state and the nation.

SUNY stands for medical breakthroughs, technological innovations, inspirational art, and ground-breaking start-ups. SUNY stands for excellence, for value, for access, for diversity, and for huge ideas. Since 1967, the Educational Opportunity Program has enabled nearly 70,000 students who would not have been enrolled in college to graduate. Initiatives like EOP ensure

SUNY stands for all New York. www.suny.edu

THE STATE UNIVERSITY F NEW YORK

THE HISPANIC OUTLOOK ON EDUCATION MAGAZINE VOLUME 27 • NUMBER 12

FEATUREDARTICLE “I found that people are in need of having a voice at the table and vowed to listen and help them find a platform. I’m a student advocate first.”

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 LINDSEY BAHR, STEPHEN BALKARAN, JOSÉ R. DEL REAL VIRAMONTES, SYLVIA MENDOZA, KERA WANIELISTA

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

6 • August/September 2017

on the cover Courtesy of Ingram Images

THE HISPANIC OUTLOOK ON EDUCATION MAGAZINE SEPTEMBER/OCTOBER 2017

Table of

CONTENTS

Latino Kaleidoscope From Feast to Famine: Venezuela’s Lost Prosperity by Carlos D. Conde

Spotlight On: Culture and Heritage Returning Home to Duende by Michelle Adam

Honors and Ovations Driven by the Power of Honest Dialogue and Difficult Conversation by Sylvia Mendoza

Historic First for Puerto Rico and Women

Puerto Rico and Beyond: PHSU Prepares the Next Generation of Hispanic Medical Professionals

Let’s Discuss: Politics Unfounded Loyalty: President Obama and the Hispanic Community by Stephen Balkaran

Scholars Corner AAHHE: A Transformative and Humanizing Experience by José R. Del Real Viramontes

School Newspaper CSUN Opens Legal Clinic for Undocumented Students and Community

A Star Is NOT Born

Panama to Train Teachers in Bilingual Initiative by Lindsey Bahr

“I Try to Empower Them” by Kera Wanielista

School Library This month, Hispanic Outlook is featuring the works of Diane Gonzales Bertrand We also are taking a look at titles from college and university presses across the country www.HispanicOutlook.com • 7

SPOTLIGHT ON: CULTURE AND HERITAGE

RETURNING HOME TO DUENDE Written by Michelle Adam

PHOTO COURT ES Y OF KEL EDICIONES

n October of 1933, one of the most important Generation of ‘27 Spanish poets—Federico García Lorca—arrived in Buenos Aires to premiere his play, “Blood Wedding.” He also gave an unforgettable speech, “The Play and Theory of the Duende,” that would forever leave its imprint on the world and would inspire me as I wrote my novel, “Child of Duende: A Journey of the Spirit.”

8 • August/September 2017

This past May, as I traveled to Buenos Aires, I carried with me Lorca’s words and inspiration, as well as my recently published novel, “Child of Duende.” It was an honor to visit this port city of my father’s childhood to read and perform my novel to flamenco guitar, and, at the same time, to celebrate the life of my recently deceased father along with my U.S., Argentinean and international family and friends.

Kel Ediciones, an established bookstore of English books in Buenos Aires, was in an old building on the corner of a park in a well-to-do section of town, Belgrano R. It was here that I would share my novel—in a space that was in walking distance from my father’s apartment, and—I later found out—next to my grandmother’s childhood home. She was, ironically, the same grandmother I had dedicated my novel to. As I traveled back to the land of my ancestors, I brought with me the words of this great Spanish poet, and my story’s imagination tied to my childhood in Spain. And in a quaint bookstore in Buenos Aires, I would weave the stories of gypsies, flamenco and southern Spain with that of this Latin American port city that had received so many European immigrants like it had my family. My accompanying flamenco guitarist, Nicolás del Cid, and I met for the first time in the upstairs room of Kel Ediciones shortly before our event. It didn’t take long, though, before people began filling in rows of 80-plus chairs, leaving standing room only for latecomers. We were all surprised by the grand turnout.

PHOTO COURTESY OF KEL EDICIONES

“I come here from New Mexico to walk these streets that García Lorca once walked, and that my father, Alberto Adam, also traversed as an adult and child growing up in Buenos Aires. I honor both men today as I bring to you my story, my novel, ‘Child of Duende: A Journey of the Spirit,’ and ‘duende,’ this essence that Lorca carried with him from Spain 84 years ago. ” — Michelle Adam “I come here from New Mexico to walk these streets that García Lorca once walked, and that my father, Alberto Adam, also traversed as an adult and child growing up in Buenos Aires,” I began. “I honor both men today as I bring to you my story, my novel, ‘Child of Duende: A Journey of the Spirit,’ and ‘duende,’ this essence that Lorca carried with him from Spain 84 years ago.” As I spoke and del Cid strummed his guitar, I let Lorca’s words on duende fill the room: “In Lorca’s speech, he said, ‘In Andalucía (southern Spain), the people constantly talk of the duende,’ explaining that all that has black sounds* has duende, since these black sounds are the mystery, the roots fastened in the mire that we all know and all ignore, the fertile silt that gives us the very substance

of art. He went on to describe a guitarist as saying that ‘The duende is not in the throat: the duende surges up, inside, from the soles of the feet.’ Meaning, it’s not a question of skill, but of a style that’s truly alive: meaning, it’s in the veins: meaning, it’s of the most ancient culture of immediate creation…‘Duende,’ Lorca added, is a ‘mysterious force that everyone feels and no philosopher has explained’ that is ‘in sum, the spirit of the earth.’” Lorca’s words soon dovetailed into my story: “With my novel, I bring to you gypsies, nature spirits, flamenco, ancestor spirits and a return home to the earth and her wisdom. I take you on a journey to Spain, where I had lived as a child and where her land had sung my young child’s soul alive,” I said.

“While I had lived in the high desert area of Madrid, the 8-year-old German girl of my novel is born in Málaga, Spain, a port town on the Mediterranean Sea, the day the dictator Francisco Franco dies and every bar, every street corner, every home, exhales a deep, deep breath of freedom’s possibility. It also begins with the story of her grandmother, who travels from Germany to the coast, to see her granddaughter and name her ‘Duende,’ a word never before used as a name, but one that fates the girl’s life.” To ever-changing flamenco guitar rhythms and palos (styles), I told the story of Duende’s adventure into the night, dancing flamenco with gypsies, imitating palmas (clapping) of the lead dancer. Then, I introduced Ingrid, my other main character, a www.HispanicOutlook.com • 9

28-year-old German wine journalist traveling to the hills of Malaga, close to her childhood home, to unravel the story of supernatural vines growing excessively and bleeding human blood. To the Spanish classical guitar piece of “Recuerdos de Alhambra,” I recounted her return to the edge of the sea, to the same body of water that had witnessed her earlier life. “Ingrid is like so many of us who return to the land of our younger years to unearth the true spirit that we are that is hidden inside the dark corners of our psyche,” I shared prior to embarking on Ingrid’s story. “It is a return to ‘duende,’ the ‘spirit of the earth we carry inside each one of us.’” As nighttime and the cool air of late autumn greeted this city of the Southern Hemisphere, del Cid and I finished. I answered questions, signed books and celebrated an evening of having successfully shared my story in my father’s and grandparent’s 10 • August/September 2017

PHOTO COURTESY OF KEL EDIC IO NES

I soon realized that my return to my father’s childhood home was not only marked by people’s appreciation for literature and stories but also an open door that—despite our migration to new worlds—waits for us in the place of our ancestors to return and tell our story. homeland. I had never expected such a strong turnout, and suspected, as in my novel, that my grandmother’s spirit had something to do with that. “Michelle Adam’s first event at Kel Ediciones was received with more than a full house,” said Sheila Pruden, an English woman living in Buenos Aires. “Her very captivating, colorful descriptions; her harmonious figure and movements; the flamenco guitar music; her sudden surprising heel-clicking; her hands dancing gracefully; and so much more were an inspiration! What an atmosphere! I thought she had dimmed the lights because I had gone into a trance. It was magic.” Pruden soon invited me to share “Child of Duende” at an elderly home of English speakers shortly after. And before returning to the U.S., I offered a writing class at my earlier venue, Kel Ediciones. While I had had success with my story

in the U.S., I had never expected such a strong turnout in my father’s childhood city. Unexpected doors had opened, and my novel, which weaves the Spanish culture with that of Latin magical realism, had been well received in a city marked by literary greats. I soon realized that my return to my father’s childhood home was not only marked by people’s appreciation for literature and stories but also an open door that—despite our migration to new worlds—waits for us in the place of our ancestors to return and tell our story. *The term “black sounds” refers to the darker aspects of our existence including death itself. In terms of duende, the passion we feel from a form of art comes from both the things that bring joy and light into our lives, as well as the things that remind us of our deepest fears. •

HONORS AND OVATIONS

DRIVEN BY THE POWER

OF HONEST DIALOGUE AND DIFFICULT CONVERSATION Theresa Martinez: Hamilton College VP and Dean of Students

Vice President and Dean of Students at Hamilton College Theresa Martinez

www.HispanicOutlook.com • 11

PHOTO COURT ES Y OF H AMILTON COLLEGE

heresa “Terry” Martinez believes in the power of honest dialogue and difficult conversations. That is what has anchored her and driven her in a more than 30-year career revolving around student life and advocacy at various higher education institutions including Columbia and Johns Hopkins. But perhaps it also stems from almost having her own voice silenced at a young age. “I’m not supposed to be where I am today by any statistics or stretch of the imagination,” Martinez explained. Today, she is vice president and dean of students at Hamilton College in New York. Her path could have been derailed when she was placed in the center of a difficult conversation at St. Barnabas Catholic High School in the Bronx. Martinez, then a solid B student, had her sights set on college. But one day, the counselor handed out college brochures to every single student in the classroom—except her. She told Martinez she was Latina, and her parents probably couldn’t afford it. Martinez’s father, who came from Puerto Rico when he was five, worked three jobs to ensure his children at-

Written by Sylvia Mendoza

— Theresa Martinez, vice president and dean of students at Hamilton College Hamilton Campus

tend the Catholic school. Martinez’s mother worked at Tiffany’s in sales. Still, college had always been on the radar. Devastated by the interchange, at home Martinez locked herself in her room. When she could finally relay the details to her parents, her father told her, “Don’t worry. You’re going to college.” He marched her back to the school the next morning and gave the principal a piece of his mind. Martinez said, “Then he told me: ‘Don’t let anyone ever tell you what you can and cannot do.’” She pretty much held onto those words as she ventured off to SUNY-Buffalo. “Only through an adult lens now can I see that it was from a place of racism that I had been subjected to.” It was a difficult topic to face and discuss, but she rose above it. Guided by a good mentor to meaningful internships and volunteer work at a suicide hotline center as crisis management counselor, she worked around 12 • August/September 2017

marginalized students and found she was good at teaching them life skills, as well as helping them find their place and worth on campus. She earned a degree in social work. Her father’s words stuck later in life as she went back to earn her masters in Applied Psychology from New York University. The words stuck as she interacted and mentored students in her career path, earning titles such as dean of student life at Columbia and dean of residential life at Johns Hopkins and other prestigious titles at various institutions in departments that directly impacted students: counseling center, leadership, mental health, student government, multicultural issues, civic engagement, student health and behavioral issues, housing, dining, student activities, Greek life, new student orientation, LGBTQ programs, and judicial affairs. The bottom line was her work involved—at the core—students’ emotional well-being and the need to be heard. “I listened,” she said. “I found that people are in need of having a

voice at the table and vowed to listen and help them find a platform. I’m a student advocate first.” The Road to Hamilton College Martinez’s background was a natural fit for Hamilton College’s expansion and transitional changes. Of six cabinet positions reporting to the president, four are new—Martinez as vice president and dean of students, the vice president of advancement, dean of faculty, and vice president of library and information technology. Hamilton President David Wippman believes Martinez will support a strong commitment to diversity and inclusion, as well as make certain student voices are heard formally and on a personal level. “Terry is both a leader and a partner in advocating for the best experience possible for students,” says Wippman. “Our students will benefit from a strong advocate with considerable experience in matters that affect their total experience and ultimately their success at Hamilton.”

PHOTO BY BO B HANDELM AN

“I found that people are in need of having a voice at the table and vowed to listen and help them find a platform. I’m a student advocate first.”

PHOTO BY NANCY L. FORD

2017 Hamitlon Graduate Alec Talsania

Martinez received many notes of welcome—some handwritten—from alumni, students and faculty and said, “That means a lot.” The small liberal arts institution she says is, “bucolic, residential, breathtakingly beautiful,” but she also sees a chance to meet the needs of the changing demographics. “It’s an exciting time,” she said. “There is a fundamental shift and a historical change we can all be a part of. The incoming class is the most diverse in its history. Many tenured faculty are retiring; 50 percent will be new within four years. We have a really great opportunity to walk in, look at it with fresh eyes and build something.” Difficult Conversations Originally founded in 1793, Hamilton College is one of the three

oldest colleges in the United States. With all the changes this year, conversations will be necessary to build on its legacy. “We want students to walk on campus and experience the campus, to understand the political climate and the culture of our campus,” Martinez said. “As the culture changes, they need to make sure their voices speak for the future of Hamilton. They’re going to be Titans. They’re going to gain knowledge and contribute knowledge.” Martinez believes that starts with those difficult conversations that directly impact students—and about them not feeling heard. “In so many areas there are the same issues there were 20 years ago,” Martinez said. “Residence halls are open, but your food halls are closed. Why is that?”

Her [Martinez’s] path could have been derailed when she was placed in the center of a difficult conversation at St. Barnabas Catholic High School in the Bronx. Martinez, then a solid B student, had her sights set on college. But one day, the counselor handed out college brochures to every single student in the classroom—except her. She told Martinez she was Latina, and her parents probably couldn’t afford it. www.HispanicOutlook.com • 13

“We can start by saying: We may not have the right language, but let’s talk about this. Allow me to make mistakes, but let’s set up dialogue for both sides to be heard.”

But some issues are more difficult to talk about because people are uncomfortable, she said. They don’t know how to start the conversation or address it. “We never thought about transgender issues twenty years ago, but we have to now,” Martinez explained. “We can start by saying: We may not have the right language, but let’s talk about this. Allow me to make mistakes, but let’s set up dialogue for both sides to be heard.” President Wippman supports Martinez. “I do not believe one can be a successful educator without having a firm commitment to open and honest dialogue. That includes conversations that take place in the classroom, the residence hall, the dining hall or wherever people encounter one another on campus.” Martinez, glad she took her father’s words to heart back in the day, is where she is meant to be: ready to see students and faculty thrive at Hamilton. “I want them to know they have a place here. Come talk to me. I can start the conversation.” •

14 • August/September 2017

Hamilton College’s President David Wippman at the 2016 Inauguration at Hamilton

PHOTO BY NAN CY L. FORD

— Theresa Martinez, vice president and dean of students at Hamilton College

HONORS AND OVATIONS

HISTORIC FIRST FOR

PUERTO RICO AND WOMEN Dr. Kenira Thompson Joins Steering Committee of AAMC’s Group on Research Advancement and Development

PHOTO LICENS ED BY IN GRA M I MAGES

once, Puerto Rico -- Dr. Kenira Thompson, the president of Ponce Research Institute and vice president of research at Ponce Health Sciences University (PHSU), has been selected to serve a three year term on the National Steering Committee for the Group on Research Advancement and Development (GRAND) of the Association of American Medical Colleges (AAMC). The mission of GRAND is to provide a national forum for the promotion, development and conduct of biomedical research in medical schools and teaching hospitals. “As the first Puerto Rican and first Hispanic woman to be selected to join GRAND’s Steering Committee, I’m honored to represent PHSU, as well as other Hispanic-serving medical schools,” said Thompson who is joining 13 other doctors and academic leaders from medical schools across the country on the Committee. “One of my goals in this prestigious role will be to share news of the critical contributions that Ponce Research Institute is making towards reducing Hispanic health disparities in multiple therapeutic areas and how these findings impact and benefit patients in Puerto Rico, as well as the U.S. mainland.” www.HispanicOutlook.com • 15

Since becoming president and research director at Ponce Research Institute in 2014, Thompson’s responsibilities have included: • Leading all research operations for PHSU, as well as research oversight at six affiliated hospitals in south central Puerto Rico. • Overseeing administration of the largest clinical trial unit in Puerto Rico, with participation in over 280 trials in multiple therapeutic areas during the last 15 years. • Co-directing the Puerto Rico Clinical and Translational Research Consortium, which integrates and facilitates clinical and translational research activities among three medical schools, four hospitals and a network of Federally Qualified Health Centers in Puerto Rico. • Increasing the number of R01 investigators in Puerto Rico by 33 percent. 16 • August/September 2017

PHOTO LICENSED BY INGRAM IMAGES

Born and raised in Puerto Rico, Thompson received a B.A. in Psychology at Interamerican University-San German Campus in Puerto Rico. She earned a Master of Science in Experimental Psychology and a Ph.D. in Experimental Psychology/Behavioral Neuroscience from University of Wisconsin-Milwaukee, and completed her Postdoctoral Training at Cajal Neuroscience Research Institute at the University of Texas at San Antonio. Her research findings in such areas of drug addiction, stress, and learning and memory have been featured in a variety of publications – including “Reproductive Sciences,” “Pharmacology Biochemistry & Behavior,” “Journal of Health Care for the Poor and Underserved,” “Ethnicity and Disease” and “Journal of Neurophysiology.” • Managing over 70,000 square feet of research space. • Overseeing an interdisciplinary research team that enhanced research funding in cancer from $50,000 yearly to more than $6 million in five years. • Overseeing a team that developed the first tumor repository for Puerto Rican patients (PR Biobank), with accrual of over 2,000 biospecimens to date. • Overseeing a team that executed an electronic medical record implementation plan in over 6,000 primary care practices in Puerto Rico. “GRAND is an important program for the Association of American Medical Colleges, bringing together the research leadership from medical schools across the country,” said Ross McKinney, M.D., chief

scientific officer for the AAMC. “The challenges that institutions face vary, depending on where they are located, their size and the intensity of the research programs. Dr. Thompson has a very broad and helpful perspective, having trained in Puerto Rico, Wisconsin and Texas, and she was selected for the steering committee on the basis of both her experience and her insights, as well as her commitment to developing and sustaining a vibrant pipeline of future biomedical researchers whose work will include fundamental discovery, minimizing health disparities and increasing community engagement. We welcome her passion, perspectives and expertise.” • Source Ponce Health Sciences University

PUERTO RICO AND BEYOND: PHSU PREPARES THE NEXT GENERATION OF HISPANIC MEDICAL PROFESSIONALS

ecognized both in Puerto Rico and abroad for educational service and research achievements, Ponce Health Sciences University (PHSU) has for 37-years focused on a variety of disciplines including medicine, clinical psychology, biomedical sciences and public health. In addition, this for-profit medical school has put a special emphasis on bilingual and bicultural training for its students to help ensure their selection for and success in medical residencies. The following are some of PHSU’s most recent achievements: Grads of PHSU’s Master of Science in Medical Science Program Achieve 47 Percent Med School Acceptance Rate Graduates from Ponce Health Sciences University’s 2017 class of its Master of Science in Medical Science degree program (MSMS) achieved a 47 percent acceptance rate to medical schools. The MSMS degree, which PHSU launched in 2014, is an integrated, multidisciplinary interdepartmental program in the basic medical sciences that’s the first and only one of its kind in Puerto Rico. It provides students with a broad-based one-year core curriculum that’s designed to improve their academic credentials for admission to medical schools. Along with providing students who initially were not accepted into medical or dental school an opportunity to bol-

ster their credentials and increase their understanding of core medical school curriculum, PHSU’s MSMS program is also beneficial for students who don’t have academic science backgrounds and wish to pursue careers in the health care industry after graduation.

tuition investment and complete their studies within three years,” said PSHU President and CEO Dr. David Lenihan. Prospective students who would like to apply to PHSU’s BSN program can begin the application process http:// www.psm.edu/new/nursing-eng/

U.S. DOE Approves Bachelor of Science in Nursing Program for PHSU Ponce Health Sciences University has received formal approval from the U.S. Department of Education to launch a Bachelor of Science in Nursing (BSN) program. The approval will allow PHSU to create a School of Nursing, which will make its health sciences curriculum available to the undergraduate community in Puerto Rico, the U.S. mainland and other territories. Educational benefits to PHSU’s nursing students will include opportunities to: • leverage established relationships with local hospitals • gain exclusive exposure to the school’s research projects • achieve mentorship experience from practicing professionals within the Ponce Health Sciences University Wellness Center “While most nursing programs require four years for completion, our academic team has designed an accelerated, innovative and rigorous program that will enable our students to reduce their

PHSU Launches Puerto Rico’s Newest Masters of Science in School Psychology Program Last month, Ponce Health Sciences University began offering Puerto Rico’s newest Master of Science (MS) in School Psychology degree. The program provides graduates with the education, practical training and credentials to offer their services as a social worker or psychologist in an elementary school, middle school, high school or college setting. PHSU’s two and a half year MS in School Psychology program is open to students who have a B.A. in any major from a college or university approved by the Council on Higher Education and 15 credits in psychology coursework. Enrolled students have the option of completing a concentration in Neuropsychology (NP) or in Neuroscience of Learning (NSL) as part of their studies. After earning their degrees, students will be able to seek licensing in Puerto Rico and in most states across America. • Source Ponce Health Sciences University

www.HispanicOutlook.com • 17

LET’S DISCUSS: POLITICS

Unfounded Loyalty

President Obama and the Hispanic Community Written by Stephen Balkaran

he tenure of the nation’s first African-American president has been met with a wide variety of critiques and praises from the diverse ethnic groups that call America home. Presidential success is often gauged by the ability to compromise and enhance the status quo of the ethnic groups that make up our great nation in troubling and difficult times. Often these kinds of status quo have been challenged by public policies that could potentially hamper or enhance the fundamental beliefs that govern our democratic ideals. Center to President Barack Obama critique is his relationship with the Hispanic popula-

…NBC News concluded that Hispanics have become a significantly growing share of adult Americans with no health insurance despite gains in coverage after the passage of the Affordable Care Act. About a third of the nation’s uninsured are Hispanics.

18 • August/September 2017

tion: a community that has pledged their electoral allegiance to him witnessed in both presidential elections. Obama’s political genius, sincerity, creative wit and socratic appeal instantly forged a love affair with Hispanics. Obama’s campaign team understood the changing Hispanic demographic trends, its implications, political importance, and more importantly, how to secure their electoral loyalty. This loyalty not only became a political weapon in the 2008 presidential election, but in 2012, the Hispanic vote again dictated who would become the leader of the free world. The aim of this piece is neither to condemn nor praise the president’s policies but to remind many of us of the unfounded loyalty that existed between Hispanics and President Barack Obama and the tragic cost of achieving those presidential democratic ideals. We must be vigilant of the Hispanic political culture, which can be traced in the United States for over 500 years when California, Mexican states, Florida and the Southwest were discovered by Spanish explorers. Hispanic culture and political influence flourished well before the Founding Fathers envisioned the idea of securing their independence from Britain in 1776. Not only did Hispanic political culture help shape and define America’s early political landscape, but it also has played an important role in

helping to secure the birth of the new republic: America. Without their political presence this feat may have been impossible. Hispanic political power and impact continued with the election of President James Polk in 1844 and his future policy of the annexation of Texas. It was the Hispanic voters that also played an important role in the election of the nation’s first Irish-Catholic president, John F. Kennedy, and his continued policies under the auspices of Lyndon B. Johnson-the Viva Kennedy Club. Hence, my point is simply Hispanic political influence has always been part of the American political process, yet their allegiance has never been met with the deserved accolades and merits. Fast forward to the 21st century and America’s first African-American president, whether we choose to acknowledge it or not. The election and re-election of the President Barack Obama in 2008 and 2012 was primarily due to the Hispanic vote. Without the Hispanic communities’ political support, this monumental, historic achievement and everlasting legacy of the nation’s first African-American president would not have been possible. Despite their committed support, many of the president’s Hispanic promises went unfulfilled, and at times, their allegiance/loyalty has been taken for granted. With the recent demographic change in the 21st century,

PHOTO LICENSED BY ING RAM IM AG ES

Hispanics have become the cornerstone of country’s socioeconomic, cultural and political power. Their presence has slowly but surely Hispanicized America. The president’s campaign slogan “Yes We Can” stemmed from the famed watch words of Cesar Chavez and Dolores Huerta who coined the term “Sí, se puede” in the 1972. During the farmworkers’ strike, this phrase immediately struck a blossoming relationship within the Hispanic community. It was the Hispanic vote that ultimately defined the new change in America, Obama's presidency and the leader of the free world. Despite the vast prosperity and economic turnaround associated with President Obama’s tenure, his presidency will always be judged by the courting of the Hispanic vote and his pledge to secure unfulfilled promises, most notably Comprehensive Immigration Reform. One must not forget that then Senator Barack Obama coined “La Promesa de Obama” referencing to his commitment in his 2008 campaign to make immigrant reform his top priority. President Obama’s immigration policy revolved around his promise to Hispanics, that he would “guarantee” an

immigration bill within the first year in office. The politics of immigration has never been so divisive and controversial that it has brought the worst out of us, what we stand for and what we can become as a nation of immigrants. Often referred to as the new Americans or those whom we blatantly call undocumented immigrants after Obama’s failed attempts at keeping his pledge, his promise regarding immigration reform became the watchwords of the Hispanic community due to the fact that many immigrants saw him as Moses leading the people the promise land. Never in American history has immigration been such a divisive issue where policymaking and the electoral process go hand in hand. Very few understand the political importance of the Hispanic vote. As a result of Obama’s tainted relationship within the community, there will be a long-term effect as both political parties seek to win the ever important and defining Hispanic vote in future elections. Both the Democrats’ and the Republicans’ political parties have acknowledged the importance of the Hispanic vote. In the future, how they

During the 2012 re-election, Obama again secured Hispanic loyalty, ultimately carrying 70 percent of their vote in an overwhelming victory. Within days of his triumph, he reached out to Hispanic activists and other supporters to assure them that he planned to make immigration reform his first priority during the second tenure of his presidency… Yet despite his promise of immigration reform and his commitment towards the Hispanic community, his public policies and promises went un-fulfilled, and the nation’s first African-American president was labeled “deporter in chief.”

www.HispanicOutlook.com • 19

PHOTO LICENSED BY ING RAM IM AG ES

approach the new voting sector must be in a cautious and sensitive manner. Due in part to the unfounded voting loyalty, both political parties and their lack of commitment on the delivery on many of their Hispanic campaign promises will ultimately become a stumbling block for future elections and their potential presidential candidates. In 2008, then Senator Obama secured some approximately 67 percent of the Hispanic vote, which ultimately propelled him to the nation’s highest office. Despite the overreaching immigration promise, his entire first term as commander in chief whisked away without any conscious effort to either seek legislation or fulfill the promise he made during his presidential campaign. The “Browning of America” has generated many divisions in our society, and immigration reform has become the new “Civil Rights debate of 21st Century.” During the 2012 re-election, Obama again secured Hispanic loyalty, ultimately carrying 70 percent of their vote in an overwhelming victory. Within days of his triumph, he reached out to Hispanic activists and other supporters to assure them that he planned to make immigration reform his first priority during the second tenure of his presidency. Accord20 • August/September 2017

ing to the president “the second thing I’m confident we’ll get done next year is immigration reform. And since this is off the record, I will just be very blunt. And so I am fairly confident that they’re going to have a deep interest in getting that done. And I want to get it done because it’s the right thing to do, and I’ve cared about this ever since I ran back in 2008.” Yet despite his promise of immigration reform and his commitment towards the Hispanic community, his public policies and promises went unfulfilled, and the nation’s first African-American president was labeled “deporter in chief.” Never in American history has a president abused his immigration and deportation powers as Obama did during his presidential reign; consequently, his commitment towards a sensible and secure immigration reform policy became the elephant in the room. No other time in our country’s great history has a debate on immigration divided a nation as it has recently done, leaving us searching for an American identity as to who we are and what we stand for as a nation of immigrants. During his tenure as president of the United States, from 2009 through 2015, Obama’s administration removed some 2.5 million people dictated by his immigration orders.

In fact, Obama’s deportation policies surpassed that of then President Franklin D. Roosevelt’s policies from 1929-39 where an estimated 1 million Mexicans, majority of whom were legal residents or U.S. citizens, were illegally deported back to Mexico. This mass deportation often lost in American history was known as the Mexican Repatriation policy, which aimed at cleansing America’s ill. Fast forwarding to Obama’s policies; not only did he removed criminals, which is great for America, but at the same time, it appeared as though he deliberately separated families with long standing roots in America. His policies of breaking up and removing families who have established their socio-cultural roots here is un-American, unconstitutional, and it is not what we stand for as a country that preaches democracy, tolerance, diversity and acceptance. It is also important to note that then Senator Obama in 2005 voted for the building of the border wall, which later became the foundation of the immigration debacle and protests throughout the country. That wall became the the foundation of the 2016 presidential debates, which ultimately saw the election of Donald J. Trump, a foundation based on hate and bigotry, overlapped by Obama’s inability to fulfill many of his Hispanic promises. Obama’s failed immigration policies will be the cornerstone on his tainted relationship with Hispanics and will ultimately define his legacy with a community that placed their loyalty in his hands. When polled in 2009, Hispanics saw economic empowerment as their top priority for the new administration, a community that has been historically exclude, denied and oppressed from the American pie. Despite making up approximately 17 percent of the U.S. population (according to the 2015 U.S. Census Bureau report), Hispanics account for almost 25 percent of the nation’s poverty. What is more alarming is

that poverty under Obama’s administration for Hispanic kids peaked at a staggering 37 percent; this is the highest of any level among ethnic groups and under any presidential administration. In fact, many of these young Hispanic children are living in conditions equivalent to that of third world countries, in America! According the U.S. Census Bureau’s economic report in 2014, under Obama’s tenure the percentage of Hispanics in poverty increased from 23.2 percent to 23.6 percent from 2008 to 2014. According to the same report, some 10.9 million Hispanics lived below the poverty line in 2008 when Obama was sworn in as commander in chief, while in 2014, some 13.1 million Hispanics were still languishing in poverty, an increase of approximately two million residents. Nevertheless, one must be cautious on how we interpret these Census Bureau statistics given the fact that we were in economic recessions second to that of The Great Depression. According to a report by the Pew Research Center in 2011, the largest single decline in wealth of any ethnic and racial group in America during the recession belonged to Hispanics. With Obama’s economic turnaround package, Hispanics along with African-Americans saw their wealth and net worth decreased four times more than their white counterparts. This continued downward spiral now accounts for the largest wealth disparities in the 25 years since the U.S. Census Bureau has been collecting data. It’s important to note that Wall Street was bailed out of the economic recession, yet black and brown streets remained embedded in the economic struggle. Obama’s famed Affordable Healthcare Act, often termed “Obamacare,” had three primary goals: to make affordable health insurance available to more Americans, to expand Medicaid programs to cover all adults and to support innovative medical care delivery methods designed to lower the costs of health care generally. The United States is a society with

vast wealth and prosperity; its health care system has often been termed the Rolls Royce of the developed world. Yet, at the same time, there is an association between health care outcomes and treatment that are specifically tied to race, ethnicity and socioeconomic status. The way we administer and provide health care have always been along racial and socioeconomic terms; Hispanics who fall into these groups tend to be more at risk to the disparities due to the lack of access to quality services compared to many of their white counterparts. These disparities may take shape in all forms in the medical profession and diseases including but not limited to heart disease, diabetes, cancer, HIV and other illnesses that continue to plague communities that do not have access to quality medical education and treatment. Despite this great promise of universal health care, NBC News concluded that Hispanics have become a significantly growing share of adult Americans with no health insurance despite gains in coverage after the passage of the Affordable Care Act. About a third of the nation’s uninsured are Hispanics. Though the number of Americans without health insurance has decreased by 20 million since 2010, Hispanics without coverage has grown from 29 percent in 2013 to 40 percent in 2016 while other ethnic groups without coverage has declined from 50 percent in 2013 to 41 percent in 2016 according to the report. The Census Bureau concluded that just under 30 percent of Hispanic households lack health care under Obama’s administration when compared to African-Americans who showed a 50 percent higher rate of their 19 percent lack of health care coverage and nearly triple the white rate of 11 percent. Harmed by future skyrocketing premiums, lack of understanding of the program and immigration status, coverage among Hispanics has been waning since the inception of the famed ACA program. Transparency, language barriers and cultural mistrust in

The president’s campaign slogan “Yes We Can” stemmed from the famed watch words of Cesar Chavez and Dolores Huerta who coined the term “Sí, se puede” in the 1972. the program has led to fear of governmental intrusion and invasion of their privacy. In fact, states with overwhelmingly Hispanic populations suffered from the ACA mistrust. New Mexico, for example, with some 47 percent of its population being Hispanic, witnessed only a few thousands signed up for the program in its first few months. In a diverse country as ours, it is always difficult to assess the success of any president although gains in economic growth, domestic policy and foreign policy have been the gauge we use to define any presidency. Given the gains made during the economic turmoil and the pace of recovery, there still lies numerous fundamental paradoxes of Obama’s presidency. I often am reminded that he is the president of all Americans, yet I often wonder if Hispanics are included in that phrase “of all Americans.” • Stephen Balkaran, is currently an instructor of philosophy at Central Connecticut State University.

www.HispanicOutlook.com • 21

SCHOLARS CORNER AAHHE A TRANSFORMATIVE AND HUMANIZING EXPERIENCE Written by José R. Del Real Viramontes

n the spring of 2015, I was selected to attend the 2016 American Association of Hispanics in Higher Education Conference as an AAHHE Graduate Student Fellow. Prior to attending, I did not know what to expect from participating in the Conference. I am currently a doctoral student in the cultural studies in education program at the University of Texas at Austin, but I felt personal doubts about my place in the academy due to my own educational and schooling experiences as a community college transfer student. I did not know how to navigate and negotiate these feelings until I experienced AAHHE. During AAHHE, I met other graduate student fellows who were engaged in doing great work on behalf of and with communities of color. Meeting a group of doctoral students pursuing their degrees in order to get out in the field and make a positive impact on the educational outcomes for Chicanas/ os Latinas/os was motivating and inspiring. Through AAHHE, I was matched with Dr. David Pérez II as my faculty mentor. He shared his experiences as a former graduate student fellow and now as an assistant professor in the Department of Ed22 • August/September 2017

ucational Leadership at Miami University of Ohio. In addition, I had the opportunity to share the work I am doing regarding Chicana/o Latina/o community college students in Texas and gained a lot of meaningful information and feedback from Dra. Marissa Vasquez. After AAHHE, my peers and I created a GroupMe that we used to check in on each other, share opportunities for collaboration and support each other on how to navigate and negotiate the Ph.D. journey as Chicanas/os Latinas/os. On a personal level, keeping in touch with all the fellows provided me with a network of students who supported me with feedback on a few personal projects and while I prepared myself for taking my comprehensive qualifying exams this past summer. Having access to a network of students who were going through or had gone though what I was experiencing at the time was invaluable. Overall, attending AAHHE as a graduate student fellow was a transformative and humanizing experience for me. It was transformative because it allowed me to meet Latina/o faculty and education leaders who work with and on behalf of Latino communities all over the

country. It was humanizing because I had the opportunity to learn about the physical, mental and emotional struggles that Latina/o faculty and graduate students face within the academy. These experiences allowed me to validate my own experiences as a doctoral student and most importantly, they allowed me to see myself as a faculty member in the near future. Additionally, experiencing AAHHE as a fellow reinforced my commitment to continue supporting Chicanas/os Latinas/os at all levels of their education trajectory. Finally, I would encourage all Latina/o doctoral students to give themselves the opportunity to experience the AAHHE Graduate Student Fellow program by applying to become a fellow. • José R. Del Real Viramontes is a doctoral student of cultural studies in education at the University of Texas at Austin

José R. Del Real Viramontes

TENURE-TRACK FACULTY POSITIONS Effective Fall 2018

Located in historic New Haven, a city rich in art and culture, Southern Connecticut State University is a public, intentionally diverse and comprehensive institution committed to academic excellence in education and scholarship, and service for the public good. The University invites applications from individuals who believe in the mission of public higher education and are committed to outstanding teaching and scholarship/creative activity. Successful candidates will be disciplinary scholars devoted to a student-centric approach. The University is home to numerous centers, including the Center for Educational and Assistive Technology, the Werth Center for Coastal and Marine Studies, the Center for Excellence on Autism Spectrum Disorders, and the NSF supported Center for Research on Interface Structures and Phenomena. Southern enrolls approximately 10,000 students in 71 undergraduate majors and 64 graduate degree programs. Offering degrees primarily at the Bachelor’s and Master’s levels, Southern also offers select Doctoral degrees and sixth year diplomas. Southern is the flagship of graduate education in the Connecticut State Colleges and Universities (CSCU) system and an institution of choice among undergraduates in the state. .

ARTS & SCIENCES

Art Biology Chemistry Communication Communication Env. Geo. & Marine Sci. English History Sociology Sociology Theatre

BUSINESS

Accounting Economics & Finance Economics & Finance Management/MIS Management/MIS Management/MIS Marketing

EDUCATION

Curriculum & Learning Educational Leadership Info. & Library Science Special Ed. & Reading

HEALTH & HUMAN SERVICES Exercise Science Nursing Social Work Social Work Social Work

Graphic Design/Interactive Design Specialist Invertebrate Developmental Biologist Biophysical Chemistry Personal and Professional Communication Instructional Communication and Technology Socio-Ecological Systems/Sustainability Medieval Literature and Languages Modern Latin American History Criminology and/or Criminal Justice Medical Sociology Lighting and Set Design Financial and/or Managerial Accounting Econometrics, Managerial, Industrial Org., Health (2 pos.) Finance Org. Behavior, Business Policy, Strategy, Int’l Business (2 pos.) Public Utility Management Management Information Systems Marketing (2 pos.)

Assistant Assistant Assistant Assistant/Associate Assistant Assistant Assistant Assistant Assistant Assistant Assistant Asst./Assoc./Full

Assistant/Associate Assistant/Associate Instructor/Asst./Assoc. Instructor/Asst./Assoc. Instructor/Asst./Assoc. Asst./Assoc./Full

Educational Psychology/Child Development Administrative Leadership/School Leadership (2 Pos.) General Library/Info. Science and Info. Technology Endowed Chair/Autism Spectrum Disorders

Assistant Assistant/Associate Assistant/Associate Associate/Full

Athletic Training Adult/Family Health Clinical Policy DSW Focus

Assistant Assistant Assistant/Associate Assistant/Associate Assistant/Associate

Rank dependent upon appropriate experience and qualifications. Note: A detailed description of all faculty positions, required application materials and instructions can be found on the Southern Connecticut State University website: https://www.southernct.edu/faculty-staff/hr/jobs.html All positions are contingent upon the availability of resources and needs of our students. SCSU is an Affirmative Action/Equal Employment Opportunity employer. The University seeks to enhance the diversity of its faculty and staff. People of color, women and persons with disabilities are strongly encouraged to apply.

SCHOOL NEWSPAPER CSUN OPENS LEGAL CLINIC FOR UNDOCUMENTED STUDENTS AND COMMUNITY

PHOTO BY RUTH SA RAVIA

alifornia State University, Northridge and Southwestern Law School have joined forces to bring a clinic to the CSUN campus. The Student Legal Clinic, which is located on the second floor of the Delmar T. Oviatt Library, is designed to provide students and the community with pro bono legal assistance on immigration issues. Through the clinic and under the supervision of attorney and Southwestern lecturer Julia Vázquez, Southwestern law students can assist the CSUN community on a variety of immigration-based legal services, including adjustment of status, spe-

cial immigrant juvenile status and naturalization needs, among others. Though the clinic’s focus is immigration, student volunteers at the clinic will refer clients to free or low-cost attorneys or clinics for other legal issues. CSUN students Kenya López and Sevag Alexanian — the 201617 Associated Students (AS) vice president and president, respectively — spearheaded the initiative to bring the legal clinic to campus. López said that she and Alexanian came up with the idea to start the clinic while they were running for student office.

The Student Legal Clinic is a partnership between CSUN and Southwestern Law School and will be housed on the third floor of the Oviatt library.

24 • August/September 2017

“One of the main things we wanted to accomplish was [bringing] a legal clinic to campus,” López said. “[We] wanted to provide students with free legal services.” While they were considering a wide array of legal issues for the clinic to address, López said there was a clear demand for a clinic tackling immigration law. “We did a survey of students, and we gave them different options for what topics they would want to see inside the clinic,” López said. “Immigration was the leading one.” It’s a topic López knows all too well. The senior majoring in criminal justice and minoring in business law is one of an estimated 1,400 students attending CSUN as undocumented immigrants. Called the “DREAMers,” many of these young people came to the United States as children with parents or other relatives who dreamed of starting a new life, a better life. The AS leaders chose to collaborate with Southwestern because CSUN already had established a relationship with the law school through the 3+3 B.A./J.D. program, López said. The joint, accelerated multiple-degree program allows students to earn their bachelor’s and Juris Doctor degrees in six years, rather than the usual seven. The process of establishing the clinic took a lot of hard work over the course of Alexanian and López’s term in office, he said. “Right when we got elected in April 2016, we started working on [bringing the clinic to CSUN],” Alexanian said. “And we completed it right when we were getting out of office in May 2017, so it took about a year.”

The desire to fill a void in student services was his primary motivation for the project, the former AS president noted. “At the end of the day, [I wanted] the real big win to be for the students,” Alexanian said. “They’re the ones who will be able to benefit from such services. [This clinic] is something that [CSUN] didn’t have, and something that we definitely needed.” Vázquez, the new director of the Student Legal Clinic, said the project never would have gotten off the ground without the help of key CSUN faculty, among which are Sylvia Macauley, chair of the Department of Africana Studies and Vice Provost Stella Theodoulou, formerly dean of the College of Social and Behavioral Sciences. Theodoulou connected López, Alexanian and Vázquez with Macauley who served as a CSUN faculty advisor for the initiative, Vázquez said. The clinic opened at the end of August (the start of the fall semester) with two key goals in mind. “Our No. 1 goal is to provide free and excellent legal services to the CSUN student community,” Vázquez said. “Another goal is to really empower the student community with information and ‘know your rights,’ so we’re going to set community outreach as one of our goals.” The Student Legal Clinic is also open to the public. For more information or to make an appointment, please contact Julia Vázquez at jvazquez@swlaw.edu or by phone at (213) 738-6608. •

THE

HISPANIC OUTLOOK IN HIGHER EDUCATION c

SERVING THE UNIQUE NEEDS OF THE HISPANIC COMMUNITY IN

HIGHER EDUCATION HO provides a pipeline delivering nationwide News about multicultural accomplishments And challenges in college classrooms. The Publication serves a diverse audience offering Editorial coverage about high-profile events, Trends, and facts and figures – compiled By a network of accomplished hispanic And non-hispanic writers – that impact the Country’s higher learning institutions.

Source California State University, Northridge

www.HispanicOutlook.com • 25

SCHOOL NEWSPAPER A STAR IS NOT BORN NEW UNIVERSITY STUDY SAYS FILMS EXCLUDE MINORITIES INCLUDING HISPANICS, AS WELL AS WOMEN, LGBT PEOPLE AND THE DISABLED Written by Lindsey Bahr, AP Film Writer

OS ANGELES (AP) -- In 2016 “Moonlight” won best picture and “Hidden Figures” was the 14th highest grossing film of the year, but popular Hollywood films remained as white and male-dominated as ever. A new report from the Media, Diversity, & Social Change Initiative at the University of Southern California’s Annenberg School for Communication and Journalism finds that the representation of women, minorities, LGBT people, disabled characters in films remains largely unchanged from the previous year, despite the heightened and attention to diversity in Hollywood. At the bottom of the rung and most egregiously disproportionate to their U.S. demographics are women, Hispanics and disabled characters. Exclusion, the report says, is the norm in Hollywood, not the exception. For nine years since 2007, USC has analyzed the demographic make-

At the bottom of the rung and most egregiously disproportionate to their U.S. demographics are women, Hispanics and disabled characters.

26 • August/September 2017

up of every speaking or named character from each year’s 100 highest-grossing films at the domestic box office (with the exception of 2011), as well as behind-the-camera employment for those films including directors, producers and composers. “Every year we’re hopeful that we will actually see change,” Stacy L. Smith, a USC professor and the study’s lead author, told The Associated Press. “Unfortunately that hope has not quite been realized.” Women remain vastly underrepresented when it comes to both speaking roles and lead or co-leading parts in films. Of the 4,583 speaking characters analyzed from the top 100 films of 2016, 31.4 percent were female, a number that is basically unchanged since 2007. Also, only 34 of the films depicted a female lead or co-lead — and only three of those were from underrepresented groups. “We see a real stalling out,” Smith said. In terms of race and ethnicity, the landscape remains largely white, with Hispanics grossly underrepresented compared to the breakdown of the U.S. population. Of the speaking characters surveyed: 70.8 percent were white; 13.6 percent black; 5.7 percent Asian; 3.1 percent Hispanic; and less than 1 percent American Indian,

Alaska Native or Native Hawaiian. According to the latest U.S. Census, the nation is 61.3 percent white, 17.8 percent Hispanic, 5.7 percent Asian, 13.3 percent black, 1.3 percent American Indian and Alaska Native and 0.2 percent Native Hawaiian. More striking still is the film by film “invisibility” breakdown, which finds that 25 of the 100 films did not feature a single black character in a speaking role; 54 films had no Hispanic characters (14 higher than in 2015); 44 had no Asian characters (a rare improvement from 2015 which tallied 49 films with zero Asians). For women of color, it’s a bleaker story. “We can’t just talk about females in film anymore. What our data shows most powerfully this year over any other year is the real epidemic of intersectional invisibility in film,” Smith said. “If you cross gender with race and ethnicity, you see that the bottom really drops out for females of color on screen.” The data speaks volumes: 47 films featured no black females; 66 had no Asian females; and 72 had no Hispanic females. Also largely invisible are LGBT females, who were excluded from 91 of the top 100 films of 2016. There was a notable increase in films with gay speaking characters in 2016 — 36 up from 19, but zero transgender characters. Most of those — 79.1 percent — were white and 76 of the 100 films had no LGBT characters. Only one, “Moonlight,” featured a gay protagonist. The study also examined characters with disabilities — its second year doing so — and found that despite

nearly 18.7 percent of the U.S. population identifying as disabled only 2.7 percent of all speaking characters were depicted as disabled. Behind the camera, things continue to be dismal for female directors — in 2016 there were only 5 female directors out of 120 (including co-directors) and none were black. Every year there are indicators of change, however, including this year with the successes of “Wonder Woman,” ‘‘Get Out” and “Girls Trip” among others, and more on the horizon. The Academy of Motion Picture Arts and Sciences has also recently made strides to diversify its membership. “The question is with all of these high-profile examples, will the memo to Hollywood be read seriously and will they actually start engaging in more inclusionary hiring practices,” Smith said. USC has a number of recommendations for changes — including adding five female speaking parts to each top film (which would result in gender equity in just three years) and encouraging A-listers to implement equity clauses into their contracts. The organization is also available to studios and content creators looking for advice, understanding or even lists of working female directors to consider. “Diversity is not just something that just happens,” said Katherine Pieper, a research scientist on the report. “It’s something you have to think about and aim for as an objective and achieve.” •

California State University, San Bernardino, a comprehensive regional university, is one of 23 California State University campuses. It serves approximately 20,000 students and graduates 4,000 annually. CSUSB reflects the dynamic diversity of the region and has the most diverse student population of any university in the Inland Empire, and has the second highest African American and Hispanic enrollments of all public universities in California. CSUSB employs 410 fulltime faculty and offers 48 undergraduate, 34 graduate, one doctoral degree and has 13 academic programs with national accreditation. The university consists of five academic colleges: Arts and Letters, Jack H. Brown College of Business and Public Administration, Education, Natural Sciences, Social and Behavioral Sciences. The university also operates a branch campus in Palm Desert. CSUSB is situated 70 miles east of Los Angeles, offering easy access to beaches, mountain and desert resorts.

Tenure-Track Positions for 2018-2019 Academic Year Rank is assistant professor unless otherwise noted. California State University, San Bernardino is a preeminent center of intellectual and cultural activity in Inland Southern California. CSUSB is listed among the best colleges and universities in the Western United States, according to The Princeton Review, Forbes and U.S. News & World Report, in their respective annual rankings. CSUSB is committed to providing learning opportunities that are driven by teaching and research excellence, intellectual interaction, creativity and diversity. We invite applicants who share this commitment and dedication to apply. California State University, San Bernardino is recruiting for tenure-track positions. Salaries are competitive and commensurate with experience and qualifications. To apply for any of the positions listed below, please visit our website at https://www.governmentjobs.com/careers/csusb/transferjobs COLLEGE OF ARTS AND LETTERS Art: Design Communication Studies: Generalist; Bilingual Multi-Media English: Composition; Creative Writing/Digital Media JACK H. BROWN COLLEGE OF BUSINESS AND PUBLIC ADMINISTRATION (OPEN RANK FOR ALL POSITIONS) Information and Decision Sciences: Cybersecurity and Analytics Accounting and Finance: Accounting; Finance Management: Organizational Behavior; Communications COLLEGE OF EDUCATION Teacher Education and Foundations: English Language Learners; Generalist; Reading/Literacy Special Education, Rehabilitation and Counseling: School Psychology; Counselor and Guidance (Open Rank) Educational Leadership & Technology: EdDoc-Educational Administration (Associate Professor Rank) COLLEGE OF NATURAL SCIENCES Computer Science and Engineering: Computer Engineering Chemistry and Biochemistry: Biochemistry Health Science and Human Ecology: Environmental Health; Public Health/ Healthcare Management Kinesiology: Biomechanics/Motor Behavior (Associate Rank); Generalist Mathematics: Statistics/Applied Mathematics Nursing: Associate Rank COLLEGE OF SOCIAL AND BEHAVIORAL SCIENCES Anthropology: Applied Archaeology Criminal Justice: Generalist Economics: Environmental/Heterodox/Feminist Economics History: African-American History Psychology: Clinical/Counseling Psychology; Psychology - Statistics Sociology: Community-based Sociology; Department Chair (Associate Professor/Professor Rank) John M. Pfau Library: Head, Library Information Technology Department (Rank is Librarian) Counseling and Psychological Services: Counselor

California State University, San Bernardino is an Affirmative Action/Equal Opportunity Employer. We consider qualified applicants for employment without regard to race, religion, color, national origin, ancestry, age, sex, gender, gender identity, gender expression, sexual orientation, genetic information, medical status, or protected veteran status.

Follow AP Film Writer Lindsey Bahr on Twitter: www.twitter.com/ldbahr

www.HispanicOutlook.com • 27

SCHOOL NEWSPAPER PANAMA TO TRAIN TEACHERS IN BILINGUAL INITIATIVE

ALLOWAY, NJ -- Stockton University has been approved by the Panamanian Ministry of Education to offer training to teachers from Panama as part of the government’s Bilingue Initiative. The University has also signed a Memorandum of Understanding with Universidad Latina de Panama to expand opportunities for Stockton students to study in Panama. The Panama Bilingue initiative is a national effort to improve public education and economic development in the country by increasing the English language fluency of its citizens. The goal of the program is to train as many as 10,000 Panamanian teachers over five years in the latest teachings methods and techniques for classroom success, including the use of technology. Participants will also have the opportunity to expand on their own language skills, as they are immersed in an English-speaking culture.

28 • August/September 2017

Stockton President Harvey Kesselman; his wife, Lynne; and Stockton interim general counsel Brian Kowalski recently visited Panama to meet with Ministry of Education officials, the Latina University president and other senior government representatives, to introduce Stockton University and present Stockton’s Bilingue proposal. They also toured Latina University, the nation’s leading private university, and the City of Knowledge, an educational, economic and business development center in Panama. “This has been an incredibly productive trip that will yield significant results for Stockton,” Kesselman said. “The officials I met with in Panama are very excited about our partnership. ” The partnership will be managed by Associate Vice President for Academic Affairs Michelle McDonald and the Director of Stockton’s Office of Global Engagement, India Karavackas. It will be supported by Stockton’s School of Education, ELS Lan-

guage Center, and Southern Regional Institute and Educational Technology Training Center. The first group of teachers from Panama is expected to arrive in January and will be housed at the Stockton Seaview Hotel and Golf Club. Stockton will offer two programs and anticipates hosting 24 to 30 participants in each. The first option is an eight-week program for working teachers to enhance their ESL teaching methodology, pedagogic skills and the use of technology in the classroom. The second program, for pre-service teachers studying to work as English teachers or elementary school teachers, will be a 16-week program focusing on English language acquisition, ESL classroom methodologies and technology training. Participants will attend classes; visit area schools; participate in local, social and cultural events; and explore the region more broadly through trips to Philadelphia, New York and Washington, D.C. This partnership is the latest in a series of projects supported by Stockton’s Global Engagement Initiative to prepare students for a multicultural and interdependent world. • Source Stockton University

SCHOOL NEWSPAPER “I TRY TO EMPOWER THEM” TEACHER’S VIDEO HIGHLIGHTS WHY STUDENTS SHOULD BE PROUD TO BE BILINGUAL Written by Kera Wanielista, Skagit Valley Herald

OUNT VERNON, Wash. (AP) — Judging by their eagerness to answer questions, it’s hard to tell that some students in Andy Bishop’s fourthgrade class at Jefferson Elementary School once struggled to speak English. “My sister and my cousin spoke English and I didn’t understand a word,” said 10-year-old Jizlinn Martinez-Cruz. “It was hard pronouncing the words.” Like many students throughout the Mount Vernon School District, Jizlinn worked hard to learn to communicate not only in English but in Spanish as well. “When you grow up you could get a better job (if you speak more than one language),” said Kimberly Madera, 10, who not only speaks English and Spanish but Mixteco, an indigenous language from southern Mexico. In the weeks before school ended, a group of students in Bishop’s class made a video to share with their classmates what it is like to grow up being bilingual and at the intersection of two cultures.

“Even though it’s difficult, it’s part of your life,” Kimberly said in the video. It’s a struggle Karla Ayala, a student-teacher working in Bishop’s class, can understand. “Growing up (being bilingual) ... it was kind of tough,” she said. Not only did she struggle to learn English, she had to be the translator for her parents, Ayala said. Having no one in the classroom who looked like her or understood her struggle also made it difficult. “If I would have seen people that looked like me, I would have skyrocketed,” she said. She’s happy to see a new generation of students being encouraged to embrace their culture. “I’m glad that it’s OK to say it and for the kids to know that they’re not alone,” she said. “The fact that (these) students are going home excited because they’re able to see someone who looks like them who’s a teacher ... it’s amazing.”

Their diversity is what Bishop said he wanted the students to highlight through the video. “There’s a lot of kids that are bilingual that are actually kind of embarrassed about it,” Bishop said. “I always try to tell them to be proud of it. I try to empower them.” The video is the latest in a series Bishop makes to help his students succeed. Principal Tim Newell said the videos give students and teachers something to look forward to. The attitude toward bilingual students wasn’t always so positive, Newell said, and this video helps highlights why the students should be proud. “The bottom line is we just care for our kids,” he said. “Whatever language they can speak, and whatever language they can learn.” For the students featured in the video, they hope their stories help inspire other kids. “Other kids can see we speak more than one language and they can never give up if they want to learn another language,” said Gladys Espinoza, 10. “I would tell them to never think that they’re not going to learn to speak Spanish. Never give up until your dreams come true.” • Information from: Skagit Valley Herald, http://www.skagitvalleyherald.com

www.HispanicOutlook.com • 29

SCHOOL LIBRARY Writer-in Residence for St. Mary’s University English and Communication Studies Department, Professor Diane Gonzales Bertrand is an award-winning author with works spanning several genres. Her accolades for her bilingual picture books include the Austin Public Library Friends Foundation Award (Texas Institute of Letters) for “THE PARTY FOR PAPÁ LUIS/LA FIESTA PARA PAPÁ LUIS,” the 2011 Bronze Medallion in Children’s Literature for “THE PARK OUR TOWN BUILT/EL PARQUE QUE NUESTRO PUEBLO CONSTRUYÓ” and the American Library Association Schneider Family Book Award for “MY PAL, VICTOR/MI AMIGO, VÍCTOR.” And so in honor of Hispanic Heritage Month, we are delighted to feature the works of Bertrand, as well as teaching guides and activity sheets courtesy of Arte Público Press and Delta Publishing Company. For Bertrand’s full bibliography, visit https://www.stmarytx.edu/ academics/faculty/diane-gonzales-bertrand/

K-12 “THE PARTY FOR PAPÁ LUIS/LA FIESTA PARA PAPÁ LUIS” Publisher: Piñata Books ISBN-13: 978-1558855328 Amazon Recommended Grade Level: Kindergarten – 3 Teacher Guide: https://artepublicopress.com/wp-content/uploads/2014/02/The-Party-for-Papa%CC%81-Luis-La-fiesta-para-Papa%CC%81-Luis.pdf

“THE PARK OUR TOWN BUILT/EL PARQUE QUE NUESTRO PUEBLO CONSTRUYÓ” Publisher: Raven Tree Press ISBN-13: 978-1936299126 Amazon Recommended Grade Level: Preschool – 2 Activity Sheets: http://www.deltapublishing. com/worksheet/ParkActivityPages.pdf

Everybody loves a birthday party, and there’s a lot to enjoy at Papá Luis’ fiesta! The children excitedly count the candy that will fill the piñata for the party. The nieces bring the candles for the delicious birthday cake that Mamá Marta baked just for the occasion. One by one family and friends begin to arrive, and soon, they surprise Papá Luis with his wonderful celebration. Told in lively verse, this cumulative tale builds from one page to the next and in the process presents a charming look at a big family gathering to celebrate their patriarch’s very special day.

The mayor wants a community park and safe playground for the children, so she enlists a group of kids to join her in asking one of the citizens to donate some of his land. When he agrees, the whole town comes together to create a beautiful park and celebrate with a picnic and fireworks when the job is done. The narrative text builds line-by-line and page-by-page, using repetition and imagery to create a charming story for young readers. Vocabulary recognition and matching pictures to the text help readers gain confidence in both comprehension skills and predicting a sequence of events.

“MY PAL, VICTOR/MI AMIGO, VÍCTOR” Publisher: Raven Tree Press ISBN-13: 978-1932748727 Amazon Recommended Grade Level: Preschool - 3 Activity Sheets: http://www.deltapublishing. com/worksheet/Victor.pdf

“SIP, SLURP, SOUP, SOUP/CALDO, CALDO, CALDO” Publisher: Piñata Books ISBN-13: 978-1558852419 Amazon Recommended Grade Level: Kindergarten – 3 Teacher Guide: https://artepublicopress.com/wp-content/ uploads/2014/08/TG-Sip-Slurp-Soup.pdf

Why do we choose the friends we do? That question is easy for young Dominic to answer. He explains just how special his pal Victor really is. After all, Victor tells spooky, heart-booming ghost stories. No one claps louder than Victor at Dominic’s baseball games. And Victor performs a fabulous floating frog stroke and is great at making up stories based on the shapes he sees in the clouds. Yes, Victor is adventurous, imaginative and wheelchair-bound—a detail that doesn’t stop him from living a happy life. Together, Dominic and Victor share a spirited, carefree friendship that transcends their differences.

30 • August/September 2017

There is nothing quite like Mamá’s homemade soup. It’s the perfect food for rainy days. It helps with everything from coughs and sore throats to upset stomachs and the sniffles. It even can make backaches and tired feet feel better. So when her family sees her take out her special soup pot (the one with with the white spots), they know they are in for a treat. Filled with colorful illustrations, this yummy picture book contains a recipe in both English and Spanish for Mamá’s delicious beef vegetable soup that little chefs can make and share with their own families.

SCHOOL LIBRARY HIGHER EDUCATION “DECONSTRUCTING RACE: MULTICULTURAL EDUCATION BEYOND THE COLOR-BIND” by Jabari Mahiri Publisher: Teachers College Press ISBN-13: 978-0807757765 In his book Mahiri argues that multicultural education needs to move beyond racial categories that are defined and sustained by the ideological, social, political and economic forces of white supremacy. Exploring contemporary and historical scholarship on race, the emergence of multiculturalism, and the rise of the digital age, he investigates micro-cultural practices and provides a compelling framework for understanding the diversity of individuals and groups. Synthesizing this with descriptions and analysis from ethnographic interviews, he connects the play of micro-cultures in people’s lives to a needed shift in how multicultural education uses race to frame and comprehend diversity and identity.

“IN THE FIELDS OF THE NORTH/EN LOS CAMPOS DEL NORTE” by David Bacon Publisher: University of California Press ISBN-13: 978-0520296077 In this bilingual work of photo-journalism, Bacon (an activist and a photographer) documents the experiences of some of the hardest-working and most disenfranchised laborers in the country: the farmworkers who are responsible for making California “America’s breadbasket.” Combining haunting photographs with the voices of migrant farmworkers, he offers three-dimensional portraits of laborers living under tarps, in trailer camps and between countries. He uncovers the inherent abuse in the labor contractor work system where farmworkers are exposed to extreme weather and pesticides, injured from years of backbreaking labor working bent over for hours at a time, and treated as cheap labor.

“LATINOS IN NEW YORK: COMMUNITIES IN TRANSITION, SECOND EDITION” Edited by Sherrie Baver, Angelo Falcón, and Gabriel Haslip-Viera Publisher: University of Notre Dame Press ISBN-13: 978-0268101510

“LATINO LEADERS SPEAK: PERSONAL STORIES OF STRUGGLE AND TRIUMPH” Edited by Mickey Ibarra and María PérezBrown Publisher: Arte Publico Press ISBN-13: 978-1558858435

This comprehensive reader on the experience of New York City’s diverse Latino population has three main parts. Essays in Part I examine the historical and sociocultural context of Latinos in New York. Part II looks at the diversity comprising Latino New York focusing on specific national origin groups and examining the factors that prompted emigration from the country of origin, the socioeconomic status of the emigrants, the extent of transnational ties with the home country, and the immigrants’ interaction with other Latino groups in New York. Essays in Part III focus on politics and policy issues affecting New York’s Latinos.

“People do not define you,” Soledad O’Brien’s Cuban mother repeatedly told her. “You define yourself.” And so this mixed-race, first-generation Latina American would go on to succeed in her field, becoming a CNN anchor. O’Brien’s remarks, like the others included in this volume, reflect on what it means to be Latino in the U.S. The importance of education, the impact of a teacher or mentor, the sacrifices of parents are all common refrains in the lives of the leaders represented here. Contributors include former Los Angeles Mayor Antonio Villaraigosa and former general manager of the New York Mets, Omar Minaya.

www.HispanicOutlook.com • 31

TEXAS STATE UNIVERSITY

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

Texas State University is a doctoral-granting Emerging Research University located in the burgeoning Austin-San Antonio corridor, the largest campus in The Texas State University System, and among the largest in the state. Texas State’s 38,808 students choose from 98 undergraduate, 91 master’s and 13 doctoral programs offered by 10 colleges (Applied Arts, The Emmett and Miriam McCoy College of Business Administration, Education, Fine Arts and Communication, Health Professions, Honors, Liberal Arts, Science and Engineering, The Graduate College, and the University College). With a diverse campus community including 50% of the student body from ethnic minorities, Texas State is one of the top 13 producers of Hispanic baccalaureate graduates in the nation. In fall 2016, there were 1,361 full-time faculty and 2,234 full-time staff. Research and creative activities have led to growing success in attracting external support. The Carnegie Foundation for the Advancement of Teaching classifies Texas State University as “Doctoral Universities: Higher Research Activity,” the second-highest designation for research institutions in the country. For FY 2017, Texas State had an annual operating budget of over $667 million. Texas State’s Research and Development expenditures for FY 2016 were more than $46 million. The Alkek Library has more than 2.8 million titles in its collection. Additional information about Texas State and its nationally recognized academic programs is available at www.txstate.edu. Personnel Policies: Faculty are eligible for life, disability, health, and dental insurance programs. A variety of retirement plans are available depending on eligibility. Participation in a retirement plan is mandatory. The State contributes toward the health insurance programs and all retirement plans. Additional information about Texas State benefits can be found at www.hr.txstate.edu/benefits. Texas State University is a tobacco-free campus. Smoking and the use of any tobacco product will not be allowed anywhere on Texas State property or in university owned or leased vehicles. The Community: San Marcos, a city of about 61,000 residents, is situated in the beautiful Central Texas Hill Country, 30 miles south of Austin and 48 miles north of San Antonio. Metropolitan attractions plus outdoor recreational opportunities make the community an attractive place in which to live and work. Other major metropolitan areas, including Houston and Dallas-Ft. Worth, are within four hours. Round Rock, a city of 107,456 residents is located 15 miles north of Austin in the Central Texas Hill Country. Some positions may require teaching on the main campus and at the Texas State University Round Rock Campus. Texas State University, to the extent not in conflict with federal or state law, prohibits discrimination or harassment on the basis of race, color, national origin, age, sex, religion, disability, veterans’ status, sexual orientation, gender identity or expression. Equal employment opportunities shall include: personnel transactions of recruitment, employment, training, upgrading, promotion, demotion, termination, and salary. Texas State is committed to increasing the diversity of its faculty and senior administrative positions. Texas State University is a member of The Texas State University System. Texas State University is an EOE. Application Material: Interested candidates should submit a letter of application, current curriculum vitae, list of three references with addresses, e-mail addresses, and phone numbers, and additional application materials if required. Please visit our Texas State University Job Opportunities website for a complete listing of deadlines and application information: https://jobs.hr.txstate.edu. Duties Common to All Tenure-Track Faculty Positions: Teach undergraduate and graduate level courses in the field of specialization; conduct academic research in the field of specialization; engage in juried creative activities in the creative and performing art disciplines; undertake assignments normally associated with teaching, scholarship, and service to the university; publish scholarly articles as appropriate to the discipline; present at conferences; participate in departmental meetings; engage in faculty governance by serving on department, school, college and university committees; hold regular office hours; and advise students. Duties Common to All Clinical Faculty Positions: Engage in clinical training, supervision, program development and/or other areas of practical applications; educate students for professional practice; provide education in the area of client/patient services; share professional expertise with students; and direct educational experiences in practice settings in the profession. Duties Common to All Faculty of Practice Positions: Provide education in the area of professional practice or management; share professional expertise with students; and direct educational experiences in professional practice or management setting in professional field of expertise. Selected candidates will be subject to a criminal background check.

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COLLEGE OF APPLIED ARTS AGRICULTURE, ASSISTANT PROFESSOR IN AGRICULTURE ECONOMICS/AGRIBUSINESS (20180043FAC). Required Qualifications: Ph.D. in agricultural economics or agribusiness with primary expertise in quantitative methods, finance, production economics, and/or farm/agribusiness management; documented evidence of the potential to establish an independent, externally funded research program that complements existing programs in the Department of Agriculture at Texas State such as: economics of food production and consumption, agricultural and trade policies, small producers initiatives, integrated and sustainable agriculture, and agro-terrorism; documented evidence of willingness to contribute to a strong undergraduate teaching program and future development of graduate programs; and proficiency in computer software applications including those for designing web pages and posting course materials, etc., on the internet is required. Quick Link URL: https://jobs.hr.txstate.edu/ postings/20283. Review of applications begins January 5, 2018. FAMILY AND CONSUMER SCIENCES, ASSOCIATE PROFESSOR OR PROFESSOR IN NUTRITION (20180001FAC). Required Qualifications: 1) Ph.D. in nutrition or complementary field (with at least 18 graduate hours of coursework in nutrition or an undergraduate degree in nutrition). 2) An active research program related to one or more of the following areas: the role of nutrition in prevention and/ or treatment of diabetes, cancer or other chronic diseases, including translational research; biochemical and molecular nutrition; nutrition and neuroscience; nutrition and the microbiome; community nutrition; social determinants of health; or policy, systems, and environmental nutrition. 3) Evidence of recent publication in indexed and peer-reviewed journals. 4) Evidence of grant writing experience. 5) Evidence of external funding. 6) Experience teaching at the university level. 7) Graduate and undergraduate student research mentoring. 8) The successful applicant will receive the appropriate rank and title based on university and school established criteria. Quick Link URL: https://jobs.hr.txstate.edu/postings/19521 Review of applications begins October 30, 2017 and will continue until the position is filled. FAMILY AND CONSUMER SCIENCES, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR IN NUTRITION (20180002FAC). Required Qualifications: 1) Ph.D. in nutrition or complementary field (with at least 18 graduate hours of coursework in nutrition or an undergraduate degree in nutrition). 2) Experience conducting research related to one or more of the following areas: the role of nutrition in prevention and/or treatment of diabetes, cancer or other chronic diseases, including translational research; biochemical and molecular nutrition; nutrition and neuroscience; nutrition and the microbiome; community nutrition; social determinants of health; or policy, systems, and environmental nutrition. 3) Evidence of recent publication in indexed and peer-reviewed journals. 4) Experience teaching at the university level. In addition to the requirements for Assistant Professor, appointment at the Associate Professor or Professor rank requires: 1) An active research program in one or more of the following areas: the role of nutrition in prevention and/or treatment of diabetes, cancer or other chronic diseases, including translational research; biochemical and molecular nutrition; nutrition and neuroscience; nutrition and the microbiome; community nutrition; social determinants of health; or policy, systems, and environmental nutrition. 2) Evidence of grant writing experience. 3) Evidence of external funding. 4) Graduate and undergraduate student research mentoring. 5) The successful applicant will receive the appropriate rank and title based on university and school established criteria. Quick Link

URL: https://jobs.hr.txstate.edu/postings/19522. Review of applications begins October 30, 2017 and will continue until the position is filled. FAMILY AND CONSUMER SCIENCES, ASSOCIATE PROFESSOR OR PROFESSOR IN FAMILY AND CHILD DEVELOPMENT (20180026FAC). Required Qualifications: Ph.D. in family and child development or a closely related field; a demonstrated record of research and publication in the top journals in the discipline; current or previous external funding; and evidence of high quality teaching at the college level. To be eligible for hire at the Associate Professor or Professor rank, candidates must meet the requirements for that rank as established by the School of Family and Consumer Sciences and the university. The successful applicant will receive the appropriate rank and title based on university and school established guidelines. Quick Link URL: https://jobs.hr.txstate.edu/postings/20177. Review of applications begins October 1, 2017 and will continue until the position is filled. EMMETT AND MIRIAM MCCOY COLLEGE OF BUSINESS ADMINISTRATION COMPUTER INFORMATION SYSTEMS AND QUANTITATIVE METHODS, CHAIR (20180022FAC). Required Qualifications: Earned doctorate (Ph.D. or D.B.A.) in information systems, computer information systems, management information systems, management science, applied statistics, or decision sciences. A record of excellence in scholarship, teaching, and service commensurate with appointment at the Associate Professor or Professor level. The successful applicant will receive the appropriate rank and title based on university and department established standards. Quick Link URL: https://jobs. hr.txstate.edu/postings/19538. Review of applications begins October 2, 2017 and will continue until the position is filled. COMPUTER INFORMATION SYSTEMS AND QUANTITATIVE METHODS, ASSISTANT PROFESSOR OR ASSOCIATE PROFESSOR OF COMPUTER INFORMATION SYSTEMS (20180037FAC). Required Qualifications: Ph.D. in management information systems, information systems, computer science, or management science. ABD candidates are required to successfully defend their dissertation by the date of hire. Appointment at Associate Professor rank must be able to show they have both a sustained record of publications in high quality academic journals and a demonstrated record of teaching and service accomplishments. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the university and the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Quick Link URL: https://jobs. hr.txstate.edu/postings/20208. Review of applications begins December 31, 2017. COMPUTER INFORMATION SYSTEMS AND QUANTITATIVE METHODS, ASSISTANT PROFESSOR OR ASSOCIATE PROFESSOR OF QUANTITATIVE METHODS (20180044FAC). Required Qualifications: Ph.D. or ABD from an internationally accredited institution. ABD candidates are required to successfully defend their dissertation by the date of hire. Candidates from an internationally accredited business school must receive their degree in decision sciences, management science, quantitative methods, information systems or a related quantitative discipline. Ph.D./ABDs from an internationally accredited program in statistics or engineering are also encouraged to apply. The candidate should have a research agenda in one or more of the following: analytics, applied statistics, optimization, or related

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quantitative fields. Appointment at the Associate Professor rank requires previous academic experience, an established research portfolio, and demonstrated excellence in teaching and service accomplishments. Candidates without academic experience must have extensive and relevant industry experience, a quality research portfolio, and industry service. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on the university and department established standards. Quick Link URL: https://jobs.hr.txstate.edu/postings/20209. Review of applications begins October 1, 2017 and will continue until the position is filled. FINANCE AND ECONOMICS, ASSISTANT PROFESSOR IN BUSINESS LAW (20180021FAC). Required Qualifications: J.D. from an ABA accredited school of law; no less than three years legal experience; an active research agenda; and a history of scholarly publications. Quick Link URL: https://jobs.hr.txstate.edu/postings/20038. Review of applications begins October 1, 2017 and will continue until the position is filled. FINANCE AND ECONOMICS, CHAIR (20180024FAC). Required Qualifications: 1) Earned doctorate in business administration from an AACSB accredited institution, with a concentration in either finance or economics, Ph.D. in finance, Ph.D. in economics, or J.D. granted by an ABA accredited school of law. 2) Record of quality research, effective teaching, and service commensurate with appointment to Associate Professor or Professor. The successful applicant will receive the appropriate rank and title based on university and department established standards. Quick Link URL: https://jobs.hr.txstate.edu/postings/20172. Review of applications begins November 1, 2017 and will continue until the position is filled. MARKETING, ASSISTANT PROFESSOR OR ASSOCIATE PROFESSOR (20180052FAC). Required Qualifications: Ph.D. in marketing or closely related business field from an AACSB international accredited business school; ABDs will be considered depending on their program completion date. Evidence of published and ongoing scholarly work, demonstrated teaching accomplishments, and interest in and ability to teach courses such as marketing analytics, digital marketing, and/or marketing strategy at the graduate level. To be eligible for hire at the Associate Professor rank, candidates must provide evidence of published and ongoing scholarly work, teaching accomplishments, and service responsibilities commensurate with that rank as per standards and requirements established by the college and university. Quick Link URL: https://jobs.hr.txstate.edu/postings/20635. Review of applications begins October 13, 2017 and will continue until the position is filled. COLLEGE OF EDUCATION COLLEGE OF EDUCATION, DEAN (20180039FAC). Required Qualifications: 1) Doctorate in an academic discipline within the college; 2) record of excellence in teaching, scholarship, and service appropriate to the rank of Professor in an academic unit within the College; 3) university administrative experience at the level of department chair, school director, dean or higher (including experience with budgets, the tenure and promotion process, faculty and staff hiring, program development and assessment); and 4) demonstrated experience with and commitment to the practice of shared governance. Quick Link URL: https://jobs.hr.txstate.edu/postings/20344. Review of applications begins November 1, 2017 and will continue until the position is filled.

34 â&#x20AC;˘ August/September 2017

COUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGY, ASSISTANT PROFESSOR OR ASSOCIATE PROFESSOR OF PROFESSIONAL COUNSELING (20180031FAC). Required Qualifications: Assistant Professor rank: Doctorate in counselor education from a CACREP program by employment date of Fall 2018; a record of, or the demonstration of the potential for, research and publication at the national and/or international levels; and be licensed, or eligible for licensure, as a Professional Counselor (LPC or LMFT) in the State of Texas. Associate Professor rank: Doctorate in counselor education from a CACREP program; a documented record of research and publication productivity at the national and/or international levels; a demonstrated record of excellence in teaching and service; and be licensed, or eligible for licensure, as a Professional Counselor (LPC or LMFT) in the State of Texas. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Quick Link URL: https://jobs. hr.txstate.edu/postings/20223. Review of applications begins November 15, 2017 and will continue until the position is filled. COLLEGE OF FINE ARTS AND COMMUNICATION MUSIC, ASSISTANT PROFESSOR OF TRUMPET (20180034FAC). Required Qualifications: Doctorate in performance or equivalent achievement as a professional artist and an earned master of music degree. Successful teaching and significant professional performing experience are required. Quick Link URL: https://jobs.hr.txstate.edu/ postings/19991. Review of applications begins October 23, 2017 and will continue until the position is filled. MUSIC, ASSISTANT PROFESSOR OF VOICE (20180040FAC). Required Qualifications: Master of music; demonstrated ability and success in training voices of all types and developmental levels; and record of significant professional experience in the field of vocal performance and/or vocal pedagogy. Quick Link URL: https://jobs.hr.txstate.edu/postings/19985. Review of applications begins October 23, 2017 and will continue until the position is filled. THEATRE AND DANCE, DIRECTOR OF OPERA THEATER (20180033FAC). Required Qualifications: Master of music and record of accomplishment as an opera director at the professional or collegiate level. Quick Link URL: https://jobs.hr.txstate.edu/postings/20139. Review of applications begins October 23, 2017 and will continue until the position is filled. COLLEGE OF HEALTH PROFESSIONS HEALTH ADMINISTRATION, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (20180017FAC). Required Qualifications: Doctorate and masters, one of which must be from a CAHME, AACSB or CePH accredited program. Assistant Professor rank: publication history, established research agenda, and strong commitment to teaching. Associate Professor rank: established research publication record, demonstrated teaching excellence, and service leadership accomplishments. Professor rank: extensive research publication record, demonstrated teaching excellence, and major service leadership accomplishments. The eligible candidate will receive the appropriate rank based on university and school standards. Quick Link URL: https://jobs.hr.txstate.edu/postings/19882. Review of applications begins September 8, 2017 and will continue until the position is filled.

HEALTH ADMINISTRATION, ASSISTANT PROFESSOR OF PRACTICE, ASSOCIATE PROFESSOR OF PRACTICE, OR PROFESSOR OF PRACTICE (20180018FAC). Required Qualifications: Earned doctorate and masters, one of which must be in healthcare administration or closely related field from a CAHME, AACSB or CePH accredited program. Assistant Professor rank: a publication history, established research agenda, and a strong commitment to teaching. Associate Professor rank: established research publication and external funding record, demonstrated teaching excellence, and service leadership accomplishments. Professor rank: extensive research publication and external funding record, demonstrated and sustained teaching excellence, and major service leadership accomplishments both in an academic setting as well as the profession. The eligible candidate will receive the appropriate rank based on university and school standards. Quick Link URL: https://jobs.hr.txstate.edu/postings/19881. Review of applications begins September 8, 2017 and will continue until the position is filled. HEALTH ADMINISTRATION, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (20180046FAC). Required Qualifications: Doctorate and masters, one of which must be from a CAHME, AACSB or CePH accredited program. Assistant Professor rank: publication history, established research agenda, and strong commitment to teaching. Associate Professor rank: established research publication record, demonstrated teaching excellence, and service leadership accomplishments. Professor rank: extensive research publication record, demonstrated teaching excellence, and major service leadership accomplishments. The eligible candidate will receive the appropriate rank based on university and school standards. Quick Link URL: https://jobs.hr.txstate.edu/postings/20539. Review of applications begins November 1, 2017 and will continue until the position is filled. PHYSICAL THERAPY, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (20180036FAC). Required Qualifications: 1) Doctorate in physical therapy or related field (terminal degree). 2) Licensed or eligible for licensure as a Physical Therapist by State of Texas. 3) At least 5 years of clinical practice experience and recent/ current clinical engagement if employed in an academic setting. 4) Experience in teaching the musculoskeletal system. 5) Demonstrated ability to establish a program of scholarship 6) Record of accomplishments in scholarship, teaching, and service, appropriate for appointment at the rank of Assistant Professor (less than five years teaching), Associate Professor (minimum five years teaching), or Professor (minimum of 10 years teaching). 7) The successful applicant will receive the appropriate rank and title based on university and department established standards. Quick Link URL: https://jobs.hr.txstate.edu/ postings/20218. Review of applications begins November 1, 2017 and will continue until the position is filled. PHYSICAL THERAPY, CLINICAL ASSISTANT OR CLINICAL ASSOCIATE PROFESSOR (20180038FAC). Required Qualifications: 1) Entry-level DPT, t-DPT or advanced degree in physical therapy. 2) Eligible for licensure in Texas. 3) At least 2 years of clinical practice experience and recent/current clinical engagement if employed in an academic setting. 4) Broad clinical and/or teaching experience with a variety of patient populations in a variety of settings. 5) Record of accomplishments in scholarship, teaching, and service, appropriate for appointment at the rank of Clinical Assistant Professor (less than five years teaching) or Clinical Associate Professor (minimum five years teaching). 6) The successful applicant will receive the appro-

priate rank and title based on university and department established standards. Quick Link URL: https://jobs.hr.txstate.edu/postings/20219. Review of applications begins November 1, 2017 and will continue until the position is filled. RESPIRATORY CARE, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (20180050FAC). Required Qualifications: 1) Master’s degree in Respiratory Care or a related field. 2) Minimum of three years experience in respiratory care. 2) Recent didactic and/ or clinical teaching experience in respiratory care. 3) Eligible for RCP licensure in Texas. 4) Registered Respiratory Therapist (RRT) credential. 5) Record of accomplishments in scholarship, teaching, and service, appropriate for appointment at the rank of Assistant Professor (less than five years teaching), Associate Professor (minimum five years teaching), or Professor (minimum of ten years teaching). 6) The successful applicant will receive the appropriate rank and title based on university and school standards. Quick Link URL: https:// jobs.hr.txstate.edu/postings/20585. Review of applications begins October 10, 2017 and will continue until the position is filled. ST. DAVID’S SCHOOL OF NURSING, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (20180032FAC). Required Qualifications: 1) Doctorate degree in nursing or related field and B.S.N. or master’s degree in nursing. 2) Eligible for Registered Nurse (RN) licensure in Texas. 3) At least five years of clinical experience as a registered nurse. 4) Experience in program development, curriculum design, informatics and communications systems, and teaching in undergraduate general nursing as well as graduate level specialty areas. 5) Commitment to excellence in teaching (including interest in simulation) and learning consistent with the nursing program’s vision, mission and goals as evidenced by a presentation during the campus visit with faculty. 6) Record of accomplishments in scholarship, teaching, and service, appropriate for appointment at the rank of Assistant Professor (less than five years teaching), Associate Professor (minimum five years teaching), or Professor (minimum of ten years teaching) in a School of Nursing. 7) The successful applicant will receive the appropriate rank and title based on university and school standards. Quick Link URL: https://jobs.hr.txstate.edu/postings/20211. Review of applications begins October 2, 2017 and will continue until the position is filled. ST. DAVID’S SCHOOL OF NURSING, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (20180048FAC). Required Qualifications: 1) Doctorate in nursing or related field and B.S.N. or master’s degree in nursing. 2) Eligible for Registered Nurse (RN) licensure in Texas. 3) Minimum two years of experience in nursing leadership positions. 4) Commitment to excellence in teaching and learning consistent with the nursing program’s vision, mission and goals as evidenced by a presentation during the campus visit with faculty. 5) Record of accomplishments in scholarship, teaching, and service, appropriate for appointment at the rank of Assistant Professor (less than five years teaching), Associate Professor (minimum five years teaching), or Professor (minimum of ten years teaching) in a School of Nursing. 6) The successful applicant will receive the appropriate rank and title based on university and school standards. Quick Link URL: https://jobs.hr.txstate.edu/postings/20210. Review of applications begins September 15, 2017 and will continue until the position is filled. ST. DAVID’S SCHOOL OF NURSING, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (20180049FAC). Required Qualifications: 1) Doctorate degree in nursing or related field and

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B.S.N. or master’s degree in nursing. 2) Certification as a Family Nurse Practitioner. 3) Eligible for Advanced Practice Registered Nurse (APRN) licensure in Texas. 4) At least three years of clinical experience as a Family Nurse Practitioner. 5) Commitment to excellence in teaching and learning consistent with the nursing program’s vision, mission and goals as evidenced by a presentation during the campus visit with faculty. 6) Record of accomplishments in scholarship, teaching, and service, appropriate for appointment at the rank of Assistant Professor (less than five years teaching), Associate Professor (minimum five years teaching), or Professor (minimum of ten years teaching) in a School of Nursing. 7) The successful applicant will receive the appropriate rank and title based on university and school established standards. Quick Link URL: https://jobs.hr.txstate. edu/postings/20615. Review of applications begins October 1, 2017 and will continue until the position is filled. COLLEGE OF LIBERAL ARTS ENGLISH, ASSISTANT PROFESSOR IN CHICANX LITERATURE (20180028FAC). Required Qualifications: Ph.D. in English or closely related field that meets accreditation requirements (minimum 18 graduate hours in English), with degree completed at time of appointment; specialization in Chicanx literature; demonstrated teaching excellence; and background and/or experience commensurate with the position of Assistant Professor and sufficient to teach graduate courses in Chicanx literature. Quick Link URL: https://jobs.hr.txstate.edu/ postings/20111. Review of applications begins November 1, 2017 and will continue until the position is filled. ENGLISH, ASSISTANT PROFESSOR - BRITISH LITERATURE OF THE LONG 18TH CENTURY FROM 1688-1830 (20180029FAC). Required Qualifications: Ph.D. in English or closely related field, with degree completed at time of appointment; specialization in British literature of the long 18th century (1688-1830); demonstrated teaching excellence; and background and/or experience commensurate with the position of Assistant Professor and sufficient to teach graduate courses in British literature of the long 18th century (1688-1830). Quick Link URL: https://jobs.hr.txstate.edu/postings/20109. Review of applications begins November 1, 2017 and will continue until the position is filled. ENGLISH, ASSISTANT PROFESSOR - BRITISH LITERATURE OF THE 20TH AND 21ST CENTURIES (20180030FAC). Required Qualifications: Ph.D. in English or closely related field, with degree completed at time of appointment; specialization in British Literature of the 20th and 21st centuries; demonstrated teaching excellence; and background and/or experience commensurate with the position of Assistant Professor and sufficient to teach graduate courses in British literature of the 20th and 21st centuries. Quick Link URL: https://jobs. hr.txstate.edu/postings/20108. Review of applications begins November 1, 2017 and will continue until the position is filled. GEOGRAPHY, ASSISTANT PROFESSOR IN GEOGRAPHY/GEOMORPHOLOGY (20180041FAC). Required Qualifications: Ph.D. degree in geography, earth/environmental sciences, or a related field, is required by time of appointment; ability to develop a strong and active research agenda in geomorphology; demonstrated record of publishing peer-reviewed scholarship in geomorphology; and ability to teach courses in support of our undergraduate and graduate programs, including introductory and advanced courses in geomorphology and physical geography. Quick Link URL: https://jobs.hr.txstate. edu/postings/20190. Review of applications begins October 1, 2017.

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HISTORY, ASSISTANT PROFESSOR IN TEXAS HISTORY (20180010FAC). Required Qualifications: Ph.D. in history or related fields is required by time of appointment. The successful candidate will be expected to teach U.S. and Texas history survey courses and specialized undergraduate and graduate courses in Texas history and guide student research in Spanish language sources. Candidates should demonstrate an active research agenda complementing the existing methodological and topical strengths of the department with a record of scholarship. Quick Link URL: https://jobs.hr.txstate. edu/postings/19740. Review of applications begins November 12, 2017 and will continue until the position is filled. MODERN LANGUAGES, ASSISTANT PROFESSOR OF JAPANESE (20180035FAC). Required Qualifications: Ph.D. in Japanese or comparable field by the time of appointment; native or near-native fluency in Japanese; demonstrated excellence in language teaching; and strong commitment to scholarly research, active student engagement, and academic program development. Quick Link URL: https://jobs.hr.txstate.edu/postings/20232. Review of applications begins October 27, 2017 and will continue until the position is filled. PSYCHOLOGY, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR IN CLINICAL PSYCHOLOGY (20180019FAC). Required Qualifications: Ph.D. in clinical psychology or a closely related field by the time of appointment. To be eligible for hire at an advanced rank the candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Quick Link URL: https:// jobs.hr.txstate.edu/postings/20033. Review of applications begins October 2, 2017 and will continue until the position is filled. COLLEGE OF SCIENCE AND ENGINEERING BIOLOGY, ASSISTANT PROFESSOR – FUNCTIONAL MICROBIAL GENOMICS (20180047FAC). Required Qualifications: 1. Earned Ph.D. in microbiology, virology, or related areas. Microbiology, virology or related areas may include the terminal degree in majors that include the words aquatic, ecology, biology, or biological. Note: there are dozens of majors in microbiology and related areas. 2) A record of published research accomplishments in genome-scale research and analyses. Quick Link URL: https://jobs.hr.txstate.edu/ postings/20542. Review of applications begins October 15, 2017. BIOLOGY, ASSISTANT PROFESSOR – HUMAN DIMENSIONS OF WILDLIFE BIOLOGY (20180054FAC). Required Qualifications: 1) Earned Ph.D. in wildlife ecology, biology, environmental education, or related areas. Wildlife ecology, biology, environmental education, or related areas may include the terminal degree in majors that include the words aquatic, ecology, biology, or biological. Note: there are dozens of majors in wildlife/education and related areas. 2) A record of peer-reviewed publications in human dimensions of natural resources. Quick Link URL: https://jobs.hr.txstate.edu/postings/20667. Review of applications begins November 1, 2017. CHEMISTRY AND BIOCHEMISTRY, ASSISTANT PROFESSOR OR ASSOCIATE PROFESSOR IN BIOCHEMISTRY (20180042FAC). Required Qualifications: Ph.D. or equivalent earned degree in biochemistry or a closely related field; postdoctoral or equivalent research experience; ability to teach biochemistry courses at the undergraduate and graduate level; record of peer-reviewed publications; and potential to establish an externally funded research program.

In addition to the requirements above appointment at the Associate Professor rank requires applicants to have an established robust, externally funded, independent research program, and demonstrate the ability to teach effectively at the undergraduate and graduate level. The eligible candidate will receive the appropriate rank based on university and department standards. Quick Link URL: https://jobs. hr.txstate.edu/postings/20237. Review of applications begins October 1, 2017 and will continue until the position is filled. COMPUTER SCIENCE, ASSISTANT PROFESSOR (20180023FAC). Required Qualifications: Applicants must have completed all requirements for a Ph.D. in computer science, computer engineering, or closely related field by the start of employment. Quick Link URL: https://jobs.hr.txstate.edu/postings/20187. Review of applications begins January 8, 2018 and will continue until the position is filled. INGRAM SCHOOL OF ENGINEERING, PROFESSOR OF CIVIL ENGINEERING (20180015FAC). Required Qualifications: Doctorate in civil engineering or a closely related discipline; domain-appropriate research publications in internationally recognized journals and conferences; proven ability as an effective teacher in an academic environment; professional licensure/registration (PE); and prior experience writing and securing grants and/or contracts. Quick Link URL: https://jobs.hr.txstate.edu/postings/19884. Review of applications begins December 1, 2017 and will continue until the position is filled. INGRAM SCHOOL OF ENGINEERING, ASSOCIATE PROFESSOR OF CIVIL ENGINEERING (20180016FAC). Required Qualifications: Doctorate in civil engineering or a closely related discipline; domain appropriate research publications in internationally recognized journals and conferences; proven ability as an effective teacher in an academic environment; professional licensure/registration (PE); and prior experience writing and securing grants and/or contracts. Quick Link URL: https://jobs.hr.txstate.edu/postings/17786. Review of applications begins December 1, 2017 and will continue until the position is filled. ENGINEERING TECHNOLOGY, ASSISTANT PROFESSOR OR ASSOCIATE PROFESSOR (20180006FAC). Required Qualifications: Doctoral degree in mechanical engineering, manufacturing engineering, industrial engineering, or another closely related engineering degree. An undergraduate degree in mechanical engineering, manufacturing engineering, industrial engineering, or another closely related degree. Candidates with an interdisciplinary background and demonstrated potential for research in advanced manufacturing will be given preference. The successful candidate must possess excellent oral and written English language skills. To be considered for the rank of Associate Professor, the candidate must meet the requirements for that rank at Texas State University. Quick Link URL: https://jobs.hr.txstate.edu/postings/19715. Review of applications begins October 1, 2017 and will continue until the position is filled. ENGINEERING TECHNOLOGY, ASSOCIATE PROFESSOR OF PRACTICE OR PROFESSOR OF PRACTICE IN CONSTRUCTION SCIENCE AND MANAGEMENT (20180020FAC). Required Qualifications: Graduate or professional degree, masterâ&#x20AC;&#x2122;s or doctoral level, in construction management, technology or technology management (with construction emphasis), construction science, construc-

tion engineering management or construction engineering technology, architecture, architectural engineering, civil engineering, civil engineering technology, or business. A significant number of documented years of construction management industry experience in the residential industry; for the rank of Associate Professor, a minimum of 10 years, and for Professor, a minimum of 15 years. An undergraduate degree in construction management, technology or technology management (with construction emphasis), construction science, construction engineering management or construction engineering technology, architecture, architectural engineering, civil engineering or civil engineering technology, or business. If the graduate degree is in business, the undergraduate degree must be in one of the construction relevant disciplines. If the undergraduate degree is in business, the graduate degree must be in one of the construction relevant disciplines. Excellent English speaking and writing skills are required. The successful applicant will receive the appropriate rank and title based on university and department established standards. Quick Link URL: https://jobs.hr.txstate.edu/ postings/20051. Review of applications begins November 6, 2017 and will continue until the position is filled. MATHEMATICS, ASSISTANT PROFESSOR (20180008FAC). Required Qualifications: Doctorate in mathematics; potential for research excellence in topology; potential for teaching excellence; a strong preparation in mathematics; and an ability to contribute to departmental missions. Quick Link URL: https://jobs.hr.txstate.edu/postings/19795. Review of applications begins October 23, 2017 and will continue until the position is filled. MATHEMATICS, ASSISTANT PROFESSOR (20180009FAC). Required Qualifications: Doctorate in mathematics or statistics or closely related fields; evidence of, or potential for, research excellence in their area of research; evidence of, or potential for, excellence in teaching; strong preparation in mathematics; and ability to contribute to departmental missions. Quick Link URL: https://jobs.hr.txstate.edu/ postings/19840. Review of applications begins October 15, 2017 and will continue until the position is filled. MATHEMATICS, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (20180025FAC). Required Qualifications: Assistant Professor rank: Doctorate specializing in mathematics education or a Ph.D. in a STEM field with a strong record in mathematics educational research; strong preparation in mathematics; evidence of, or potential for, high quality research in mathematics education; potential for success in obtaining external funding; and evidence of, or potential for, effective teaching anywhere within the PK-20 range. Associate Professor or Professor rank: Doctorate specializing in mathematics education or a Ph.D. in a STEM field with a strong record in mathematics educational research; for the rank of Associate Professor (at least six years experience in a tenure accruing position) and Professor (current Associate Professor for at least five years); exceptional candidates with experiences outside academia will be considered on a case-by-case basis; strong preparation in mathematics; strong evidence of high quality research in mathematics education; evidence of success in obtaining external funding; and evidence of effective teaching in the PK-20 range. The successful applicant will receive the appropriate rank and title based on university and department established standards. Quick Link URL: https://jobs.hr.txstate.edu/postings/20169. Review of applications begins November 1, 2017 and will continue until the position is filled.

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The University of Chicago Booth School of Business is seeking to appoint outstanding scholars to tenure-track positions in Econometrics and Statistics for the 2018-19 academic year. Applications are invited from individuals who have earned a PhD (or equivalent) or expect to receive a doctorate in the near future. Members of our faculty are expected to conduct original research of exceptionally high quality, to teach effectively, and to participate in and contribute to the academic environment. Junior candidates will be judged on potential, and we will rely heavily on the advice of established scholars. Each candidate should submit a curriculum vitae, a sample of written work, and the names of at least two scholars qualified and willing to evaluate the candidate’s ability, training, and potential for research and teaching. Applications will be accepted online at: http://www.chicagobooth. edu/faculty/openings. We will start formally reviewing applications on November 17, 2017 and strongly encourage you to complete your application by then. We will continue to accept applications until March 18, 2018. The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law.

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

For additional information please see the University’s Notice of Nondiscrimination. Job seekers in need of a reasonable accommodation to complete the application process should call 773-8345286 or email hr@lists.chicagobooth.edu with their request.

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CHAIR, DEPARTMENT OF NEUROSURGERY The Long School of Medicine at the University of Texas Health Science Center at San Antonio (dba UT Health San Antonio) seeks an individual with an outstanding record of scientific achievement, grant support, scholarly accomplishments and mentoring as its Chair of the Department of Neurosurgery. Dynamic leadership, communication and interpersonal skills, and keen vision are required. Reporting to Dean of the Long School of Medicine and Vice President for Medical Affairs, the Chair will be responsible for continuing to build and maintain robust research programs, high quality graduate, medical and dental student education, and a collegial interactive culture. The UT Health San Antonio is an Equal Employment Opportunity/ Affirmative Action employer and is committed to excellence through diversity among its faculty, staff and students including protected veterans and persons with disabilities. Candidates must have an MD and academic experience consistent with eligibility for full professor with tenure. The ideal candidate will have a widely recognized national reputation in their field. The ability to foster a culture of collaboration, innovation, and accountability, across the Health Science Center is important. This is a wonderful opportunity for a visionary leader. UT Health San Antonio is a research intensive institution located in the Northwest region of San Antonio and sits as a gateway to the picturesque Texas Hill Country. San Antonio is a vibrant, dynamic, and multicultural city with much to offer, including an attractive costof-living. Interested individuals should submit a letter of interest along with a current CV electronically via the UT Health Careers portal at http://uthscsa.edu/hr/employment.asp to apply for position of Chair, Neurosurgery. All faculty appointments are designated as security sensitive positions.

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South Dakota Corn Utilization Council Endowed Dean of Agriculture and Biological Sciences South Dakota State University is conducting a global search for the next South Dakota Corn Utilization Council Endowed Dean of Agriculture and Biological Sciences. 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 October 4, 2017. For a complete position description, please visit the Current Opportunities page at https://www.parkersearch.com/sdsu-agdean. Laurie C. Wilder, President Porsha L. Williams, Vice President pwilliams@parkersearch.com || eraines@parkersearch.com Phone: 770-804-1996 ext: 109 Fax: 770-804-1917 South Dakota State University is an Equal Opportunity/Affirmative Action Employer and has a strong institutional commitment to diversity. Women, minorities, persons with disabilities and veterans are encouraged to apply. SDSU’s policies, programs and activities comply with federal and state laws and South Dakota Board of Regents regulations prohibiting discrimination on the basis of race, color, religion, age, national origin, gender, gender identify and/or expression of sexual orientation. Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com

The Fox School of Business at Temple University, accredited by AACSB International, is one of the largest most comprehensive business schools in the region and nation, offering Bachelors, MBA, Specialized Masters, PhD and EDBA Programs in traditional and specialized areas at urban and suburban campuses in the Philadelphia region and worldwide. The School seeks Tenure-Track and Non-Tenure Track candidates at the Assistant, Associate and/or Full Professor levels, starting in January or September 2018, in the following areas: Accounting; Finance; Human Resource Management; Legal Studies in Business; Management Information Systems; Marketing and Supply Chain Management; Risk Management and Insurance; Healthcare Management; Strategic Management/ Entrepreneurship/International Business; and Statistics Candidates are required to be ABD or hold a PhD or foreign equivalent in their respective field, have the potential of publishing in high quality, top tier journals in their discipline, and have a record of excellence in teaching. Interested applicants should apply electronically by submitting a letter of intent, curriculum vitae, prior teaching evaluations, and the names of three references to: Aubrey Kent. Senior Associate Dean Fox School of Business 1801 Liacouras Walk (006-01), 365 Alter Hall Philadelphia, PA 19122 foxfacultyrecruiting@temple.edu Temple University is an Equal Opportunity/Affirmative Action Employer and specifically invites applications from women and minorities. Additional information is available from the university, college and department websites at: www.fox.temple.edu

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