The Hispanic Outlook in Higher Education Magazine 11-23-2015

VOLUME 26 • NUMBER 2 NOVEMBER 23, 2015

PEDRO RIVERA - BRINGING A NEW PERSPECTIVE TO PENNSYLVANIA EDUCATION

UNIVERSITY OF WASHINGTON NAMES FIRST LATINA AS ITS PRESIDENT

WWW.HISPANICOUTLOOK.COM

PRIMING THE PUMP HELPING LATINO SCHOLARS STAY FOCUSED.

STUDY OVERSEAS IN MADRID

Summer Program for Jr. & Sr. High School Students Spanish Conversation and more in Madrid, Spain

Hispanic OutlooK-12 will conduct its fiftieth SUMMER PROGRAM in Madrid, Spain. Based at the International House, it provides an ideal location for travel and study due to Madrid’s close proximity to major centers of Spanish culture, and its easy access to the rest of the country.

The program consists of two weeks of Spanish conversation beginning June 26, 2016. You will attend classes in the morning, take part in city visits in the in the afternoon and the early evening as well as Saturday tours, Sunday cultural

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activities and evening “tertulias.”

THE HISPANIC OUTLOOK-12 MAGAZINE www.k12hispanicoutlook.com/spain-program summerinmadrid@hispanicoutlook.com (201) 587-8800

LATINO KALEIDOSCOPE THIS IS THE USA, SPEAK AMERICAN Written by Carlos D. Conde

A

polemic on the use of the Spanish language has arisen coincidently during the celebration in September/ October of National Hispanic Heritage in the U.S. over the speaking and pronunciation of Spanish or of Spanish-language preference in a predominately English speaking country like the U.S. Far from becoming a national issue, it has nevertheless sparked some debate on the cultural and language sensitivities that had not garnered much attention in the past.

It’s not the Latinos who made an issue over this but rather some members of the non-Spanish speaking world in the southwest who seem at odds mostly with the proper enunciation of the Spanish words as expressed by some public figures or media personalities.

It centered mainly over the use of Spanish by an Arizona TV news anchor.

Some viewers, mostly non-Hispanic, say her use of the language is too pure or too Castilian as if many know what Castilian Spanish is.

Maybe some just wanted to say her use of correct Spanish usage sounded too pretentious. They prefer the diction be more akin to that use by non-Spanish speakers and by even some U.S. born and bred Latinos in areas like Arizona and the southwest where use of the Spanish language has different variables.

Say perhaps something like “orale mis carnales oyentes” (Hello, fellow listeners) which might be more palatable to some of the all-inclusive hip crowd but probably too extreme and atrocious for the conservative, correct Latino speaker.

~

It’s seems a senseless issue unless pride and prejudice are involved, or perhaps there is a basis for the argument that there are too many “foreign language” words in the Spanish language that locally sound unintelligible or pretentious in their correct pronunciation just as there are words from other languages that warrant a similar charge.

To be fair, most non-Spanish speakers pronounced the Spanish language words not in normal phonetics but according to the indigenous use or argot of a particular area.

In Mesa, Arizona, you say “Maysuh,” which is the local vernacular instead of using the authentic Spanish pronunciation “Mesa,” and maybe even the local Latinos, predominately of Mexicans heritage, also prefer to say “May-suh.”

Some Latinos command English better and use Spanish sparsely or in the “pocho” variety, but that’s another story.

The conversation tells not that the purity of a language is sought but more about the integration of cultures and where a group or society regardless of numbers dominates even in language preference.

Which is what started the whole argument and begs the question of appropriateness and whether an expert or one born to a language should reference the local usage.

It means, I suppose, that in this country you should speak “American” whatever you ethnicity is, and you should speak it in the way that the ma-

jority of Americans—Anglos, Hindus, Orientals—can all understand and appreciate.

In the use of Spanish, that sometimes can lead to some atrocious utterances.

The Arizona news anchor, Vanessa Ruiz, Miami born but raised in Colombia, was criticized by some viewers for rolling her “R’s” in Spanish, which is the correct if not also the appropriate manner of speaking.

Maybe it was grating to some ears listening to all this correctness.

Like me and other United Statesborn Latinos, Ruiz grew up in a bilingual home and also like me, studied and lived in South America. In fact, like other Latinos today, she is reaping benefits from her bicultural, bilingual background.

Sometimes, though, it can be hard to defend and to compensate for this language and bicultural advantages as Ms. Ruiz has discovered, and for some like her, to also be appreciated.

Donald Trump criticized his fellow Republican presidential contender, Jeb Bush, who is married to a Mexican for speaking Spanish correctly and with good diction in his campaign speeches.

“I like Jeb. He’s a nice man. But he should really set the example by speaking English while in the United States,” Trump said.

In other words, speak American. •

Carlos D. Conde, an award-winning journalist, former Washington and foreign correspondent, was an communications aide in the Nixon White House. Write to him at CDConde@aol.com. www.HispanicOutlook.com • 3

THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE VOLUME 26 • NUMBER 2

Featured Article

Dean Leads Graduate College of Social Work Toward Achieving Social Justice.

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

4 • November 23, 2015

PUBLISHED BY “THE HISPANIC OUTLOOK IN HIGHER EDUCATION PUBLISHING COMPANY, INC.” Editorial Policy The Hispanic Outlook in Higher Education Magazine® is a national magazine. Dedicated to exploring issues related to Hispanics in higher education, The Hispanic Outlook in Higher Education Magazine®is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®.

From time to time, The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues. The views expressed herein are those of the authors and/ or those interviewed and might not reflect the official policy of the magazine. The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.

Letters to the Editor The Hispanic Outlook in Higher Education Magazine ® email: info@hispanicoutlook.com Editorial Office 299 Market St, Ste. 145, Saddle Brook, N.J. 07663 TEL (201) 587-8800 or (800) 549-8280 “‘The Hispanic Outlook in Higher Education’ and ’Hispanic Outlook are registered trademarks.’”

on the cover Designed by Ricardo Castillo

THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE NOVEMBER 23, 2015

Table of

CONTENTS 3 KALEIDOSCOPE

This Is the USA, Speak American

by Carlos D. Conde

6 PUBLISHER’S PICKS

We present 50 colleges and universities nationwide that offer outstanding opportunities to Hispanic students

14 PEDRO RIVERA - BRINGING A NEW PERSPECTIVE TO PENNSYLVANIA EDUCATION

6

Hard Times, Hard Decisions, Positive Results

by Frank DiMaria

17 UNIVERSITY OF WASHINGTON NAMES FIRST LATINA AS ITS PRESIDENT

Ana Mari Cauce Wants People to See UW Through Her Eyes

by Donna Gordon Blankenship, AP

20 UNIVERSITY OF HOUSTON’S DR. ALAN DETTLAFF

14

17

Dean Leads Graduate College of Social Work Toward Achieving Social Justice

by Sylvia Mendoza

23 UNCENSORED

24

The Pope Comes to Washington and a Couple of Heavy Hitters Leave the Beltway

by Peggy Sands Orchowski

24 SCHOLAR’S CORNER

by Erin E. Doran, Ed.D., Graduate of the Educational Leadership and Policy Studies program, University of Texas, San Antonio, 2015 AAHHE Fellow

36 PRIMING THE PUMP

Helping Latino Scholars Stay Focused

by Miquela Rivera

PUBLISHER’S PICKS ~ In 1995, the Hispanic Outlook presented its first "Publisher's Picks" list of colleges and universities that we recommended to students who would be applying for admission the following fall. Twenty years later, we have modified our approach and present our readers with our selection of 50 colleges and universities nationwide that offer outstanding opportunities to Hispanic students.

Inclusion on the list is based upon responses to personal surveys of students, staff, administrators and alumni as well as a literature and catalogs of more than 2,500 institutions, financial aid, scholarships, remedial programs, ESL, tutoring, mentoring, Hispanic Studies departments, Hispanic campus organizations, Hispanic faculty and administrators and other services that are designed to help Hispanic students succeed.

Our hope is that the colleges and universities appearing on this list will continue to improve their programs and that those not yet on the list will do their utmost to make our 2016 list by sending information about their diversity mission directly to: Jose Lopez-Isa, Publisher Jose.Lopezisa@hispanicoutlook.com The Hispanic Outlook in Higher Education

6 • November 23, 2015

CALIFORNIA STATE UNIVERSITY – BAKERSFIELD Address: 9001 Stockdale Hwy, Bakersfield, CA 93311 Phone: (661) 654-3036 Web Site: www.csub.edu Located on a 375-acre site in the San Joaquin Valley, CSU Bakersfield boasts a diverse faculty and student body, which include Caucasians, Black Americans, Hispanics, South Asians, North Africans, Muslims and exchange students from several nations. Its Demographics & Diversity initiative promotes learning about the cultural mix of the U.S. as well as about other national and cultural interests and beliefs. It has also been designated by HO as one of the Top 100 Schools granting the most bachelor’s degrees to Hispanic students.

CALIFORNIA STATE UNIVERSITY – FULLERTON Address: 800 N State College Blvd, Fullerton, CA 92831 Phone: (657) 278-2011 Web Site: www.fullerton.edu California State University, Fullerton is a diverse, student-centered community of learners and educators. Cal State Fullerton serves more than 38,000 students, many of whom are the first in their family to attend college. It has been designated by HO as one of the Top 100 Schools having the most Hispanic student enrollment. It is also ranked first in the state in bachelor’s degrees earned by Hispanics and fourth in the nation in bachelor’s degrees earned by underrepresented students.

CALIFORNIA STATE UNIVERSITY – LONG BEACH Address: 1250 Bellflower Blvd, Long Beach, CA 90840 Phone: (562) 985-4111 Web Site: www.csulb.edu California State University, Long Beach is a diverse, student-centered, globally-engaged public university committed to providing highly-valued undergraduate and graduate educational opportunities. Long Beach State is one of the West Coast’s top universities in student body racial diversity, being named the fifth most diverse university in the West by U.S. News & World Report. In addition, HO named it one of the schools granting the most bachelor’s degrees in liberal arts and sciences, general studies and humanities to Hispanics.

CALIFORNIA STATE UNIVERSITY – NORTHRIDGE Address: 18111 Nordhoff St, Northridge, CA 91330 Phone: (818) 677-1200 Web Site: www.csun.edu Founded in 1958, California State University, Northridge is located in the heart of Los Angeles’ San Fernando Valley. Its Educating Hispanic Students Project is a Federally-funded approach to promote post-baccalaureate educational opportunities for Hispanic students. CSUN has received this grant because over 30 percent of its undergraduate student population have a Hispanic background. In addition, it was designated

by HO as being one of the schools awarding the most bachelor’s degrees to Hispanic students in the field of psychology.

COLBY COLLEGE

CORNELL UNIVERSITY

Address: 4000 Mayflower Hill Dr, Waterville, ME 04901 Phone: 207-859-4000 Web Site: www.colby.edu Colby College is a private liberal arts college located in Waterville, Maine. Founded in 1813, it is the twelfth-oldest independent liberal arts college in the United States. It offers 54 major fields of study and 30 minors. One of Colby’s programs, I am a First Generation to College Student, supports students as they navigate how to finance their higher education experience; understand campus traditions and expectations and negotiate academic success with professors, peers and the administration.

Address: 144 East Ave, Ithaca, NY 14853 Phone: (607) 254-4636 Web Site: www.cornell.edu Cornell is a privately endowed research university and a partner of the State University of New York. In 1998, an ad hoc group of faculty, staff and students formed the Campus Climate Committee to institutionalize a respectful, inclusive, diverse community. The group met over the course of a year and a half to develop a vision for the university, “Open Doors, Open Hearts, Open Minds,” which is the foundation for subsequent efforts to address diversity and inclusion at Cornell.

DALLAS COUNTY COMMUNITY COLLEGE DISTRICT Address: 4343 I-30 Frontage Rd, Mesquite, TX 75150 Phone: (972) 860-7700 Web Site: www. dcccd.edu The Dallas County Community College District (DCCCD) is a network of seven community colleges in Dallas County, Texas. The student population is diverse including 37.1 percent Hispanic, 24.8 percent black, 8.0 percent Asian and 24.9 percent Caucasian. They are approaching a similar level of diversity among the school’s employees including 23.5 percent black, 15.1 percent Hispanic, 7.3 percent Asian and 51.1 percent Caucasian. Dallas County Community College District is also a Hispanic Serving District.

DEL MAR COLLEGE

CUNY LEHMAN COLLEGE Address: 250 Bedford Park Boulevard West, Bronx, NY 10468 Phone: (718) 960 - 8000 Web Site: www.lehman.cuny.edu With more than 60,000 alumni and 12,000 students, Lehman College serves the Bronx and the surrounding area as an intellectual, economic and cultural center. The College is named after Herbert H. Lehman who was governor of New York State, a U.S. Senator and an internationalist. His values of dedicated public service continue to guide the college today, and it has been designated by HO as one of the Top 100 Schools granting the most bachelor’s degrees to Hispanic students.

Address: 101 Baldwin Blvd, Corpus Christi, TX 78404 Phone: (361) 698-1200 Web Site: www.delmar.edu Del Mar College (DMC) is a community college in Corpus Christi, Texas, founded in 1935.

DMC encompasses two primary campuses and one campus annex with combined physical assets of more than $99 million. Beyond academics and noncredit courses, DMC also serves as a cultural hub for the diverse Corpus Christi community. It has been ranked by HO as one of the TOP 100 Two- and Four- year Schools enrolling the most Hispanic undergraduates.

www.HispanicOutlook.com • 7

DEPAUL UNIVERSITY

DEPAUW UNIVERSITY

Address: 1 E. Jackson, Chicago, IL 60604 Phone: (312) 362-8000 Web Site: www.depaul.edu DePaul University is a private university in Chicago, Illinois. Founded by the Vincentians in 1898, the university takes its name from the 17th-century French priest Saint Vincent de Paul. In 1998, it became the largest Catholic university by enrollment in the United States.

DePaul places special emphasis on recruiting first-generation students and others from disadvantaged backgrounds. It has been designated by HO as one of the Top 100 Schools granting the most bachelor’s degrees to Hispanic students.

Address: P.O. Box 37, Greencastle IN 46135-0037 Phone: (765) 658-4800 Web Site: www.depauw.edu DePauw University is a nationally-recognized, leading liberal arts college in Greencastle, Indiana, dedicated to educating 2,300 students from across the country and around the globe. Recently, Hispanic professionals from various career fields shared their success stories at Depauw during an annual college preparedness program for Hispanic students. DePauw University also has “META: Mapping Education Towards Achievement,” a program designed to motivate and encourage the students to pursue a post-secondary education.

ELMHURST COLLEGE

GALLAUDET UNIVERSITY

Address: 190 S Prospect Ave, Elmhurst, IL 60126 Phone: (630) 279-4100 Web Site: www.elmhurst.edu Elmhurst is a liberal arts college located in Elmhurst, Illinois, a suburb in the center of metropolitan Chicago and affiliated with the United Church of Christ. It consists of a community of students from around the world and of all religious, racial and ethnic backgrounds and offers more than 50 specializations ranging from accounting to Criminal Justice or Musical Theatre.

Elmhurst nurtures its relationship with Hispanic parents by offering multiple website pages in Spanish for those who don’t understand English.

Address: 800 Florida Ave NE, Washington, DC 20002 Phone: (202) 651-5000 Web Site: www.gallaudet.edu Gallaudet University is unique as a bilingual, diverse, multicultural institution of higher education that ensures the intellectual and professional advancement of deaf and hard of hearing individuals through American Sign Language and English. Federally chartered in 1864 and located in the nation’s capital, Gallaudet maintains a proud tradition of research and scholarly activity and prepares its graduates for career opportunities in a highly competitive, technological and rapidly changing world.

GRAND RAPIDS COMMUNITY COLLEGE Address: 143 Bostwick Ave NE, Grand Rapids, MI 49503 Phone: (616) 234-4000 Web Site: www.grcc.edu The Bob and Aleicia Woodrick Diversity Learning Center at Grand Rapids Community College embraces and promotes the celebration and respect of human differences through its programs and activities in support of increased social justice and equity among all people. The center serves as a resource to the college and its community by collaborating with student and staff activities in support of inclusion and by encouraging respect for people’s differences through learning opportunities and cultural competency training.

HARVARD UNIVERSITY

INDIANA UNIVERSITY NORTHWEST

LONG BEACH CITY COLLEGE

Address: Cambridge, MA 02138 Phone: (617) 495-1000 Web Site: www.harvard.edu The mission of the Office of the Assistant to the President for Institutional Diversity and Equity at Harvard is to lead a sustained university-wide effort to develop, coordinate and advance inclusive excellence and diversity. Harvard’s students, staff, faculty and administrators represent individuals from global communities with unique and wide-ranging experiences and abilities. Established in July 1971, it has been designated by HO as one of the Top 100 Schools having the most graduate enrollment of Hispanic students.

Address: 3400 Broadway, Gary, IN 46408 Phone: (888) 968-7486 Web Site: www.iun.edu The Office of Diversity, Equity and Multicultural Affairs (ODEMA) takes pride in Indiana University’s longstanding commitment to diversity.

Their approach to administration has advanced their interest in all forms of diversity. Indiana University has secured the services of an external consultant to conduct a system-wide assessment of its diversity, equity and inclusion efforts.

This assessment will review such efforts at each of its campuses over the last five years in order to provide a baseline measurement for diversity achievement moving forward.

Address: 4901 Carson St, Long Beach, CA 90808 Phone: (562) 938-4811 Web Site: www.lbcc.edu Long Beach City College promotes equitable student learning and achievement, academic excellence and workforce development by delivering high quality educational programs and support services to the diverse communities that the school serves. LBCC’s student population speaks to its commitment to diversity with 53 percent of it being Hispanic. The school cultivates equity and diversity by embracing all cultures, ideas and perspectives and by striving for equitable opportunities and outcomes for all.

8 • November 23, 2015

EASTERN IOWA COMMUNITY COLLEGES Address: 306 W River Dr., Davenport, IA 52801 Phone: (563) 441-4001 Web Site: www.eicc.edu The Eastern Iowa Community Colleges (EICC) includes three community colleges stretched along the Mississippi River in the U.S. state of Iowa. EICC provide a number of programs for adults to brush up on reading, math, writing and English. These programs include Adult Learning, High School Equivalency (formerly GED) and English Language Learners (ELL/ESL). Citizenship classes and High School Equivalency en Español are available. These prep classes help expand English communication skills for students who are not native English speakers.

LOS ANGELES MISSION COLLEGE

LOYOLA MARYMOUNT UNIVERSITY

MONTCLAIR STATE UNIVERSITY

Address: 13356 Eldridge Ave, Sylmar, CA 91342 Phone: (818) 364-7600 Web Site: www.lamission.edu The faculty, staff, and administrators of Los Angeles Mission College have the goal of expanding access to educational opportunity across the many diverse communities that contribute to the greater Los Angeles area. To achieve this mission, the school strives to create supportive instructional environments that challenge students to meet rigorous academic standards; to become active, self-directed learners; to develop critical and creative habits of mind and to develop an abiding appreciation for other peoples and other cultures.

Address: 1 Loyola Marymount University Dr, Los Angeles, CA 90045 Phone: (310) 338-2700 Web Site: www.lmu.edu Founded in 1911, LMU is a top-ranked Catholic university rooted in the Jesuit and Marymount traditions. The school is committed to fostering a diverse academic community rich in opportunities for intellectual engagement and real-world experience. LMU enrolls an academically ambitious, multicultural and socioeconomically diverse student body. It also recruits, retains and supports a diverse faculty. HO has recognized Loyola Marymount as one of the Top 100 Schools in enrolling Hispanic students in its graduate school.

Address: 1 Normal Ave, Montclair, NJ 07043 Phone: (973) 655-4000 Web Site: www.montclair.edu Montclair State University is an inclusive, richly diverse community that fosters mutual respect, tolerance and understanding among all students and employees. It embraces differences knowing that a multi cultural community benefits by learning, living, working, studying and getting to know each other. Students have equal access to all campus benefits regardless of race, color, religion, national origin or ancestry, gender, age, marital status, sexual orientation, disabilities or other non-academic criteria. In addition, 26 percent of its student population is Hispanic.

PENNSYLVANIA STATE UNIVERSITY – MAIN CAMPUS Address: University Park, State College, PA 16801 Phone: (814) 865-4700 Web Site: www.psu.edu With 24 campuses Penn State boasts 17,000 faculty and staff, 100,000 students, over one-half million active alumni and a teaching hospital providing care to more than a million patients a year. It also has an online World Campus that empowers anyone to pursue an education anytime and from anywhere and has the world’s largest student-run philanthropic organization.

It has been designated by HO as one of the Top 100 Schools granting the most bachelor’s degrees to Hispanic students.

PRINCE GEORGE’S COMMUNITY COLLEGE Address: 301 Largo Rd, Largo, MD 20774 Phone: (301) 336-6000 Web Site: www. pgcc.edu Prince George’s Community College (PGCC) is located in the unincorporated community of Largo in Prince George’s County, Maryland. The college serves Prince George’s County, Maryland and surrounding areas, including Washington, DC and provides higher education to the local population. PGCC serves a diverse population of more than 44,000 students who represent 103 countries throughout the world. Hispanics for credit make up 9.8 percent of the school’s population, and non-credit ones make up 19.2 percent.

PRINCETON UNIVERSITY

RICHARD STOCKTON COLLEGE

RUTGERS STATE UNIVERSITY OF NEW JERSEY Address: 611 George St, New Brunswick, NJ 08901 Phone: (732) 445-4636 Web Site: www.rutgers.edu Established in 1766 and celebrating a milestone 250th anniversary in 2016, Rutgers is the eighth oldest higher education institution in the United States. Established in 1991, the Hispanic Center of Excellence (HCOE) has a primary goal of improving the health status of Latinos and other underserved populations by increasing the number of Latinos in the health professions and in particular medicine. Rutgers was one of HO’s Top 100 Schools awarding the most bachelor’s degrees to Hispanic students.

Address: 101 Vera King Farris Dr, Galloway, NJ 08205 Phone: (609) 652-1776 Web Site: www.stockton.edu Stockton University is in the Top 15 public Regional Universities of the North, ranked at #12

by U.S. News & World Report in its 2016 edition of “America’s Best Colleges.” The College Committee for Diversity, Equity and Affirmative Action serves as an advisory body to the President to assist the college in meeting its commitment to affirmative action and the continuing transformation from a campus that believes in diversity to a campus that lives its commitment to diversity.

Address: Elm Dr., Princeton, NJ 08544 Phone: (609) 258-3000 Web Site: www.princeton.edu Princeton is a community of learning committed to building a diverse campus community to ensure that student, faculty and staff members can explore their interests, discover new academic and extracurricular pursuits and learn from each other. A commitment to help fund the hiring of new faculty members to increase faculty diversity is one of many initiatives Princeton University has undertaken in response to the 2013 Report of the Trustee Ad Hoc Committee on Diversity.

SACRED HEART UNIVERSITY Address: 5151 Park Ave, Fairfield, CT 06825 Phone: (203) 371-7999 Web Site: www.sacredheart.edu SHU is the second largest Catholic university in New England behind Boston College and offers more than 40 degree programs to over 7,500 students at the bachelor’s, master’s and doctoral levels. In an attempt to reach a broader group of prospective students, the SHU’s University College website launched a mirrored Spanish version in hopes of grabbing the attention of what is arguably the most underserved market by educational institutions throughout the state.

www.HispanicOutlook.com • 9

ST. MARY’S COLLEGE

SALISBURY UNIVERSITY

Address: 47645 College Drive, St. Mary’s City, MD, 20686-3001 Phone: (240) 895-2000 Web Site: www.smcm.edu As Maryland’s public honors college, St. Mary’s offers programs such as the DeSousa-Brent Scholars Program and the Multicultural Achievement Peer Program (MAPP) and a wide array of service and social change clubs including the Black Student Union, St. Mary’s Triangle and Rainbow Society, Raíces Hispanas, the East Asian Studies Club and Feminists United for Sexual Equality. The Multicultural Resource Room, which is staffed by students, is a way of finding out about ways to get involved with the school.

Address: 1101 Camden Ave, Salisbury, MD 21801 Phone: (410) 543-6000 Web Site: www.salisbury.edu Salisbury University, a member of the University System of Maryland, is a regionally accredited, four-year, comprehensive institution offering 58 distinct graduate and undergraduate programs.

SU’s Strategic Plan highlights that over the next decade, Maryland will experience a 13 percent decline in all Maryland high school graduates.

This decline will be coupled with a significant increase in the number of Hispanic high school graduates. Salisbury is actively seeking to become a Hispanic-Serving Institution.

STATE UNIVERSITY OF NEW YORK OSWEGO Address: 7060 NY-104, Oswego, NY 13126 Phone: (315) 312-2500 Web Site: www.oswego.edu State University of New York at Oswego is a public college on the shore of Lake Ontario. This year SUNY Oswego launched a diversity awareness initiative titled “Shine the Light on Oz.” This is the latest in a series of projects developed by the college and the Division of Student Affairs and Enrollment Management and Diversity and Inclusion Committee, which has tackled such projects as diversity training for leaders of student organizations and resident assistants and staff.

SUFFOLK COUNTY COMMUNITY COLLEGE Address: 533 College Rd, Selden, NY 11784 Phone: (631) 451-4110 Web Site: www. sunysuffolk.edu Suffolk County Community College is a twoyear public college on Long Island, New York sponsored by SUNY and Suffolk County, New York. During the academic year, diversity and sensitivity awareness training is provided for all college employees. This year, the National Association of Puerto Rican Hispanic Social Workers (NAPRHSW) named Dr. Sylvia Diaz, executive director of the Suffolk Community College Foundation, as its Social Worker of The Year.

TEMPLE UNIVERSITY

TEXAS A&M UNIVERSITY

Address: 1801 N Broad St, Philadelphia, PA 19122 Phone: (215) 204-7000 Web Site: www.temple.edu The Office of Institutional Diversity, Equity, Advocacy and Leadership (IDEAL) embodies Temple University’s commitment to sustain and nurture a strong inclusive campus community, capitalizing on demographic diversity to inspire meaningful engagement across identity groups in all their various forms. By promoting cross-cultural awareness and understanding, multiculturalism, cultural competency and community building as well as celebrating differences, they affirm the educational value and benefits of diversity, equity and social justice.

Address: 401 Joe Routt Blvd, College Station, TX 77843 Phone: (979) 845-3211 Web Site: www.tamu.edu In 2010, TAMU embarked on an ambitious Diversity Plan designed to enhance accountability, climate and equity. The structures and systems that guide established institutional processes have created the infrastructure to facilitate steady progress toward greater inclusion and academic excellence. It has been designated by HO as one of the Top 100 Schools having the most Hispanic student enrollment. In addition, its Critical Dialogues in Higher Education Program engages the campus community in dialogue around sensitive topics and issues including diversity.

SOUTHERN ILLINOIS UNIVERSITY SYSTEM Address: 1263 Lincoln Drive, Carbondale, IL 62901 Phone: (618) 536-3331 Web Site: www.siusystem.edu As part of the Southern Illinois University System’s retention efforts for Hispanic/Latino students, the Hispanic Resource Center (HRC), which operates within CIE, provides students and their families with information concerning support programs. Advocacy, mentoring and guidance is provided to all Hispanic/Latino students and their families. Hispanic/Latino enrollment increased from fall 2009 to fall 2013 by 464 students or 41.9 percent and again between fall 2012 and 2013 by 20 students or 1.3 percent.

TEACHERS COLLEGE -- COLUMBIA UNIVERSITY Address: 525 W 120th St, New York, NY 10027 Phone: (212) 678-3000 Web Site: www.tc.columbia.edu Teachers College, Columbia University is the first and largest graduate school of education in the United States. Its name notwithstanding, the college is committed to a vision of education encompassing four core areas of expertise: health, education, leadership and psychology. There are 5,122 students enrolled at Teachers College, and approximately 76 percent are women. Among U.S. Citizens, 11.9 percent are African American, 14.1 percent are Asian American and 12.4 percent are Hispanic.

www.hispanicoutlook.com 10 • November 23, 2015

Texas State University is a doctoral-granting Emerging Research University located in the burgeoning Austin-San Antonio corridor, the largest campus in The Texas State University System, and among the largest in the state. Texas State’s 37,979 students choose from 97 undergraduate, 88 master’s and 12 doctoral programs offered by 10 colleges (Applied Arts, The Emmett and Miriam McCoy College of Business Administration, Education, Fine Arts and Communication, Health Professions, Honors, Liberal Arts, Science and Engineering, The Graduate College, and the University College).

Texas State University is home to a diverse campus community where ethnic minorities make up 48 percent of the student body, and 33 percent are Hispanic. The university is one of the largest Hispanic-Serving Institution (HIS) in Texas, and ranks among the top 13 universities in the nation for the bachelor’s degrees awarded to Hispanic students. In fall 2015, there were 1,300 full-time faculty and 2,000 full-time staff. Research and creative activities have led to growing success in attracting external support. For FY 2015, Texas State had an annual operating budget of over $600 million. Texas State’s Research and Development expenditures for FY 2015 were more than $47 million. The Alkek Library has more than 2.6 million titles in its collection.

Additional information about Texas State and its nationally recognized academic programs is available at www.txstate.edu.

TEXAS TECH UNIVERSITY

UNIVERSITY OF CALIFORNIA – DAVIS

Address: 2500 Broadway, Lubbock, TX 79409 Phone: (806) 742-2011 Web Site: www.ttu.edu The Division of Institutional Diversity, Equity & Community Engagement at Texas Tech is committed to student success by preparing learners to be ethical leaders for a diverse and globally competitive workforce. They’ve created collaborative partnerships among Texas Tech faculty and staff, community organizations and students through programs, activities and events, which develop students’ professional skills and creativity. It has been designated by HO as one of the Top 100 Schools granting the most bachelor’s degrees to Hispanic students.

Address: 1 Shields Ave, Davis, CA 95616 Phone: (530) 752-1011 Web Site: www.ucdavis.edu The educational mission of the UC Davis School of Medicine is to provide excellent learner-centered education to a diverse body of medical students and graduate students, cultivating in them the passion to improve lives and transform the health of the communities that they will serve as physicians, scientists and health care. It has been designated by HO as one of the Top 100 Schools granting the most bachelor’s degrees to Hispanic students.

UNIVERSITY OF CALIFORNIA – SAN FRANCISCO Address: 500 Parnassus Ave, San Francisco, CA 94143 Phone: (415) 476-9000 Web Site: www.ucsf.edu Though one of the 10 campuses of the University of California, the University of California, San Francisco is the only UC school dedicated to graduate education and health and biomedical sciences. CHE (Chicanos/Latinos in Health Education) is an umbrella organization of LMSA (Latino Medical Student Association), HSDA (Hispanic Dental Student Association), LAPS (Latino Association of Pharmacy Students) and Voces Latinas Nursing Student Association.

CHE unites Latino students and those interested in the Latino community from within the professional schools at UCSF.

UNIVERSITY OF CALIFORNIA – SANTA BARBARA Address: Santa Barbara, CA 93106 Phone: (805) 893-8000 Web Site: www.ucsb.edu UCSB’s faculty includes six Nobel Prize winners and scores of elected members of national and international academies and societies as well as dozens of winners of Guggenheim and Fulbright Fellowships. The campus is one of only 62 research-intensive institutions elected to membership in the prestigious Association of American Universities. It was recognized by HO as one of the schools granting the most bachelor’s degrees in Ethnic, Cultural and Gender studies to Hispanic students.

UCLA ANDERSON SCHOOL OF MANAGEMENT Address: 110 Westwood Plaza, Los Angeles, CA 90024 Phone: (310) 825-6944 Web Site: www.anderson.ucla.edu Learning how to lead and contribute within diverse teams is key to UCLA’s MBA experience. It boasts geographic, cultural, industry and military backgrounds as examples of the kind of diversity reflected in student clubs and associations, and the community as a whole is strengthened by the unity of purpose that transcends all boundaries. Embracing Diversity is its annual event that focuses on providing prospective students the opportunity to meet with UCLA Anderson students and alumni.

UNIVERSITY OF CENTRAL FLORIDA Address: 4000 Central Florida Blvd, Orlando, FL 32816 Phone: (407) 823-2000 Web Site: www.ucf.edu The University of Central Florida and its 12 colleges provide opportunities to 60,000 students from all 50 states and 140 countries. Located in Orlando, Florida, UCF is the nation’s second-largest university and offers a choice of 210 degree programs. It is also Florida’s largest university and promotes a diverse and inclusive environment with students coming from 50 states and 148 countries. It has been designated by HO as one of the Top 100 Schools granting the most bachelor’s degrees to Hispanic students.

www.HispanicOutlook.com • 11

UNIVERSITY OF CHICAGO BOOTH SCHOOL OF BUSINESS Address: 5807 South Woodlawn Avenue, Chicago, IL 60637 Phone: (773) 702-7743 Web Site: www.chicagobooth.edu As part of The University of Chicago, the Booth School of Business has always made attracting a broad pool of students to serve as future leaders (via scholarship support and global programs) part of its mission. Its Hispanic American Business School Association (HBSA) promotes meaningful academic, professional and social dialogue to develop an understanding of its membership’s unique assets. HBSA also engages companies to help recruitment efforts for Chicago Booth’s highly-skilled diverse candidates.

UNIVERSITY OF PITTSBURGH – JOHNSTOWN Address: 450 Schoolhouse Rd, Johnstown, PA 15904 Phone: (814) 269-7000 Web Site: www.upj.pitt.edu The University of Pittsburgh at Johnstown was founded in 1927 and is the first and largest regional campus of the University of Pittsburgh.

The distinctive combination of its people and programs help prepare students for career and professional success. It aims to offer a high-quality educational experience in a supportive living-learning environment that is grounded in the liberal arts and sciences. African American and Latino enrollments are up by 78 percent and 91 percent respectively.

THE UNIVERSITY OF TEXAS PAN AMERICAN Address: 1201 W University Dr., Edinburg, TX 78539 Phone: (866) 441-8872 Web Site: www.utpa.edu According to HO, UT Pan American is among the Top 100 Best U.S. Colleges for Hispanic students ranking fifth in the nation in the number of undergraduate and graduate degrees awarded to Hispanics, fifth highest among all universities in the number of Hispanics enrolled and fourth highest among all universities in the number of full-time undergraduate and graduate Hispanics enrolled. It offers more than 50 bachelor’s and master’s degrees as well as doctoral degrees and cooperative doctoral programs.

UNIVERSITY OF NORTHERN IOWA

UNIVERSITY OF PENNSYLVANIA

Address: 1227 W 27th St, Cedar Falls, IA 50614 Phone: (319) 273-2311 Web Site: www.uni.edu The University of Northern Iowa (UNI) is a university located in Cedar Falls, Iowa and offers more than 90 majors across the colleges of Business Administration, Education, Humanities, Arts, Sciences, Social and Behavioral Sciences and graduate college. The purpose of the Hispanic Story Project is to assist in the promotion of understanding between members of diverse cultures and speakers of different languages through personal accounts in both English and Spanish.

Address: 3451 Walnut St., Philadelphia, PA 19104 Phone: (215) 898-5000 Web Site: www.upenn.edu The University of Pennsylvania is a private, Ivy League, research university located in Philadelphia and one of the nine original Colonial Colleges. Penn is committed to creating a community of students, scholars and staff that reflects the diversity of today’s world. This variety of perspectives and dialogue contributes to educational excellence and an inclusive, dynamic campus environment. It ranked in HO’s Top 100 list for graduate enrollment of Hispanic students.

UNIVERSITY OF TEXAS – EL PASO

UNIVERSITY OF TEXAS – HEALTH SCIENCE CENTER Address: 7703 Floyd Curl Dr., San Antonio, TX 78229 Phone: (210) 567-7000 Web Site: www.uthscsa.edu San Antonio is the seventh largest city in America, so it is the mission of UTHSC – San Antonio to offer programs in the School of Medicine that create and sustain a spirit of diversity and inclusion. Located in the heart of the South Texas Medical Center, the school is a major part of the health care and bioscience industry of the area and is firmly committed to serving the communities within San Antonio and the surrounding region.

Address: 500 W University Ave, El Paso, TX 79968 Phone: (915) 747-5000 Web Site: www.utep.edu The University of Texas at El Paso (UTEP) is a four-year state university and is a component institution of the University of Texas System.

UTEP is the largest university in the U.S. with a majority Mexican-American student population (about 70%). Washington Monthly magazine ranked UTEP among the Top 10 Research Universities in the U.S. In addition, HO ranked it one of the schools that grants the most bachelor’s degrees in homeland security, law enforcement and firefighting to Hispanics.

WILLIAM PATERSON UNIVERSITY Address: 300 Pompton Rd, Wayne, NJ 07470 Phone: (973) 720-2000 Web Site: www.wpunj.edu As a mid-size university with nearly 11,500 students, William Paterson University is large enough to offer extensive learning resources and impressive facilities yet small enough to provide personalized attention and small classes that average just 19 students. WP has become one of the latest schools designated as a Hispanic Serving Institution. It has been ranked by HO as one of the Top 100 Schools granting the most bachelor’s degrees to Hispanic students.

www.hispanicoutlook.com 12 • November 23, 2015

UCF offers me a unique environment that joins researchers together. By creating collaboration in simulation, they’ve formed an invigorating environment where I am one of many faculty developing techniques and researching simulation.

— DESIREE DÍAZ

The best new minds to

PREPARE University of Central Florida Assistant Professor Desiree Díaz is creating best practices in nursing simulation.

Previously at Johns Hopkins University and the University of Connecticut, Díaz develops safe environments where students and nursing professionals can gain practical experience before entering real-life situations. “My hope is to answer, ‘What is simulation best practice?’ and improve patient outcomes with my research.”

We’re seeking 100 of the best new minds in research and teaching to foster diversity and innovation in our 13 colleges. Visit ucf.edu/faculty.

UCF is an equal opportunity/affirmative action employer.

www.HispanicOutlook.com • 13

PEDRO RIVERA BRINGING A NEW PERSPECTIVE TO PENNSYLVANIA EDUCATION Written by Frank DiMaria

P

~

edro Rivera, Pennsylvania’s Secretary of Education, is a humble, down to earth individual. So humble, in fact, that when Pennsylvania Governor Tom Wolf nominated him to be the commonwealth’s Acting Education Secretary back in January, his response was, “Are you sure?”

“When you think of folks who work directly in government or directly for government like secretaries and directors you tend to picture folks who are really strong in policy or government relations,” Rivera said. “Most are policy analysts interested in the big picture who prefer to make policy decisions from 500 feet up.”

A life-long educator, Rivera views himself as a practitioner.

“I’m one of those individuals who just loves education. I love engaging in classrooms, I love engaging with communities, I love engaging with students,” Rivera said. “When you’re looking at [people who] have to make those policy decisions from that 500 foot level, they don’t always have the luxury of getting in the weeds. But that is where I have spent my whole career and my whole life.”

Although Rivera was initially unsure whether or not he fit the mold of a prototypical education secretary, now he knows that he and Governor Wolf share a similar vision for Pennsylvania’s education system. Both are passionate about providing equity and an opportunity for all Pennsylvania residents regardless of their zip code, background, socio-economic status or ethnicity.

14 • November 23, 2015

Photo Courtesy of www.pa.gov

“I’m one of those individuals who just loves education. I love engaging in classrooms, I love engaging with communities, I love engaging with students.”

Pedro Rivera, Pennsylvania’s Secretary of Education Pedro Rivera, Pennsylvania’s Secretary of Education

Hard Times, Hard Decisions, Positive Results Rivera came to the secretary position by way of the Lancaster School District where he was superintendent from 2008 to 2015. An urban community in the middle of a rural county, the district was in sad economic shape when he took the superintendent position. Home to Tyson Chicken, RCA and Armstrong Flooring, Lancaster was hit hard by the economic decline of 2009 and was slow to recover. “As [the Pennsylvania steel mills closed] Lancaster saw that same kind of decline in manufacturing.

Many of the manufacturing plants and a lot of the large employers closed shop and moved as well. It definitely saw some difficulties economically,” Rivera said who was responsible for about 11,000 students and 1,500 employees in Lancaster.

The district had a non-existent funds balance and in some areas was facing a deficit. To balance the budget, he and the school board had to make some difficult decisions. He consolidated programs, reduced personnel, shifted and aligned funding and focused on goals and deliverables. “Our budget, our curriculum, our alignment, everything focused on ultimately what we wanted students to achieve by creating a real student-centered agenda and budget,” Rivera said.

Under his leadership, Lancaster developed and implemented a new curriculum, an aggressive professional development plan and innovative teacher observation tools. These initiatives resulted in an increased graduation rate, notable improvements in math, science and writing proficiency scores and

enhanced the level of participation from high-performing students in programs that help prepare them for college and other post-graduation opportunities.

Originally from Philadelphia, Rivera is a first-generation college graduate who was raised by his mother, grandmother and aunt. His grandmother, who worked in a factory as a seamstress sewing zippers, brought Rivera’s mother to the U.S. from Puerto Rico searching for a better life. His mother finished high school late in life and instilled in Rivera the understanding that to be successful he had to work hard.

After graduating high school, Rivera attended Penn State and enrolled in a master’s program at Chaney University. He obtained his superintendents letter of eligibility from Acadia University. www.HispanicOutlook.com • 15

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Taking a Hard Look at Standardized Tests In the past seven months as Pennsylvania’s Secretary of Education, Rivera has made his office more accessible to Pennsylvania educators.

He’s visited with thousands of educators across the commonwealth and has shared his educational vision with them. “The response has been very positive,” Rivera said.

Working under the proposition that educators need to rely less on standardized tests, Rivera has taken a hard look at student assessment.

“We started a really good dialog to get support on taking a more holistic approach to identifying student success and identifying how successful our schools are,” Rivera said. He views standardized tests as a baseline that provides educators with an idea of what they need to teach and reinforce. “[Standardized tests] take a state or nationally normed assessment and skills and they access how well students do in those skills. Standardized test were never meant to

16 • November 23, 2015

be the end all and be all. We know in administration that they are one indicator, but it is not the only indicator,” Rivera said.

Over the past 10 months, Rivera has spent considerable energy advocating for Governor Wolf ’s education budget, which puts a billion more dollars into Pre-K through higher education and much-needed resources and support back into Pennsylvania’s classrooms. Governor Wolf ’s budget focuses on early-childhood, career and technical education, students with IEPs and English language learners. “Our poorest communities need greater resources so [we’re] looking at equity,” Rivera said. “We’ve been out there really pushing an agenda of equity.”

Higher Education in the State of Pennsylvania As a member of the Board of Governors of the Pennsylvania State System of Higher Education and a member of Penn State’s board, Rivera has been working with the state

legislature to find more funding and resources for Pennsylvania colleges.

State schools in Pennsylvania have seen their funding wane and their tuitions rise. “At the end of the day, it’s the kids, families and students that suffer,” Rivera said. Advocating for increased resources, Rivera wants to ensure that all two-year, four-year and technical colleges are affordable.

“Socioeconomic [status] should not dictate whether or not you have access to higher education,” Rivera said.

“It’s gotten to the point,” Rivera said, “that parents who have children in the third grade already believe that they cannot afford to send their children to college.” To change this mindset he wants to use guidance counselors to expose parents to available opportunities, invest heavily in higher education and align K-12 with college career preparation, so more students are oriented toward higher education. •

FIRST LATINA AS ITS PRESIDENT

Photo Courtesy of University of Washington

UNIVERSITY OF WASHINGTON NAMES

Written by Donna Gordon Blankenship SEATTLE (AP) — Last month The University of Washington Board of Regents chose Ana Mari Cauce to be the school's next president, making her the first woman, first openly gay person and first Latina to hold the job permanently at the Seattle-based institution.

Cauce had been interim president since March after Michael Young announced he was leaving UW for Texas A&M University.

"This is really less about me but about us," Cauce told the regents. "You have confidence that we are moving in the right direction."

She was chosen after the university spent $100,000 to conduct a nationwide search that found scores of candidates. The regents voted to offer the job to Cauce a day before she was scheduled to give the president's annual state of the university speech.

Cauce, 59, joined the UW faculty in 1986 as an assistant professor of psychology and rose to become the university's provost and executive vice president before being named interim president.

She plans to continue teaching and said her work as university president has many things in common with sitting in front of a classroom. She taught a freshman seminar on leadership this past spring and says she has never gone a year without teaching in the three decades of her university career.

The choice of Cauce was met with enthusiasm from faculty and students who crowded the regents' meeting room and lined the walls to cheer their decision.

The choice of Cauce was met with enthusiasm from faculty and students who crowded the regents’ meeting room and lined the walls to cheer their decision.

Cauce said her goal is to help people see the university through her eyes, acknowledging that she is not the typical middle age, male university president in a suit.

"We take kids of modest means and propel them out into the universe," Cauce said who had always wanted to be a teacher and didn't really imagine becoming a university president, even eight months ago.

Born in Cuba, she left the country with her family during the revolution when she was three years old. Her father had been minister of education in Cuba.

At the dedication of the university's new Native American longhouse, Intellectual House, Cauce spoke of her own experiences with prejudice and why it has been difficult for even a place as liberal as Seattle to move beyond racism.

"Sure there are horrible bigots and people who spread hate, and the world would be a better place if we could stop them," Cauce said. "But racism and those other 'isms' are about something more profound. They are inside all of us."

Historic and cultural racism that is passed down over generations is more subtle and harder to fight, she said. It can't be willed or ignored away. "We have to become culturally aware and self-aware," she said.

Her speech kicked off a new race and equity initiative at the university.

In addition to being the University of Washington's first woman president, Cauce will be the university's first openly gay president.

"Dr. Cauce is an outstanding choice — a longtime Husky with a deep commitment to UW, its mission and its students," Gov. Jay Inslee said in a statement. •

www.HispanicOutlook.com • 17

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Dean Leads Graduate College of Social Work Toward

Achieving Social Justice Written by Sylvia Mendoza

Photo Courtesy of University of Houston

Dr. Alan Dettlaff, Dean of the Graduate College of Social Work (GCSW) at the University of Houston

20 • November 23, 2015

Photo Courtesy of University of Houston

and policy association examining social justice issues at local, state, national and international levels. They disseminate the latest news on policy and research via weekly emails to their Listserve of more than 1,000 members. r. Ilze Earner, Associate Professor at the Silberman School of Social Work at Hunter College, City University of New York, met Dettlaff when the Migration and Child Welfare National Network was being set up by the American Humane Society—Child Protection in Chicago. Over time, she collected data with Dettlaff to identify how many immigrant families, children and youth come to the attention of child welfare, the reasons they become involved and whether services offered are effective or not.

“It has been very rewarding to see some of the policy changes that have occurred, program initiatives undertaken and overall recognition in child welfare services that immigrant families have special needs,” Earner said.

D

Graduates can change the Status Quo The GCSW is one of the nation’s most successful social work programs and is poised to improve its standing.

Dettlaff explained, “My goal is to get it to the next level, past the up-andcoming and arrive. Make it a destination.”

The GCSW is on its way. More than 3,000 students have received their MSW degree. According to the department website, dual master’s degrees can be obtained in Business Administration and Public Health, or a Juris Doctorate. Four specializations are offered: Health and Behavioral 22 • November 23, 2015

Dr. Alan Dettlaff

Health, Social Work with Latinos, Political Social Work and Individualized Specialization. In addition, there are international travel courses in England, Scotland, Costa Rica, Hong Kong and mainland China.

“The curriculum prepares students to make a change in people’s lives,” Dettlaff said.

Recently inducted into the 2015 class of Fellows of the Society for Social Work and Research, he leads by example.

“Alan has genuine concern for people especially those who are vulnerable for any number of reasons and may experience various forms of institutional abuse or oppression,” Earner said. “His premise is that everyone has dignity and worth, and it is the responsibility of social work-

ers to ensure that this is the starting point—not sometimes, not maybe but always recognize that social justice is not an end goal but a daily practice.”

Working with children as victims of abuse or of state systems might take a toll on many. Dettlaff holds strong to his belief—those who pursue social work have a passion for the field and can reach that goal of effecting change and achieving social justice.

“You’re protecting children from abuse and neglect,” Dettlaff said.

“Your role is to keep families together and offer services that reduce risk.

You’re part of the solution to the problem. You can change the status quo.” •

foster care system, but Latino children weren’t even though they had many of the same risk factors, poverty being the greatest.”

Even so, they were not getting the services they needed. His research helped develop policy, for example, where an undocumented family member can become the primary caretaker of a child who gets taken from his parents—in lieu of going to a foster family. Children weren’t released to undocumented family members before.

“It reduces trauma of separation from their parents if they can remain with family in a given community,” he explains.

What Dettlaff learned was this: those who fall into the child welfare, foster care or other state systems can become part of dismal statistics.

Children of color fall through the cracks even more. Yet he believes professional training, compassion and learning culturally responsive practice can make a difference in the plight of children made vulnerable through physical, mental or sexual abuse.

Finding his way to Houston Dettlaff shifted to academia, serving as an associate professor at the Jane Addams College of Social Work at the University of Illinois at Chicago for several years. “I fell in love with teaching.”

Becoming a dean was a dream. “I didn’t want to work for just any university,” he said. “I wanted an institution that effects change—and offered potential to build on my experience.”

The University of Houston was that institution. The GCSW mission statement helped seal the deal:

The Graduate College of Social Work (GCSW) provides exceptional education for advanced social work practice, research and leadership through teaching, advancing knowledge and community engagement to achieve social, economic and political justice.

“It says to achieve social justice not aspire to it,” explained Dettlaff who became Dean in the spring.

“Here they mean it. You don’t put the statement on a coffee mug. You live it.”

It is the only college of social work in the world to have a Nobel Peace Prize Laureate, Jody Williams, as part of the faculty. Award-winning social work researcher and #1 New York Times best-selling author Brené Brown is also a faculty member.

Dettlaff’s own research and work with professional organizations is pivotal. For example, he serves as chair of the Commission on Educational Policy for the Council on Social Work Education, a research Photo Courtesy of University of Houston

D

r. Alan Dettlaff knew he wanted to work with children as long as he could remember. He contemplated majoring in education and then special education but knew deep down they were not the right choice. He left his home in Chicago and came to Texas for a change of pace. One night, he watched a reporter on the news who went on a ride-along with a case worker for Child Protective Services. Her story struck a chord, and he knew the path he needed to take.

“I changed my major to Social Work the next day,” Dettlaff said who went on to earn his master’s and doctorate in social work from the University of Texas at Arlington.

Today, he is the new Dean of the Graduate College of Social Work (GCSW) at the University of Houston.

The journey might have started with the fact that his typesetter dad and hairdresser mom divorced when he was 10. He wanted to help children through their pains, wanted to make things right. His first job in the field gave him the opportunity.

For six years, he worked with Child Protective Services—the Texas Department of Family and Protective Services in Ft. Worth—investigating child and sexual abuse cases.

As his career in the child welfare system opened up, he focused on racial disparities, improving outcomes for LGBTQ youth and addressing the unique needs of immigrant families. The disproportionality of Latino children in the child welfare system intrigued him to no end.

“I found that African American children were over represented in the

Dr. Ilse Earner

www.HispanicOutlook.com • 21

UNCENSORED Written by Margaret Orchowski

The Lovable Hispanic Pope in Congress Washington DC and the Capital’s Press Corps fell in love for three days in September when Pope Francis came to visit. When the Argentine-born Pope greeted the crowd from the Congressional Speakers Balcony with a happy “Buenos Dias,” the crowd roared “Buenos Dias” back. His speeches in Spanish were translated live en-duo, allowing those with selective hearing talents to listen to both at the same time or select one out.

The joy was electric. A woman cuddling a two-week old baby passed by with a smile of total contentment. “She has started her life with a blessing from the Pope,” she said. She wasn’t Catholic. Many people who waited hours on the street to see the Pope pass were not either. About one quarter of Americans are Catholic.

One third of Congress is (although not all Hispanic Congressional representatives are – Raul Labrador (ID) for one is Mormon). Two thirds of the Supreme Court is. But there isn’t a monolithic “Catholic vote” nationally. It’s split fairly evenly between Republicans and Democrats. Pope Francis effectively spoke to all sides, provoking both political parties warmly. He often used the friendly cooperation-inducing verb “to dialogue” instead of President Obama’s favorite and more professorial “to address.” While some complained that the U.S. Congress should not be hosting the head of a church in our constitutionally secular legislative body, the Pope in fact was treated as a head of a state – the Vatican.

It has its own embassy on Massachusetts Avenue, and the United States supports an official U.S. Ambassador to the “Holy See” in Rome.

~

“Ex-Speaker” Boehner Leaves a Legacy of Education The powerful Republican speaker of the House John Boehner (Ohio) who resigned from his post and his seat in October was known to be a passionate Catholic and easily moved to tears, even as he remained tough on opposing Democratic House leader (and fellow Catholic) Nancy Pelosi on just about every issue.

But he was also known as a compromiser who could get things done. As chairman of the House Education and Workforce Committee in 2001, Boehner, led the passage of the No Child Left Behind Act with Rep. George Miller, the liberal California Democrat. He also supported with Democratic leaders Senators Kennedy and Lieberman the D.C. Opportunity Scholarship Program for school choice in the District. His resignation was cheered

by Republican Senator Ted Cruz, but his favorite Democratic sparring partners lament his going.

Secretary Arne Duncan’s Sudden Resignation a Blow to Ed A few days after the House Speaker resigned so did Secretary of Education Arne Duncan. Arguably President Obama’s favorite cabinet member and basketball partner (Arne had played professional basketball for a time after college), the Secretary and the administration had come increasingly under fire.

The American Federation of Teachers especially criticized their strong support of charter schools and student testing as a basis for teacher evaluations. Duncan moved aggressively to regulate “for-profit” colleges. He introduced several creative “stimulation” funding programs for state departments of education to compete for such as “Race to the Top.”

But the AFT dismissed his “fixation on high stakes testing.” “He created great polarization,” the union leaders said of Duncan. Maybe they don’t have the Secretary and President’s competitive jock mentality.

Vocabulary Alert: “Undocumented” out; “Migrants” in As I rested by the Capital’s pond after seeing the Pope, a group of some 20 Hispanics came to sit all around me.

They wore T-shirts inscribed in Spanish and English “Social Justice Ministry of Minnesota” and a quote from the Pope: “Jesus, Mary and Joseph knew what it meant to leave their country and become migrants.” Their leaders instructed them (in Spanish) on what to say during their appointments with MN Senators Amy Klobuchar and Al Franken and MN Congressmen Keith Ellison (D), the first Muslim in Congress, and Erik Paulsen, a fourth term Republican. “From now on you are to refer to yourselves as ‘migrantes’ - ‘migrants,’ the leader said.

“Don’t use the term ‘immigrant’ or ‘undocumented.’” “‘Undocumented’ isn’t good now that so many of us have drivers licenses and other documents,” the lady sitting next to me explained. But she decided she would refer to herself as “madre” or mother since she has three children. They all agreed that the term “migrant” as used by the Pope is neutral.

And there is no such thing as an “illegal migrant.” • Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara.

She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education. www.HispanicOutlook.com • 23

SCHOLARS CORNER Written by Erin E. Doran, Ed.D. Graduate of the Educational Leadership and Policy Studies program University of Texas, San Antonio 2015 AAHHE Fellow

A

s doctoral students, especially early on in our programs, I think we want to stick to our comfort zones and the people who are familiar to us — the faculty teaching our classes, our classmates and so on.

But it is also crucial as we make the jump into postdoctoral life to have a broad support network that extends beyond our home campuses.

This is exactly what the American Association of Hispanics in Higher Education Graduate Fellows Program provides. I was chosen in 2015 to participate in this program that is dedicated to supporting and nurturing future Latina/o scholars and leaders in postsecondary education across a variety of fields. Before we all arrived at the hotel in Frisco, Texas, last March, I was able to get to know my fellow participants so that when we all finally got together, it felt like we were old friends meeting up after some time apart.

Over the course of the next four days, we engaged in platicas, presentations, personal conversations and networking opportunities. The platicas included discussions about transitioning into faculty and leadership roles, especially finding a balance between the demands of faculty and family lives. It was especially heartwarming and empow24 • November 23, 2015

~

ering to see Latina faculty members at the conference with their young children. We presented our research to both current and past Graduate Fellows in our own Research Symposium, which gave us all an opportunity to see what others are doing at home and to hone our presentation skills. The fellows were encouraged to network with all the conference participants, and I found the whole community in attendance to be very open and gracious about talking to emerging scholars who wanted to pick their brains. We were also encouraged to attend plenary sessions, and I attended sessions on community college leadership and on Hispanic-Serving Institutions.

A month later I saw some of my colleagues at the American Educational Research Association conference, including Alonzo Campos who introduced me to others within his scholarly community. I keep in touch with some of the Faculty Fellows who are at campuses within a few hours of San Antonio. In fact, I recently turned to 2015 Faculty Fellow Claudia Cervantes-Soon for help with a cover letter for a faculty position.

What AAHHE and its Graduate Fellows program did for me was introduce me to a broader range of

Latina/o researchers, practitioners and leaders. I engaged with scholars who are doing valuable work around the country, and as someone establishing herself in this field, I understand how important these scholars are for advice and networking. The program instilled more confidence in myself with the knowledge that I have a contribution to make and that there is a place where that work will have an audience. Perhaps most importantly, it showed me that being an emerging scholar does not have to be a solitary process — there are others who will be there to help me along the way by imparting the wisdom they learned in their own journeys and giving their unconditional encouragement. •

AAHHE, in partnership with ETS, is pleased to announce the 2016 Outstanding Dissertations Competition first place winner, 2016 Award Winners, & the 2016 USDA/NIFA-AAHHE-TAMUCC Master’s Thesis Award Competition first place winner

These winners will be recognized at the 11th Annual AAHHE National Conference March 10-12, 2016

Hilton Costa Mesa, Costa Mesa, California

Alfredo G. de los Santos, Jr. Distinguished Leadership in Higher Education Ted Martinez Jr, Executive Director, Leadership Fellows Program, National Community Hispanic Council

Outstanding Latino/a Faculty in Higher Education: Research Institutions Frederick Luis Aldama, Arts & Humanities Distinguished Professor, Ohio State University Outstanding Latino/a Faculty in Higher Education: Teaching Institutions

Cristina Villalobos, AD Interim Director, The University of Texas – Rio Grande Valley Outstanding Support of Hispanic Issues in Higher Education Award Marie T Mora, Associate Provost for Faculty Diversity, The University of Texas – Rio Grande Valley

Outstanding Latino/a in the Literary Arts and Publications Juan Felipe Herrera, Professor Emeritus, University of California – Riverside 2016 AAHHE/ETS Outstanding Dissertations Competition First Place Winner

Adriana Ruiz Alvarado, Degree-Granting Institution: University of California – Los Angeles “Latina/o Pathways Through College: Characteristics of Mobile Students and the Institutional Networks They Create” 2016 USDA/NIFA-AAHHE-TAMUCC Master’s Thesis Award Competition First Place Winner Omar Vasquez, Texas A&M University “Studies on the Quantitative Distribution of Candidatus Liberibacter Asiaticus in the Roots & Canopy of Huanglongbing-Infected Citrus Tree”

For conference registration, please visit the AAHHE website: www.aahhe.org www.HispanicOutlook.com • 25

Southern Connecticut State University

TENURE-TRACK FACULTY POSITIONS Effective Fall 2016

Located in historic New Haven, a city rich in art and culture, Southern Connecticut State University is an intentionally diverse and comprehensive institution committed to academic excellence, access, social justice, and service for the public good.

The University invites applications from individuals who believe in the mission of public higher education in urban/metropolitan settings and are committed to excellence in both teaching and scholarship/creative activity. Successful candidates will be student-centered, experts in their fields of study, and adept in the use of technology and varied pedagogies in the classroom.

The University enrolls approximately 11,000 students in 59 undergraduate and 55 graduate degree programs. Offering degrees primarily at the Bachelor’s and Master’s levels, Southern also offers a Sixth Year Diploma and two Doctoral Degree programs. Southern is the flagship of graduate education in the Connecticut State Colleges and Universities (ConnSCU) system and an institution of choice among undergraduates in the state.

ARTS & SCIENCES

Art Art Biology Communication Communication Computer Science Computer Science Earth Science Env. Geo. & Marine Sci. Env. Geo. & Marine Sci. English English History Journalism Math Political Science World Languages & Lit. World Languages & Lit.

BUSINESS

Accounting Accounting Management Management Marketing

EDUCATION

Counseling & School Psych.

Info. & Library Science

HEALTH & HUMAN SERVICES Communication Disorders Exercise Science Nursing Nursing Nursing Rec. & Leisure Studies Rec. & Leisure Studies Social Work Social Work/MFT

Graphic Design Education Education Communication/Personal & Professional Advertising & Promotions (2 positions) Software Engineering/Mobile & Cloud App. Dev. Data Science Software Engineering Applied Geology Physical Geography GIS/Cartography Medieval Literature Creative Writing American History: Early Republic Visual Journalism/Multimedia Education American Politics/National Institutions French Spanish for the Professions

Assistant Assistant/Associate Assistant Assistant Assistant/Associate Assistant/Associate Assistant/Associate Assistant Assistant Assistant Assistant Assistant Assistant Assistant Assistant Assistant Assistant Assistant/Associate

Auditing Managerial Accounting Management Information Systems Business Law Marketing (2 positions)

Assistant/Associate Assistant/Associate Assistant/Associate Assistant/Associate Assistant/Associate

School Psychology School Library Media

Assistant Assistant/Associate

Speech­Language Pathology Physical Education Pedagogy Nursing Generalist Maternal/Child Nursing Family Nurse Practitioner Tourism, Hospitality and Event Management Sports Management Social Work/BSW Coordinator MFT Program Coordinator

Assistant/Associate Assistant Assistant Assistant/Associate Assistant/Associate Assistant Assistant Assistant/Associate Assistant/Associate

Rank dependent upon appropriate experience and qualifications.

Note: A detailed description of all faculty positions and required application materials can be found on the Southern Connecticut State University website: http://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.

26 • October 26, 2015

American Association of State Colleges and Universities

Delivering America’s Promise

2016 MillenniuM leadership initiative (Mli)

T

he American Association of State Colleges and Universities (AASCU) and the Association of Public and Land-grant Universities (APLU) announce the call for nominations and applications for the Millennium Leadership Initiative (MLI) Institute to be held June 11-14, 2016 in Washington, D.C. The MLI Institute enriches the preparation and advancement of persons traditionally underrepresented in the higher education leadership positions of college/university president or chancellor. Further, the institute helps senior administrators determine if ascending to the presidency or chancellorship is a preferred course for their careers. All qualified candidates are considered for selection and admission.

our courses are taught by sitting presidents and chancellors and are enhanced by former presidents, chancellors and content specialists.

MLI is a unique professional development program for senior administrators in higher education. It prepares and encourages vice presidents, provosts and deans in the development of a professional career plan to advance to the presidency or other senior executive-level positions in higher education.

For AdditionAl inFormAtion ContACt

Eligibility Successful applicants will demonstrate the leadership experience necessary to achieve a presidency or chancellorship in higher education or to advance to vice president or provost. In addition, candidates must possess a terminal degree or have significant experience as a senior executive. Equivalent experience outside the academy in government or the private sector is acceptable. All candidates must be nominated by a president or chancellor, or by a chief operating officer from a large complex university or organization.

Cai K. Owens at owensc@aascu.org Deadline for Applications and Nominations January 29, 2016 Apply at www.aascu.org/mli/applicationform (only electronic applications will be accepted)

Submit letters of nomination:

There are two components to the MLI program—an intensive four-day institute and a required yearlong mentorship with a president or chancellor. The majority of

• electronically to mli@aascu.org • fax to 202.296.5819 • mail to Cai K. Owens, MLI Program Manager, AASCU, 1307 New York Avenue NW, Fifth Floor, Washington, DC 20005-4701

call for applications and nominations

2016.mli.outlookad.indd 1

TENURE TRACK FACULTY POSITIONS - ALL RANKS - EXPOSURE SCIENCES

The Johns Hopkins Bloomberg School of Public Health invites applications for full-time, tenure track faculty positions in the Department of Environmental Health Sciences. We are seeking investigators with specific research expertise in exposure assessment and/or occupational hygiene. We invite applications for 12-month tenure-track research and teaching positions in the following areas: 1) aerosol science and health with a focus on aerosol generation, collection and physical/chemical characterization for health-related research; 2) characterization of air pollutants with a focus on development of sampling methods and assessment of health risk; 3) innovative exposure assessment methodologies and technologies; or 4) statistical and design methodology for occupational and environmental exposure assessment. Applicants for these positions should demonstrate a potential for high-quality teaching as well as for developing a sponsored research program. Review of applications will begin on January 1, 2016 and continue until the positions are filled.

For full position description and how to apply go to: http://www. jhsph.edu/departments/environmental-health-sciences/faculty/faculty-openings/ The Johns Hopkins University is an equal opportunity/affirmative action employer committed to recruiting, supporting, and fostering a diverse community of outstanding faculty, staff, and students. All applicants who share this goal are encouraged to apply.

n n n n n

11/9/15 3:03 PM

CENTRAL OREGON COMMUNITY COLLEGE VICE PRESIDENT FOR INSTRUCTION Central Oregon Community College is searching for a Vice President for Instruction. As the chief academic officer of the College, the VPI is responsible for the overall vision and direction of academic programs and the recruitment and development of the faculty. The VPI will advocate for faculty and instruction, contribute to the development and execution of the annual budget, and take a leadership role in the development and implementation of the College Strategic and Academic Master Plans.

DEAN, SCHOOL OF BUSINESS AND ECONOMICS

The Catholic University of America invites applications and nominations for the position of Dean of the School of Business and Economics. The Dean’s principal responsibility will be to lead the next stage of development in the academic life of the School.

The University serves the nation and the Catholic Church through its educational, research, and creative endeavors. It provides the highest quality graduate and undergraduate programs designed to prepare students for lives of inspired leadership in the world. This position offers an extraordinary opportunity to engage an academic enterprise in applying a comprehensive vision of the Catholic intellectual tradition across a range of academic disciplines within the School.

The School of Business and Economics (SBE) is one of the fastest growing business schools in the world. It has distinguished itself for its uncompromising commitment to integrating Catholic principles into the education of tomorrow’s business leaders. University Provost Andrew Abela was the founding dean of the School of Business and Economics, and his recent promotion to provost has made the dean’s position available.

For more information, visit CuaSbeDeanSearch.com, or contact search consultants Scot Landry (slandry@GoodCatholicLeadership.com) and Martin Baker (mbaker@baasearch.com).

BEND, OREGON

Central Oregon Community College provides comprehensive services to the residents of the expansive 10,000-square-mile district. The College has a main campus in Bend, a city of 80,000 residents, and additional campuses in the more rural communities of Redmond, Madras and Prineville.

COCC employs 124 full-time and 300 part-time faculty. Enrollment in credit and noncredit programs is 17,000 (6,400 FTE). Forty-two percent of credit students are enrolled in transfer programs; 35% are in career and technical education.

APPLICATION PROCEDURES To view the complete job description, please visit cocc.edu/vpi-search.

To apply, visit jobs.cocc.edu.

Review of applications will continue until the position is filled. Guaranteed consideration date for applications is Friday, Jan. 8.

www.HispanicOutlook.com • 27

AMERICAN UNIVERSITY TENURE-TRACK/TENURED POSITION ANNOUNCEMENTS http://american.edu/hr/Ft-Faculty.cfm American University is an independent, coeducational university with more than 11,000 students enrolled in undergraduate, master’s, and doctoral and professional degree programs. The university attracts students from many different backgrounds, from all 50 states, the District of Columbia, Puerto Rico and the territories, and nearly 150 foreign countries. Located in the nation’s capital, the campus is in a beautiful residential neighborhood, a short distance from the city’s centers of government, business, research, commerce, and the arts.

Please refer to the Human Resources website listed above for more information about each position. Inquiries may also be directed to the appropriate academic unit. All applicants must possess the appropriate terminal degree, the ability to balance teaching and scholarship, prepare students to live and work in a diverse world, utilize information technology in the classroom, and promote interdisciplinary inquiry and experiential learning.

Applications are invited for tenure-track and tenured faculty positions beginning AY 2016-17. All positions are at the assistant professor level unless indicated otherwise.

COLLEGE OF ARTS AND SCIENCES Computer Science: (Up to 3 Open Rank) Economics: Labor (Assistant) Economics: Macroeconomics (Assistant) Education: (Dean) Environmental Science: (Assistant) Health Studies: Multiple Fields (Up to 2 Assistant) History: Public History (Assistant or Associate) History: Modern Germany (Assistant) Literature: British Victorian (Assistant) Mathematics/Statistics: (Assistant) Performing Arts: Audio Technology (Assistant) Philosophy & Religion: Social & Political (Assistant) Psychology: Clinical Psychology (Assistant) Sociology: Social Dimensions of Health (Open) KOGOD SCHOOL OF BUSINESS Accounting: Accounting (Open Rank) Marketing: Marketing (Open Rank) Management: Entrepreneurship (Open Rank) Management: Strategy (Open Rank) General: Regional Innovation (Open Rank) SCHOOL OF INTERNATIONAL SERVICE Conflict and Development (Assistant) Emerging Powers (Up to 2 Assistant) Mohamed S. Farsi Foundation Chair in Islamic Peace (Associate or Full) Transnational/International Security (Assistant) U.S. Foreign Policy (Associate or Full) SCHOOL OF COMMUNICATION Strategic Communication/Data Analytics (Assistant) SCHOOL OF PUBLIC AFFAIRS Government: Director of the Center for Congressional & Presidential Studies (Associate or Full) Public Administration & Policy: Public Management (Open Rank) Public Administration & Policy: Budgeting and Financial Management (Assistant or Associate) WASHINGTON COLLEGE OF LAW International Human Rights Law Clinic, Intellectual Property, International Law (Public and Private), Constitutional Law, and Criminal Law (Up to 3 Open Rank Tenure Line) American University is an Affirmative Action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, or protected Veteran status. American University is a tobacco and smoke free campus.

AMERICAN UNIVERSITY 4400 Massachusetts Avenue NW WASHINGTON, DC 20016 The private university with a public responsibility 28 • October 26, 2015

UMBC

University of Maryland Baltimore County An Honors University in Maryland Information Systems Department

TENURE TRACK POSITION IN ARTIFICIAL INTELLIGENCE/ KNOWLEDGE MANAGEMENT The Information Systems (IS) Department at UMBC invites applications for a tenure-track faculty position at the Assistant Professor level starting August 2016. We are searching for a candidate with research interests and experience in Artificial Intelligence (AI) and/or knowledge management (KM). The ideal candidate should have expertise in conducting AI/KM research to improve decision making in application domains closely relevant to one or more active research areas in the IS department, preferably health IT, social computing, and smart environments.

The research areas of current faculty in the Department of Information Systems include Artificial Intelligence/Knowledge Management, Databases and Data Mining, Human Centered Computing, Software Engineering, and Health Information Technology. Candidates must have earned a PhD in Information Systems or a related field no later than August 2016. Candidates should be engaged in research that fosters collaboration with at least one of these areas. Preference will be given to those who can collaborate with current faculty. Candidates should have a strong potential for excellence in research, the ability to develop and sustain an externally funded research program, and the ability to contribute to our mission of excellent graduate and undergraduate education. Exceptionally qualified candidates in an area other than AI/KM that aligns well with the department’s mission may be considered.

The Department offers undergraduate degrees in Information Systems and Business Technology Administration. Graduate degree programs, MS and PhD, are offered in both Information Systems and Human-Centered Computing, including an innovative online MS in IS program. Consistent with the UMBC vision, the Department has excellent teaching facilities, state-of-the-art laboratories, and outstanding technical support. UMBC’s Technology Center, Research Park, and Center for Entrepreneurship are major indicators of active research and outreach. Further details on our research, academic programs, and faculty can be found at http://www.is.umbc.edu/. Members of underrepresented groups, including women and minorities, are especially encouraged to apply.

Applications will not be reviewed until the following materials are received: a cover letter, a one-page statement of teaching interests, a one to two-page statement of research interests, and a CV. Electronic copies should be submitted to the IS department through the following link: http://apply.interfolio.com/31466. For inquiries, please contact Barbara Morris (410) 455-3795 or bmorris@umbc.edu or Dr. Dongsong Zhang (410) 455-2851 or zhangd@umbc.edu. Review of applications will begin immediately and will continue until the position is filled. These positions are subject to the availability of funds.

UMBC is an Affirmative Action/Equal Opportunity Employer and welcomes applications from minorities, women, veterans and individuals with disabilities.

California State University, Long Beach (CSULB) is one of the largest and most comprehensive public universities in the nation, enrolling approximately 37,000 students. CSULB is located in Long Beach, the seventh largest city in California, on a beautifully landscaped 320acre campus near the ocean and in close proximity to the thriving downtown Long Beach area. CSULB is a diverse and ambitious institution that is proud to be among the nation’s premier comprehensive universities. The faculty and staff of CSULB are engaged in a broad array of high-quality undergraduate and graduate programs, significant research and creative activities, and a wide range of community and professional service activities.

CSULB seeks outstanding, publicly engaged leaders to join a dedicated leadership team that is committed to advancing the University's broad and forward-seeking mission. Read more at www.csulb.edu.

California State University, Long Beach (CSULB) is one of the largest and most comprehensive public universities in the nation, enrolling approximately 37,000 students. CSULB is located in Long Beach, the seventh largest city in California, on a beautifully landscaped 320-acre campus near the ocean and in close proximity to the thriving downtown Long Beach area. CSULB is a diverse and ambitious institution that is proud to be among the nation’s premier comprehensive universities. The faculty and staff of CSULB are engaged in a broad array of high-quality undergraduate and graduate programs, significant research and creative activities, and a wide range of community and professional service activities. CSULB seeks outstanding, publicly engaged leaders to join a dedicated leadership team that is committed to advancing the University's broad and forward-seeking mission. Read more at www.csulb.edu.

Associate Dean for Research

Associate Dean for Enrollment Management

College of Natural Sciences and Mathematics

College of Liberal Arts

The College of Natural Sciences and Mathematics (CNSM) comprises the Departments of Biological Sciences, Chemistry and Biochemistry, Geological Sciences, Mathematics and Statistics, Physics and Astronomy, and The College Science Education. distinguishes itself through its emphasis on research and education, and through its active role in the Long Beach K-16 Education Partnership. We are committed to undergraduate and graduate research in providing a student-centered environment typical of a smaller institution while employing the resources of a large, urban university.

Under the direction of the Dean, assist department chairs in enrollment management and, with Curriculum and Personnel Supervisor, resolve scheduling/enrollment issues affecting the College.

Assume a range of responsibilities as a key member of the leadership team of the College of Liberal Arts. Oversee the development and implementation of the College’s schedule of courses. Work with the College’s leadership team to manage enrollment and assign courses appropriately.

Represent the College on relevant committee, councils, and projects and at various College functions as needed.

For position qualifications & job description, visit www.csulb.edu/aa/personnel/jobs

For position qualifications & job description, visit www.csulb.edu/aa/personnel/jobs

Appointment is effective on or about August 1, 2016.

Review of applications to begin on January 26, 2016. Position open until filled. Finalist will also be required to submit a signed SC-1 form, three current letters of reference, and official transcript from institution awarding highest degree.

Appointment is effective on or about January 1, 2016. Review of applications to begin on December 4, 2015. Position open until filled. Finalist will also be required to submit a signed SC-1 form, three current letters of reference, and official transcript from institution awarding highest degree.

CSULB is committed to creating a community in which a diverse population can learn, live, work, and thrive in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual, without regard to race, color, national origin, ancestry, religious creed, sex, gender identity, sexual orientation, marital status, disability, medical condition, age, Vietnam era veteran status, or any other veterans’ status.

CSULB is an Equal Opportunity Employer.

CSULB is committed to creating a community in which a diverse population can learn, live, work, and thrive in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual, without regard to race, color, national origin, ancestry, religious creed, sex, gender identity, sexual orientation, marital status, disability, medical condition, age, Vietnam era veteran status, or any other veterans’ status.

CSULB is an Equal Opportunity Employer.

Hispanic Outlook

Hisp

Due: Nov. 11th, 2015 Runs: Nov. 23rd, 2015 Estimate: $800 (1/3 Vertical) 2.375 x 9.75

Due: Runs Estim (1/3 V

Approval Signature: _____________Appr Date: _____________

POST A JOB TODAY! CALL

(201) 587 8800

OR VISIT WWW.HISPANICOUTLOOKJOBS.COM

www.HispanicOutlook.com • 29

Assistant Professor of Finance

Charles H. Dyson School of Applied Economics and Management College of Agriculture and Life Sciences Cornell University – Ithaca, New York Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broad research, teaching tomorrow’s thought leaders to think otherwise, care for others, and create and disseminate knowledge with a public purpose.

Position: Assistant Professor of Finance – 9 Month Appointment, Tenure Track. Anticipated start date: August 2016 Responsibilities: Applicants are sought in all areas of finance. The successful candidate is expected to demonstrate the capacity to conduct a distinguished program of research (50%) and teaching (50%). A keen interest in teaching and advising at both the undergraduate and graduate levels is essential.

Opportunities: The Charles H. Dyson School of Applied Economics and Management is an internationally renowned school in the areas of business, management, agricultural economics, environmental and resource economics, and international and development economics. The undergraduate program is one of only three accredited undergraduate business degree programs in the Ivy League. The graduate program awards Ph.D., M.S., and M.P.S. degrees.

We seek candidates whose research interest link well with one or more of the related research areas within the Dyson School (International Finance, Open Economy Macroeconomics, Corporate Finance, Asset Pricing, Behavioral Finance, Household Finance, Agricultural Finance and Development Finance). Dyson faculty members have opportunities to work with faculty and students in the Johnson Graduate School of Management, Department of Economics, the Hotel School, and the broader economics and finance communities at Cornell.

The successful candidate will be expected to develop a distinguished and visible program of research in finance, publishing in leading outlets appropriate to his or her areas of specialization. The candidate will be called upon to take a leadership role in strengthening the Dyson School’s research and instructional capacities in his or her area of expertise, and fostering collaborations with faculty in related areas.

The Charles H. Dyson School of Applied Economics and Management, and the College of Agriculture and Life Sciences at Cornell embrace diversity and seek candidates who will create a climate that attracts students of all races, nationalities and genders. We strongly encourage women and underrepresented minorities to apply.

Application: Electronically submit to https://academicjobsonline.org/ajo/jobs/6565 your letter of application summarizing research and teaching interests, a curriculum vita, job market paper and any other papers/publications, copies of teaching evaluations, and three references (to be sent directly by the references).

Salary: Competitive with other leading business schools and commensurate with qualifications and experience. An attractive fringe benefits package is included.

Closing Date: Review of applications will begin December 24, 2015 and continue until an acceptable candidate has been identified and hired.

Qualifications: A Ph.D. in economics or finance. Preference may be given to individuals with demonstrated research competence and teaching expertise.

College of Agriculture and Life Sciences Knowledge with purpose Cornell University is an innovative Ivy League university and a great place to work. Our inclusive community of scholars, students and staff impart an uncommon sense of larger purpose and contribute creative ideas to further the university's mission of teaching, discovery and engagement. Located in Ithaca, NY, Cornell's far-flung global presence includes the medical college's campuses on the Upper East Side of Manhattan and in Doha, Qatar, as well as the new CornellNYC Tech campus to be built on Roosevelt Island in the heart of New York City.

HO

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Diversity and Inclusion are a part of Cornell University's heritage. We're an employer and educator recognized for valuing AA/EEO, Protected Veterans, and Individuals with Disabilities.

e-mail: info@hispanicoutlook.com phone: (201) 587-8800 fax: (201) 587-9105 299 Market Street, Suite 145 Saddle Brook, NJ 07663 “‘The Hispanic Outlook in Higher Education’ and ‘Hispanic Outlook’ are registered trademarks.”

30 • October 26, 2015

VICE PROVOST FOR INSTITUTIONAL EQUITY AND DIVERSITY

DEAN COLLEGE OF EDUCATION

North Carolina State University is conducting a national search for the Vice Provost for Institutional Equity and Diversity. The Nomination 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 NC State. 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 February 3, 2016. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com/vp-oied.

North Carolina State University is conducting a national search for the Dean of the College of Education. The Nomination 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 NC State. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to January 15, 2016. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com/ncstateeducationdean

Laurie C. Wilder, President Porsha L. Williams, Vice President 770-804-1996 ext: 109 pwilliams@parkersearch.com || eraines@parkersearch.com

Laurie C. Wilder, President Porsha L. Williams, Vice President 770-804-1996 ext: 109 pwilliams@parkersearch.com || eraines@parkersearch.com

NC State University is an equal opportunity and affirmative action employer.

All qualified applicants will receive consideration for employment without regard to race, color, national origin, religion, sex, gender identity, age, veteran status, or disability. In addition, NC State University welcomes all persons without regard to sexual orientation. North Carolina State University welcomes the opportunity to work with candidates to identify suitable employment opportunities for spouses or partners.

NC State University is an equal opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, national origin, religion, sex, age, veteran status, or disability. In addition, NC State University welcomes all persons without regard to sexual orientation. The College of Education welcomes the opportunity to work with candidates to identify suitable employment opportunities for spouses or partners.

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

Hispanic Outlook 1/4 page Issue 12/14 Deadline 12/7

Promoting academic quality by enhancing learning, teaching, scholarship, and service and by celebrating MTSU’s distinctive strengths.

We are currently seeking applicants for over 40 faculty positions for the 2016-2017 academic year.

For current position listings, please visit our website https://mtsujobs.mtsu.edu MTSU is an AA/EOE

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

Hispanic Outlook 1/4 page Issue 11-23-15 The Department of Computer Science at the Uniof Northern Iowa invites applications for a Deadline 11-11-15versity tenure-track assistant professor position to begin

The College of Social and Behavioral Sciences invites applications for tenure track positions in the following programs: · History (2) · Law Enforcement (2) · Political Science (1) · Psychology (1) · Social Work (1) · Social Studies-History (1) Minnesota State University, Mankato and the College of Social and Behavioral Sciences have a longstanding, successful commitment to diversity and are actively seeking to expand the gender, cultural, racial and ethnic diversity of our university community. Complete information is posted under Employment at MSU on http://www.mnsu.edu/hr/.

AA/EOE and a member of the Minnesota State Colleges & Universities.

August 2016. Applicants must hold a Ph.D. in Computer Science or a closely-related discipline.

The department seeks candidates able to teach and conduct research in software engineering, as well as to participate broadly in the CS curriculum.

Detailed information about the position and the department are available at http://www.cs.uni. edu/. To apply, visit http://jobs.uni.edu/. Applications received by January 15, 2016, will be given full consideration.

Pre-employment background checks are required. UNI actively seeks to enhance diversity and is an Equal Opportunity/Affirmative Action employer. The University encourages applications from persons of color, women, individuals living with disabilities, and protected veterans. All qualified applicants will receive consideration for employment without regard to age, color, creed, disability, gender identity, national origin, race, religion, sex, sexual orientation, protected veteran status, or any other basis protected by federal and/ or state law. UNI is a smoke-free campus. www.HispanicOutlook.com • 31

DEAN OF THE GRADUATE SCHOOL OF APPLIED AND PROFESSIONAL PSYCHOLOGY (GSAPP) Rutgers, The State University of New Jersey, invites nominations and applications for the position of Dean of the Graduate School of Applied and Professional Psychology GSAPP and Rutgers: Rutgers, The State University of New Jersey, seeks an experienced, visionary academic leader and distinguished scholar, with experience and understanding of the education of professional psychologists, to serve as dean of its Graduate School of Applied and Professional Psychology at Rutgers University–New Brunswick. GSAPP offers the Doctor of Psychology degree (Psy.D.) in clinical psychology and the Psy.D. in school psychology, which have as their goal the preparation of well-educated, qualified, and competent professional psychologists who have a special commitment to direct community involvement and to underserved populations. Each program admits 18-20 students per year, with a current student body of around 200, either taking courses full-time or completing internships or dissertation requirements. GSAPP offers its students practical experience in its psychological clinic that allows them to treat a wide range of outpatients in conjunction with coursework. Student practicum placements include schools, mental health centers, hospitals, prisons, and counseling centers throughout the central New Jersey area as well as in New York and Philadelphia. In addition, students doing practica at GSAPP’s Center for Applied Psychology serve populations ranging from public schools to families of children with autism or who are in foster care. GSAPP has 20 full-time scholarly/instructional faculty, 4 visiting faculty (practitioners who spend one full day per week at the school teaching, supervising, and serving on academic and administrative committees), and approximately 26 contributing faculty (practicing psychologists who teach one course). Also, 45 joint appointment faculty from other Rutgers departments, centers, bureaus, and institutes, and from Rutgers Biomedical Health Sciences actively teach and supervise students. GSAPP’s long time commitment to diversity has been recognized by the National Council of Schools and Programs in Professional Psychology for “Outstanding Achievement in Promoting Diversity in Professional Psychology.”

Chartered in 1766 as Queen’s College, Rutgers University is one of the nation’s leading national, public research institutions. A member of the AAU and of the Big Ten and the CIC, Rutgers is a vibrant and diverse community of more than 65,000 students from all 50 states and more than 115 countries, approximately 9,000 full- and part-time faculty, and 15,400 full- and part-time staff members across the University. Rutgers comprises 33 schools and colleges and is home to more than 300 research centers and institutes. The University is dedicated to teaching that meets the highest standards of excellence; to conducting research that breaks new ground; and to providing services, solutions, and clinical care that help individuals and the local, national, and global communities where they live. Rutgers is located at the center of the Boston to Washington, D.C. corridor, with easy access to New York and Philadelphia.

Qualifications: The successful candidate will possess a doctorate and a record of scholarly and clinical accomplishments warranting appointment at the rank of professor within the Graduate School of Applied and Professional Psychology, and will have the administrative experience to lead a highly-ranked school within a large and complex academic organization. The Dean will oversee the budget and fiscal management of the School. She or he will demonstrate a strong commitment to teaching, excellence in graduate education, student placement, and the overall enhancement of the student experience. She or he must demonstrate support for the highest standards of research and scholarship among faculty and students. Also critical are the capacity to articulate and build consensus around a strategic vision, and the ability to implement policies and initiatives to achieve that vision. A commitment to the recruitment and retention of a diverse group of faculty and students and to diversity in all aspects of the university is also essential. Candidates should have a proven track record in fundraising and alumni relations, a demonstrated ability to work well with faculty, staff, and external constituents, and strong management skills.

The Dean of GSAPP reports to the Chancellor of Rutgers University–New Brunswick and is a key member of the leadership team. The successful candidate will be expected to play a major intellectual leadership role in developing strong academic, clinical, and research programs that enhance the School’s quality, reputation, and visibility.

Salary is competitive and commensurate with experience and qualifications. The desired appointment start date is July 1, 2016. Review of nominations and applications will begin on December 1st and continue until the position is filled. All correspondence will be held in strictest confidence. Applicants should submit a letter of interest and a current curriculum vitae. Applications from women and underrepresented minorities are actively encouraged. Nominations and applications from qualified individuals should be submitted electronically to: Dean Cathryn Potter c/o Linda G. Schulze GSAPP Dean Search Committee gsappdeansearch@rutgers.edu Rutgers is an Equal Opportunity/Affirmative Action Employer

32 • October 26, 2015

The University of South Florida System is a high-impact, global research system dedicated to student success. The USF System includes three institutions: USF; USF St. Petersburg; and USF Sarasota-Manatee. The institutions are separately accredited by the Commission on Colleges of the Southern Association of Colleges and Schools. All institutions have distinct missions and their own detailed strategic plans. Serving more than 47,000 students, the USF System has an annual budget of $1.5 billion and an annual economic impact of $4.4 billion. USF is a member of the American Athletic Conference.

Administrative and Executive Positions:

Director (Advancement) (College of Business) Sr. Director of Development (Byrd Alzheimer’s Institute) Human Resources Director

Director of Development (Byrd Alzheimer’s Institute) Director of Student Outreach and Support (Student Affairs)

Faculty Positions:

College of Public Health Assistant, Associate, Full Professor (Health Policy Management) Assistant/Associate Professor (Global Health) (2) College of Arts & Sciences Open Rank Faculty (Cryptography) AP of Graphic Design (Verbal & Visual Arts) (USF St. Petersburg) Professor/Associate Professor (Health Economics) Associate Professor Assistant Professor (Classics) Assistant Professor (Digital Science) College of Behavioral Community Sciences Assistant/Associate Professor (Speech-Language Pathology) College of Education Instructor (Elementary Education) (2) College of Business Assistant Professor (Marketing) Honors College Instructor I College of Medicine Advanced Registered Nurse Prac Clinical Director Assistant Professor (Pediatric Pulmonology) Information Technologies Assistant Professor (Information Technology) (USF Sarasota-Manatee) School of Hotel/Restaurant Mgt Assistant Professor (College of Hospitality and Tourism Leadership) (USF Sarasota-Manatee) College of Pharmacy Postdoctoral Scholar Research (Pharm Sciences)

Assistant Dean (Teaching Innovation & Quality Enhancement) Assistant Professor (Community & Family Health) Assistant Professor (Psychology) (USF St. Petersburg) Assistant Professor (Psychology) Assistant Professor (Graphic Design) Assistant Professor (Functional Materials Chemistry) Instructor (Spanish/Language Pedagogy (French)) Assistant Professor (Forensic Anthropology) Associate Professor (Rehabilitation Counseling) Instructor of Statistics/Math (Biological Sci) (USF St. Petersburg)

Assistant Professor (General Academic Pediatrics) Medical Director Assistant Professor (Physician Assistant) Sr. Systems Administrator

For a job description on the above listed positions including department, disciple and deadline dates: (1) visit our Careers@USF Web site at https://employment.usf.edu/applicants/jsp/shared/Welcome_css.jsp; or (2) contact The Office of Diversity and Equal Opportunity, (813) 974-4373; or (3) call USF job line at 813.974.2879.

USF is an equal opportunity/equal access/affirmative action institution, committed to excellence through diversity in education and employment.

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Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to January 6, 2016. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com/ut-evp.

Laurie C. Wilder, President Porsha L. Williams, Vice President Erin Raines, Associate 770-804-1996 ext: 109 pwilliams@parkersearch.com || eraines@parkersearch.com The University of Tennessee is an equal opportunity/affirmative action employer. Women, minorities and persons with disabilities are encouraged to apply.

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www.HispanicOutlook.com • 33

UNIVERSITY OF UTAH TENURE-TRACK FACULTY POSITION OPENING

The University of Utah's School of Computing (SoC) and the Entertainment Arts and Engineering (EAE) program are seeking to hire a joint tenure-track faculty member at the assistant professor level, beginning Fall 2016. Exceptional candidates at higher ranks will also be considered. Candidates for this position should have an established record of interdisciplinary work between computer science and games. Applicants must have earned a Ph.D. in Computer Science or a closely related field and demonstrate ability to obtain external funding, pursue an exceptional research agenda, and mentor and teach effectively.

Applicants should be able to perform research connecting computer sciences and games. Possible areas include, but are not limited to: human computer interaction, procedural content generation/generative methods, games user research, computer graphics for games, game analytics, and artificial intelligence for games.

The University of Utah is a Carnegie Research I Institution. The School of Computing is an exciting, growing school with a 50-year history of excellence in computer graphics, computer science education, innovation, and research. The EAE program was founded in 2007 and is currently ranked as the number 2 video game design program according to the 2014 Princeton Review rankings. Together EAE and SoC have demonstrated leadership in the interdisciplinary domain of video game research and development.

The University of Utah is located in Salt Lake City, the hub of a large metropolitan area with excellent cultural and recreational opportunities. A vibrant local game community offers opportunities for interesting collaborations, including Disney Interactive, EA Salt Lake, Chair Entertainment (a division of Epic Games), Eat Sleep Play, and many others. Additional information about the SoC, EAE and our current faculty can be found at http://cs.utah.edu and http://eae.utah.edu Interested candidates should provide a cover letter, curriculum vitae, statement of research goals, teaching statement, and names and contact information of at least four references. Applications are managed at the following URL: http://utah.peopleadmin.com/postings/46522 Applications will be reviewed on a rolling basis starting January 2016 and will continue until the position is filled.

Administrative inquiries should be sent to corrinne.lewis@utah.edu .

The University of Utah is an Equal Opportunity/Affirmative Action employer and educator. Minorities, women, veterans, and persons with disabilities are strongly encouraged to apply. Veterans' preference is extended to qualified veterans. Reasonable disability accommodations will be provided with reasonable notice. For additional information about the University's commitment to equal opportunity and access see: http://www.utah.edu/nondiscrimination/.

UNIVERSITY OF UTAH SCHOOL OF COMPUTING LECTURING FACULTY POSITION

The School of Computing at the University of Utah seeks applicants for the position of Lecturing Professor (at all ranks) beginning in the fall semester of 2016. This lecturing position is intended to be a long term or permanent position, with possibilities for extended contracts and promotion within the University’s Career-Line Faculty structure.

The ideal candidate will have a strong academic background in computer science or a related field (Ph.D. preferred), practical experience in the computer industry, a demonstrated proficiency in teaching, and an interest in curriculum development. We are particularly interested in candidates who would be able to draw on first-hand industrial experience while teaching software engineering and software project classes.

The School of Computing currently employs 37 tenure-track and five lecturing professors who collaborate to offer a variety of undergraduate and graduate degree and certificate programs. Lecturing professors focus primarily on the undergraduate program by teaching two large enrollment classes per semester and providing service aimed at organizing and promoting the curriculum and degree programs.

The University of Utah is a Carnegie Research I Institution, and the School of Computing is an exciting, growing school with a 50-year history of excellence in computer science education, innovation, and research. The University of Utah is located in Salt Lake City, the hub of a large metropolitan area with excellent cultural and recreational opportunities. Additional information about the school and our current faculty can be found at http://www.cs.utah.edu. Candidates may apply through the following URL: http://utah.peopleadmin.com/postings/46706 Applications will be reviewed on a rolling basis starting January 2016 and will continue until the position is filled.

The University of Utah is an Equal Opportunity/Affirmative Action employer and educator. Minorities, women, veterans, and persons with disabilities are strongly encouraged to apply. Veterans’ preference is extended to qualified veterans. Reasonable disability accommodations will be provided with reasonable notice. For additional information about the University’s commitment to equal opportunity and access see: http://www.utah.edu/nondiscrimination/.

The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically underrepresented students.

34 • October 26, 2015

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PAY NOTHING UNTIL 2016

PRIMING THE PUMP HELPING LATINO SCHOLARS STAY FOCUSED Written by Miquela Rivera, Ph.D

T

he buzzer went off every two minutes, notifying the student that a new call, text or posting had arrived.

Stopping mid-thought, he would scan the message, respond and return to the discussion. (Now, where were we?) Latino students are barraged with distractions but are not always equipped to handle them. Executive functioning – the ability to make and carry out plans – does not fully develop until the mid-twenties, so lack of planning, difficulty balancing multiple demands and struggling with interruptions is common among college students. The young Latino college student might not be developed enough to avoid falling prey to distractions.

Student services, mentors and older students can help younger Hispanic students minimize distractions by teaching and supporting certain practices.

Start with list making. Encourage Latino students to make a daily to-do list. If things aren’t getting done despite the list, work with the student to examine why.

Clear out excessive stuff. Old movies, piles of comic books, outdated electronic games and other “stuff” clutter a workspace and distract a student from completing priorities. Challenge the Latino to purge or sell things no longer used, so they can focus on priorities.

Unwanted or unnecessary demands drain a student of vital time, energy and clarity. If the Latino student is spending time with people because “it’s too awkward” not to, strategize ways to say “no” yet stay in good graces with others and live guilt free. Students should also limit time on electronics. Since the internet can be accessed from nearly anywhere, remind the student to set limits about when, how often and how long he will

~

check email, use social media, listen to music, watch videos or surf the web.

Those minutes turn into hours – time better spent on priorities.

A routine helps a student avoid the need to re-plan, rearrange and catch up with essential things that are missed or end up being done “whenever,” derailing the student’s time to study or attend class. A routine builds predictability and frees up time for other creative efforts. Even though many Latino college students resist routine because they fear being in a rut or are resisting structure, encourage them to develop one. Exercising, preparing meals, running errands, studying and checking in with family are repeat activities that can become a student’s routine. And getting things done with less stress and disruption can be surprisingly exciting.

Forget multitasking. Students try to fool themselves and others into thinking that they can accomplish more by doing two things at once. They usually can’t. Stopping to do something else in the midst of a task requires that the student eventually refocus on the original task, losing time and mastery. Multitask sparingly.

Since life doesn’t always go as planned, and interruptions are not always predictable, the best a Latino student can do is allow extra time to get certain tasks done. A margin of time will help minimize stress when unplanned events happen. The lower the stress, the greater the concentration and productivity.

Encourage Latino students to spend time outside – alone. The quiet of nature, the warmth of the sun or a brisk walk near the river can help a Latino student reenergize. Especially

for Latinos raised in less populated areas, spending time outside helps them reconnect and rejuvenate while finding calm, clarity and comfort.

College students often skimp on sleep and exercise, yet both are linked and essential for maintaining focus.

Exercise enhances both sleep and concentration. Even biking to class counts.

Hispanic students who make exercise and sleep part of their routine enhance their chances of success.

While spontaneous socializing can be fun, it can be a costly distraction.

Encourage Latino students to select a library study carrel away from windows and off the path of others who might stop by to chat. It will give them the space to use time between classes to study efficiently. If noise-canceling headphones will help, support their use.

Guilt, worry, and obsessive rumination are significant distractors that will hamper productivity. Refer Latino students for meditation, relaxation or other training to help them quiet the mind, decrease worry and enjoy the moment more. The student can better function in the present, and self-guided tools help students stay on task.

Latino students find there is enough time to do both what they need to do and want to do – if they minimize distractions and maintain focus. Helping them find and keep that focus will build an important lifelong skill. •

Miquela Rivera, PhD is a licensed psychologist in Albuquerque with years of clinical, early childhood and consultative experience. Dr. Rivera’s column, “Priming the Pump” appears in each issue of Hispanic Outlook in Higher Education. She lives in Albuquerque.