06/30/2014 expanding medical opportunities in the southwest

JUNE 30, 2014 www.HispanicOu tlook.com VOLUME 24 • NUMBER 18

NMSU Med Program Health Care and Older Hispanics

JUNE 30 EDITORIAL PAGES.qxp_TEMPLATE 6/24/14 6:18 PM

www.hispanicoutlook.com

JUNE 30 EDITORIAL PAGES.qxp_TEMPLATE 6/24/14 6:18 PM

0 6 / 3 0 / 2 0 1 4 • H I S P A N I C O U T L O O K 3

Running for president ofthe United States is avolatile high wire act.

One perilous stumble on yourway to that coveted oval officeat 1600 Pennsylvania Ave. –considering you’re an ego-centric, ambitious politicianwhich is no sin and necessary– and you’re dead meat.

Being a statesman, if youmake it, can come later withbetter consequences assum-ing you learn well theprimers of being president.

Being the first Latino presi-dent in U.S. history – in thecurrent scheme of things – isa fairy tale but it can happenand you only have to look nofurther than our current pres-ident, Barack Obama, to showthat the advent of the minoritypresident was no fantasy.

Enter our two Latino sena-tors with outsize ambitions but,alas, minimum experience andexposure, but who knows?History in the age of ournation’s thrusting minoritycommunities, may repeat itself.

I really doubt it; in fact, Idouble doubt it but it’s worththe speculation and it couldbe fun.

First term senators, RepublicansMarco Rubio of Florida and TedCruz of Texas, think they are a good

fit for the White House Oval Office.The third, New Jersey Sen.

Bob Menéndez, a Democrat,hasn’t mentioned higherambitions but what about theveep’s job, Bob, which is notelective?

All are new wave Cuban-American politicians. No onefrom the largest of thisminority group, Mexican-Americans, has voiced aninterest although two ofnation’s governors, SusanaMartínez of New Mexico andBrian Sandoval of Nevada,are from this ethnic groupbut in a national election,perhaps to their detriment,would be cast as minoritygroup Republicans.

Frankly, there doesn’tseem to be that much Latinopolitical talent around cur-rently save for the Castrotwins, Joaquín and Julian ofSan Antonio – one an embry-onic congressman and theother, a newly appointedObama cabinet member, butin national politics, they arestill in the altar boy stage.

Neither Rubio nor Cruz atthis juncture publicly feign aserious interest in the presi-dent’s job but nor are theydiscouraging their supportersfrom such speculation,although Cruz seems to bare-ly contain himself at lettingpeople know, particularly hisconservative supporters, thatafter eight years of Obama,he’s the man of all seasonsand for all reasons.

None have official explorato-ry committees but neither triesto discourage such conversa-tions among them and their fol-lowers while both potential can-

didates fan the speculation in anaw-shucks-me-for-presidentpretentiousness. Well maybenot the ultimately conceitedCruz who thinks outright he’spresidential stock and it is hisdestiny, and woe to those whodon’t recognize it and bestowhim the opportunity to uprightthe country – in his ultra con-servative Tea Party sorta of way,of course.

Meanwhile Rubio seems tostill be feeling his way aroundthe Senate at times lookinglike the apprentice/memberto a Senate bipartisan com-mittee which hammered outa contentious immigrationreform bill which is languish-ing in Congress because thelower chamber rejected it.

The Senate minority lead-ership has taken Rubio underits wings to give him theexposure and credibility heneeds particularly if he’sthinking about a run for thepresidency, unlike Cruz whothinks he should already bepresident, thank you.

Although both are novicesat high stakes politics, Rubiois more vulnerable to self-inflicted stumbles on coreissues. He most recently gotpretzel on a throwaway argu-ment like climate warming inwhich he disagrees in largepart with scientific evidencethat a large part of this isman-made and not the forcesof nature.

He says all “sciencedeserves skepticism” aboutglobal warming and climatechange being caused by suchman-made elements likegreenhouse gases while dis-puting that the iconic Miami

Beach, near where he lives,stands to one day flow awaywith the incoming oceanscaused by man-made weatherdistortions.

On immigration reform ,in which a senior bipartisancommittee took the rookiesenator under the patronage,to give him some seasoningon a career-defining issue,Rubio got caught in a whirl-wind of bipartisan politicalposturing that did little toburnish his ethnic sensitivi-ties which perhaps he’drather set aside consideringall the unproductive rhetoric.

Meanwhile, Cruz exhibitssomething like “I was born tobe president” hubris.

No one doubts his bril-liance. Harvard law professorAlan Dershowitz called him“off the charts brilliant.”

Cruz, some legislatorsclaim, almost singlehandedlysquashed the immigrationreform bill in Congress byscaring off supporters in theHouse.

His lack of sympathy forthe plight of immigrants sincehis father was one and he log-ically is also one since he wasborn in Canada, is revealing.

If Obama Could, So Can A Latino

PoliticalBeat

Carlos D. Conde, award-winning journalist and com-mentator, former Washingtonand foreign news correspon-dent, was an aide in theNixon White House andworked on the political cam-paigns of George Bush Sr. Toreply to this column, [email protected].

by Carlos D. Conde

mailto:[email protected]

4 H I S P A N I C O U T L O O K • 0 6 / 3 0 / 2 0 1 4

Page 10

Page 13

Page 19

MAGAZINE®

CONTENTS

JUNE 30, 2014

ACA Creates Urgent Need for HispanicHealth Care Professionals by Mary Ann Cooper

8

NMSU Medical Program Brings Diversityand Science Together by Michelle Adam

Meeting the Health Care Needs of anOlder Hispanic Population by Jeff Simmons

Helping Hispanic Students Cope withMental Health Issues by Sylvia Mendoza

Student Hispanic Dental AssociationBridges Oral Care Gap by Frank DiMaria

10

13

16

19

You can download the HO app

FREE

Cover photo courtesy of Foster Hall, New Mexico State University

DEPARTMENTSPolitical Beat by Carlos D. Conde

If Obama Could, So Can A Latino 3

Book Review by Mary Ann Cooper

The Bastard Child: A Story of Hope, Resiliencyand Perseverance

7

Targeting Higher EducationDramatic Demographic Shifts in Higher Educationby Gustavo A. Mellander

Interesting Reads 7

Priming the Pump... by Miquela Rivera

Self-Respect as an Antidote to Bullying

Back Cover

Publisher and Editor – Nicole López-Isa

Executive Editor – Marilyn Gilroy

Senior Editor – Mary Ann Cooper

Administrative Assistant & Subscription

Coordinator – Barbara Churchill

Washington DC Bureau Chief –

Peggy Sands Orchowski

Contributing Editors –

Carlos D. Conde, Michelle Adam

Contributing Writers –

Gustavo A. Mellander

Art & Production Director –

Wilson Aguilar

Marketing & Sales Director –

Robyn Bland

Article ContributorsMichelle Adam, Frank DiMaria, Sylvia Mendoza, Jeff Simmons,

Miquela Rivera

Editorial Office220 Kinderkamack Rd, Ste E, Westwood, N.J. 07675

TEL (201) 587-8800 or (800) 549-8280

FAX (201) 587-9105

Letters to the EditorThe Hispanic Outlook in Higher Education Magazine ®

email: [email protected]

Published by “The Hispanic Outlook inHigher Education Publishing Company, Inc.”

Editorial PolicyThe Hispanic Outlook in Higher Education Magazine® is a national

magazine. Dedicated to exploring issues related to Hispanics in highereducation, The Hispanic Outlook in Higher Education Magazine® is

published for the members of the higher education community. Editorialdecisions are based on the editors’ judgment of the quality of the

writing, the timeliness of the article, and the potential interest to thereaders of The Hispanic Outlook Magazine®. From time to time, TheHispanic Outlook in Higher Education Magazine® will publish articles

dealing with controversial issues. The views expressed herein are thoseof the authors and/or those interviewed and might not reflect the offi-cial policy of the magazine. The Hispanic Outlook in Higher EducationMagazine® neither agrees nor disagrees with those ideas expressed, andno endorsement of those views should be inferred unless specificallyidentified as officially endorsed by The Hispanic Outlook in Higher

Education Magazine®.

Advertising SalesTEL (201) 587-8800

FAX (201) 587-9105

email: [email protected]

“‘The Hispanic Outlook in HigherEducation’ and ‘Hispanic Outlook’

are registered trademarks.”


22



An entire library at your fingertips.Unlimited access to your favorite articles

Download it for free

HISPANIC OUTLOOKMAGAZINE®

or


The Bastard Child: A Story of Hope,Resiliency and Perseverance isSean P. Hoggs' autobiography that

tells his story of growing up on the violentinner city streets of Central New Jersey,abused and often homeless. But Hoggslearned at an early age that he could not lethis socioeconomic background define whohe would become. At age 16, he set out toturn away from drugs and crime. He wasdetermined not to end up in jail or, even worse, dead.

Through hard work, perseverance and fortitude, hebecame a success, sharing the fruit of his accomplishmentswith others through many humanitarian and mentoringefforts. For anyone trying to overcome personal hardship ordealing with any of life's challenges, his story is a must read.Mentors, teachers and parents will find Hoggs’ book an excel-lent conversation starter to reach young people facing whatmight seem to them to be insurmountable obstacles.

The author sums up his story and offers readers a com-pelling reason for pursuing excellence in education. “It is sim-ply a story of hope. After all, the odds are against becoming aprofessional athlete or music star. However, with an education,the percentages are in your favor to accomplish anything youwant in life.” Unlike other authors who preach this messageand claim to be experts in this arena, Hoggs has spent a lifetimepolishing his credentials to justify his personal and world view.

For three years, Hoggs was associate professor of aero-space studies at Rutgers University where he spent countlesshours teaching, tutoring and mentoring civilians and militarymembers alike. A noted international ambassador, Hoggs hasraised funds for orphanages around the world and providedcritical items for those in need. His passion to help others hasserved him well as a public speaker, mentor and role model.

Sean P. Hoggs is a decorated retired military veteran of morethan 24 years. He has served as both a commissioned officerand an enlisted member in the United States Air Force. He is anative of Plainfield, N.J., and is currently a senior aerospaceinstructor in his home state of New Jersey. He is a noted mentorand role model to the inner city youth of America, and is alsoan internationally recognized humanitarian. In 2007 he wasnamed one of the Ten Outstanding Young Americans and is anoted mentor and role model to inner city youth. An interna-tionally recognized humanitarian, he is also proud to be a 2011Hall of Fame inductee at the Plainfield, N.J. High School. Hecurrently lives in Columbus, N.J., with his wife of 25 yearsand their son. They have four children in all, rangingin age from 16 to 27.

Reviewed by MaryAnn Cooper

The Bastard Child: A Story ofHope, Resiliency and Perseveranceby Sean P. Hoggs2013. 228 pp. ISBN: 978-1491832868. $16.95. AuthorHouse,www.authorhouse.com. Bloomington, Ind. (888)519-5121

Interesting Reads

Ricardo Valverde by Ramón García

At his death in 1998, photographer RicardoValverde had for almost three decades documentedthe various communities and social spaces of LosAngeles. Although he began this lifelong pursuit whilestill in college, capturing the streets of his South

Central neighborhood and the urban landscape of downtown LosAngeles, it wasn’t until the Watts Riots of 1965 that Valverde andhis work became deeply political. Ramón García offers a clearframework for understanding Valverde’s art and life.

2013. 168 pp. ISBN: 978-0895511508. $60.00 cloth.University Of Minnesota Press, Minneapolis, Minn., (612)627-1970. www.upress.umn.edu.

A Short and Happy Guide to Being a College Student by Paula A. Franzese and Peter W. Rodino

A Short and Happy Guide to Being a CollegeStudent is a resource to find essential wisdom forstudies and life. It gives life lessons directed towardthe college student on how to be your best in andout of class, how to prepare for exams, how to putyour best foot forward on a job interview, how to

find teachers to inspire you, what to do in classes that leave youuninspired, and how to cope with stress. All royalties from thebook sales will be donated to public interest law scholarships.

2014. 200 pp. ISBN: 978-0314291387. $17.00.West Academic Publishing. St. Paul, Minn., www.westacade-mic.com. (877) 888-1330

The Innovative University: Changing the DNA ofHigher Education from the Inside Out

by Clayton M. Christensen and Henry J. Eyring

The Innovative University illustrates howhigher education can respond to what seems tobe less than positive innovation, and offers ananalysis of where the traditional university and itstraditions have come from and how it needs tochange for the future. Through an examination of

Harvard and BYU-Idaho as well as other stories of innovationin higher education, Clayton Christensen and Henry Eyringcreate a roadmap on how universities can find new, lesscostly ways of performing.

2011.512 pp. ISBN: 978-1118063484. $32.95 cloth.Jossey-Bass Publishing, San Francisco, Calif., www.jossey-basseducation.com. (415) 433-1740.

www.upress.umn.edu

www.westacademic.com

www.josseybasseducation.com

www.authorhouse.com


HEALTH

ACA Creates Urgent Needfor Hispanic Health Care

Professionalsby Mary Ann Cooper

When discussing the progress Hispanics have made and aremaking in joining the ranks of the burgeoning health careprofession, it is not possible to ignore the impact of the

elephant in the room – the recently launched Affordable Care Act(ACA). With more and more previously uninsured Hispanicssigning up for newly-minted policies, there is an increasing needfor Hispanic health professionals to treat them. And while thelists that follow of the top two-year and four-year schools award-ing the most degrees to Hispanics entering the health care pro-fession demonstrate progress, the need is great and there is stilla long way to go to achieve true diversity in this area.

The conventional wisdom has been that non-Hispanichealth professionals fluent in Spanish would amply fill thatrole, but Dr. Elena Ríos, president & CEO of the NationalHispanic Medical Association (NHMA), says it’s not that sim-ple. In an interview with Kaiser Health News earlier this yearshe explained, “By the year 2042, the Census says 1 in 4Americans will be of Hispanic origin. It doesn’t mean they’reall going to be Spanish-speaking, but they’re going to be moreinterested in having providers who can appreciate their cul-ture and understand their families’ dynamics and their tradi-tions, what types of food they like if they’re going to give themnutrition advice...so that’s the challenge.” Ríos also sees thisas an opportunity for her organization to be “partners withthose who don’t understand that challenge.”

In a recent blog entry on NHMA’s website, Ríos noted thatthose in the health care industry should understand a basicreality. “When it comes to gaining access to health insurance,Hispanics have struggled more than any other demographic inAmerica. Roughly 30 percent of Hispanics remain uninsuredcompared to just 19 percent of African-Americans and 11 per-cent of whites. And growing demand for health care servicescoupled with the dwindling numbers of primary care physi-cians means that even with health insurance coverage, access-ing health care may still present challenges for some patients.”

To that end, this year, the National Hispanic MedicalAssociation held a conference to focus on The Affordable CareAct and best practices in health care for Hispanics. More than500 physicians, other health professionals, students and gov-ernment and private sector advocates gathered to discuss waysto increase Hispanics in the health care workforce and in clini-cal trials, new technology to monitor and educate Hispanics inthe home, accountable care organizations, HIV-AIDS andHepatitis C management, obesity reduction strategies forHispanics, aging patients, and health reform and the Hispaniccommunity. The emphasis on preventive care as part of ACA’smandate presents a challenge for health care professionals asthe marketplace changes.

And according to a recent online survey, the NHMA and itsmembership have their work cut out for them. HolaDoctor, ahealth website for Hispanics, conducted a survey of Hispanics

in February to learn about their opinion of the Affordable CareAct and their plans to purchase this enrollment cycle. The sur-vey was conducted in Spanish and involved almost 700respondents, of which those reporting not possessing legalresidency were excluded from the survey analysis. Of allrespondents, 62 percent reported that they did not have insur-ance, and 57 percent reported having intentions to buy a planvia Obamacare (the term Obamacare was used as it is morewell-known in the Hispanic community). Of those who do nothave health insurance, 77 percent said they planned on buyinga plan via the health insurance marketplace, but had littleunderstanding of the deadlines of open enrollment and whatplans would be available to them.

In addition, the survey revealed Hispanics' opinions aboutObamacare: 67 percent of all respondents had a positive view ofObamacare. This overall positivity toward the plan was observeddespite the fact that 51 percent of all respondents and 53 per-cent of those without insurance did not know the governmentoffers financial help to buy insurance. "These statistics show usthat the Hispanic community is open to Obamacare, but they stillneed more information in order to really understand the law andenroll in the health insurance exchanges," says Dirk Schroeder,executive vice president and chief medical officer of HolaDoctor.

The survey also shed light on the best ways to reachHispanics through marketing and enrollment tactics; forexample, 47 percent of respondents filled out the survey via amobile device (phone or tablet), demonstrating the opportu-nities of mobile outreach and marketing. In addition, 49 per-cent of all respondents without insurance who intended to buythrough the health insurance marketplace planned onenrolling in person, while 31percent reported intentions toenroll via the Internet. Finally, 49 percent of all respondentswho did not have insurance and reported that they did notintend to buy cited the price of the plans or their low incomesas reasons for not purchasing a plan.

Ríos founded the NHMA in 1994, which advocates on behalf ofthe nation’s 45,000 Hispanic health care professionals. One of thegoals in the Affordable Care Act is building diversity in the healthcare workforce. The number of Hispanics attending medicalschool continues to increase, rising to 1,826 enrollees, accordingto an October 2013 report from the Association of AmericanMedical Colleges. Despite that increase, Hispanics represent onlyslightly more than 9 percent of the enrollees compared with theirnearly 17 percent of the population, making health care workforce diversity a continuing challenge for the NHMA.

As Ríos told Kaiser, there has never been a more urgentneed for more Hispanics in the health care field. “We needdiversity in medical education at all levels, including medicalstudents as well as faculty, as well as mentoring, so that morestudents who are not students of color can get a better under-standing of how to take care of people.”

ACA Creates Urgent Needfor Hispanic Health Care

Professionals


Four-Year Schools - Total Health Care Professions Degrees 2012

Institution Name Grand Hispanic Totals HispanicTotal All Men Women Percentage

1. Miami Dade College, FL 1,081 606 184 422 56%2. Nova Southeastern University, FL 2,141 445 89 356 21%3. Florida International University, FL 876 439 104 335 50%4. The University of Texas-Pan American, TX 474 405 93 312 85%5. Florida National University-Main Campus, FL 364 309 94 215 85%

The University of Texas Health Science Center at San Antonio, TX 1,029 309 73 236 30%6. The University of Texas at El Paso, TX 397 254 57 197 64%7. Texas Tech University Health Sciences Center, TX 1,625 241 78 163 15%

The University of Texas at Brownsville, TX 279 241 53 188 86%8. Monroe College-Main Campus, NY 581 240 15 225 41%9. The University of Texas at Arlington, TX 1,940 228 30 198 12%10. University of Central Florida, FL 1,810 224 36 188 12%11. South Texas College, TX 245 207 66 141 84%12. University of Florida, FL 2,136 203 42 161 10%13. Texas Woman's University, TX 1,274 190 12 178 15%14. Loma Linda University, CA 1,300 182 61 121 14%15. University of New Mexico-Main Campus, NM 579 168 37 131 29%16. CUNY Lehman College, NY 518 167 24 143 32%17. Grand Canyon University, AZ 3,248 163 26 137 5%18. California State University-Long Beach, CA 794 152 22 130 19%

University of South Florida-Main Campus, FL 1,372 152 31 121 11%19. California State University-Fresno, CA 581 151 28 123 26%20. Broward College, FL 656 149 50 99 23%21. University of Miami, FL 624 145 42 103 23%22. Barry University, FL 576 136 29 107 24%23. University of Medicine and Dentistry of New Jersey, NJ 1,882 135 32 103 7%

The University of Texas Health Science Center at Houston, TX 1,080 135 35 100 13%24. California College-San Diego, CA 439 134 35 99 31%25. California State University-Fullerton, CA 588 130 24 106 22%

Source: 2012. NCES DATABASE, IPEDS SYSTEM TOTAL DEGREES 4 YEAR SCHOOLS HEALTH PROFESSIONS

Two-Year Schools - Total Health Care Professions Degrees 2012

Institution Name Grand Hispanic Totals HispanicTotal All Men Women Percentage

1. San Joaquin Valley College-Visalia, CA 643 329 43 286 51%2. San Joaquin Valley College-Rancho Cucamonga, CA 413 250 48 202 61%3. Dade Medical College-Miami, FL 289 220 55 165 76%4. El Paso Community College, TX 280 219 52 167 78%5. San Joaquin Valley College-Fresno, CA 370 217 41 176 59%6. Central New Mexico Community College, NM 386 185 26 159 48%7. San Antonio College, TX 398 180 29 151 45%

San Joaquin Valley College-Bakersfield, CA 363 180 33 147 50%8. Del Mar College, TX 291 148 32 116 51%

Heald College-Salinas, CA 224 148 10 138 66%9. Lone Star College System, TX 702 143 13 130 20%10. Dade Medical College-Miami Lakes, FL 181 135 26 109 75%11. Pima Community College, AZ 431 133 37 96 31%12. San Joaquin Valley College-Hesperia, CA 270 130 26 104 48%13. San Jacinto Community College, TX 460 126 24 102 27%14. Heald College-San Jose, CA 273 119 9 110 44%15. CUNY LaGuardia Community College, NY 450 112 14 98 25%16. St Philip's College, TX 251 107 29 78 43%

Mandl School-The College of Allied Health, NY 274 107 9 98 39%17. San Joaquin Valley College-Modesto, CA 178 106 15 91 60%18. Austin Community College District, TX 492 101 18 83 21%19. Heritage Institute-Ft Myers, FL 324 100 19 81 31%20. Hillsborough Community College, FL 569 95 24 71 17%21. Southeastern College-Greenacres, FL 247 92 24 68 37%22. Fresno City College, CA 314 91 16 75 29%23. Amarillo College, TX 369 88 16 72 24%

Heald College-Fresno, CA 235 88 7 81 37%24. Texas State Technical College Harlingen, TX 106 84 12 72 79%

East Los Angeles College, CA 207 84 22 62 41%25. Galen College of Nursing-San Antonio, TX 187 79 13 66 42%

Source: 2012 NCES IPEDS DATABASE 2 YEAR SCHOOLS HEALTHCARE PROFESSIONS DEGREES

Medical ProgramBrings Diversity and

Science Togetherby Michelle Adam

NewMexico State University (NMSU) uniquely pridesitself as a majority-minority campus, where 57percent of its Las Cruces campus is minority,

and 45 percent Hispanic. According to a National ScienceFoundation (NSF) academic research and development expen-ditures survey (2010 statistics, the most current issued by theNSF), it also ranked third nationally in research and develop-ment expenditures at Hispanic-serving institutions, and num-ber one among universities without medical schools.

Bringing diversity and a commitment to science together,NMSU has become a doorway for Hispanics and other minori-ty groups to pursue a passion and career in science – a fieldthat often has lacked adequate representation among minoritygroups. One of its programs, the Howard Hughes MedicalInstitute Program, has provided this growing population ofHispanic and minority students an appreciation for sciencethrough outreach, research, and teaching opportunities.

Back in 2006, the school’s biology department received afour-year grant, the second highest funding in the nation fromthe Howard Hughes Medical Intensive Program (HHMI), fol-lowed by another grant in 2010, to help increase students’appreciation and understanding of science. According to Dr.Ralph Preszler, NMSU-HHMI program director, the universityhas a long tradition of increasing access to science for its stu-dents, and this initiative is following in these footsteps.

“I get a lot of personal satisfaction when students who maynot have initially realized they would be part of science andscientific research find that this is something they enjoy. Theyget really excited about these opportunities,” said Preszler.“And while Hispanics are underrepresented in the profession-al science field, they are not underrepresented in our depart-ment. Many come from families where there isn’t much expo-sure to science, and our job is to help them see that science isan option for them.”

The school’s Howard Hughes Medical Institute program isdivided into four sections: outreach, curriculum development,undergraduate research, and scientific teaching fellowships.

HEALTH/ENROLLMENT/RECRUITMENT


“Many [students] come fromfamilies where there isn’t muchexposure to science, and ourjob is to help them see that

science is an option for them.”

Dr. Ralph Preszler, NMSU-HHMI program director

Each component ensures students at all levels of the educa-tional spectrum are reached and have an opportunity to learnabout and immerse themselves in science.

The NMSU-HHMI Outreach Program provides high schoolstudents in rural areas with opportunities to participate in in-depth molecular biology experiments and by doing so stimu-lates their interest in the biological sciences. Through theschool’s Mobile Molecular Laboratory (MML), a school scien-tist directly interacts with students, especially in remote areaswith high proportions of underrepresented minority (URM)students. In addition, the MML works with the Access toScience Center (ASC) at NMSU to train high school teachers,who then reach more students in their own classrooms andteach other teachers about science.

“At the high school level, our goal is to help students real-ize that science can be exciting and fun to do, and that peopleat the university care enough about them tospend a week with them at school,” saidPreszler.

In the fall of 2012 and spring of 2013, theMML provided 2,095 New Mexico highschool students, 65 percent of which wereminority students, with week-long authenticscience experiences. During each visit, anNMSU-HHMI outreach scientist leads studentsthrough activities in which they use modernmolecular approaches to explore concepts ingenetics and evolutionary biology. These vis-its have thus resulted in an increase in stu-dent interest in science. Using a 5-pointLikert scale to respond to the statement “Theinformation/discussion about current biologywas interesting to me,” 78 percent of stu-dents selected the affirmative “stronglyagree” or “agree.” Forty-nine percent of stu-

dents affirmed they are now more likely towatch science stories presented in themedia, and 69 percent affirmed they aremore likely to understand these science sto-ries presented in the media. The outreachactivity increased students’ interest in takingadditional high school science classes (60percent) and in majoring in science at a col-lege or university (37 percent strongly agreeor agree).

Because of the limited number of studentsthat are directly taught by the MML outreachscientist, NMSU also created the Access toScience Center, which trains teachers to offerNMSU-HHMI outreach experiments in theirclassrooms with increasing levels of inde-pendence from the MML. These trainingsoccur in refresher courses, workshops, andmore advanced courses, and have advancedto where teachers have worked with loaner

kits in 28 different classrooms with 555 students. The NMSU-HHMI outreach program has been so successful that it hasnow become a part of national discussions of the developmentof effective outreach to under-served populations.

The second part of the NMSU-HHMI program focuses oncurriculum development, especially in two introductory biolo-gy courses. When students arrive at NMSU, they are nowoffered courses that use peer instructors (BioCats) to facilitatecase studies and collaborative learning in workshops and lec-tures. Students who, in the past, attended large lectures wherethey would easily get lost trying to master the material, andwere more likely to drop out because of this, now have peerinstructors who provide collaborative learning in the class-room and in pull-out lab courses.

“We have been frustrated by the lack of success (findingcourses interesting and getting good grades) our students


have had in our introductory science programs,” saidPreszler. “Since these changes that began in the spring of2007, we have seen an increase of retention at the class level.Now, from the beginning of class, students can get engaged inthe work and have peer instructors who can share how theywere intimidated and what they’ve done to be very effective.This has helped students become less marginalized.”

The successes of curriculum changes at the introductorylevels of biology have inspired the NMSU-HHMI program tobegin making changes to its upper level courses as well. If the

school receives the next four-year grant it recently applied forit will implement these changes to help more students, espe-cially minority students, succeed in science.

The third and fourth components of the NMSU-HHMI pro-gram include the undergraduate research and scientific teach-ing fellows program. During the latter, graduate and post-doc-toral students are guided in teaching, using a variety of for-mats for diverse student populations. They receive support tohelp them successfully transition into faculty positions wherethey will be adequately prepared to teach using more innova-tive and more accessible teaching methods.

An important element of the NMSU-HHMI program is alsothe undergraduate research program. Every year, about 30undergraduate students partake in their Science Scholars(first and second years) and Research Scholars (third andfourth years) programs, where students conduct scientificresearch, and, in the end, produce an undergraduate researchpaper that has helped them enter into graduate-level medicaland science-related programs nationwide.

Already, the program has revealed clear benefits. Ofthose 81 of the 85 Research Scholar alumni tracked: 21

percent are working in STEM-related positions; 15 percentare in medical, dental, or veterinary school; 7 percent are inother professional programs associated with medicine; and31 percent are in graduate school, including UCLA, Harvard,and Yale.

Although still an undergraduate junior at NMSU, VanessaMontoya is an example of a student who has already seen thebenefits of partaking in HHMI’s undergraduate research pro-gram. As a native New Mexican with a dual major in biologyand microbiology, her research in immunology and virology

has opened doors to a summer researchposition with a Yale University scientistthis summer. She believes her experiencewill help her be more competitive whenshe applies to medical school upon grad-uation, and, if the medical path doesn’twork for her, she now knows there areother research opportunities in scienceshe’d be delighted to pursue.

“I always loved science, but throughthis program I’ve developed an interestin research,” said Montoya, who, alongwith her brother, is the first in her fami-ly to pursue a college education. “Thisprogram has helped me embrace otheropportunities and has pushed me tolearn more and do my best.”

Along with Montoya, Diego Quintanaalso is conducting research through theHoward Hughes program. He is only afreshman, yet he is already helping as aresearch assistant in the labs, and plansto conduct actual research this summer.As the son of Mexican farmworkers,

Quintana has been determined to pave a different road thanthe one he’s known, from achieving valedictorian in highschool and receiving scholarships for college, to his work as abudding scientist at NMSU.

“I love this program,” he said. “We are always learningsomething new, and for medical school, I am trying to makemy resume look as good as I can.”

Students like Quintana are only a few of hundreds, fromhigh school up, who have already benefited from the NMSU-HHMI program. They not only are discovering what’s possiblewith science, but also are growing and building a brighterfuture with the depth of learning they are receiving at NMSU.

“I think these students experience a lot of social matura-tion and become much more self-confident in their ability todo difficult things. We treat them as scientists and help themlive up to this as they take on leadership positions,” saidPreszler. “When we see statistics on this population of studentssucceeding, it is satisfying. But I get the most satisfaction fromtheir personal success stories.”


Research scholars at Poster Session at the end of the summer intensive research experience.

Meeting the Health Care Needsof an Older Hispanic Populationby Jeff Simmons

Community Healthcare Network (CHN) operates 12 federal-ly qualified health centers in some of the most under-served communities in New York City. Each year, the non-

profit provides more than 75,000 people, many who are unin-sured, with critical access to basic primary care, mentalhealth services, nutritional counseling, dentistry, and more.

Community-based care is atthe core of CHN’s mission. Theorganization believes in offer-ing health care services inlocations that are easily acces-sible to its patients. To betterserve those individuals, whoare not as likely to visit ahealth center, CHN offers con-fidential educational outreachand sexual health servicesthrough its medical mobilevan weekly throughoutManhattan and Queens. Themobile van also responds tospecific health crises as theyarise.

During these health carevisits, counselors and physi-cians say they encounter anincreasingly aging and diversepopulation confronting higherrates of obesity, heart diseaseand diabetes.

"An aging and increasinglydiverse population requiresthat health care organizations and institutions take heed andrespond to patients’ individualized needs,” says Catherine M.Abate, Community Healthcare Network’s president and chiefexecutive officer. “It's important that we ensure that all of ourpatients are health literate so they better understand whatquestions to ask their doctor, how to address existing healthconditions, and how to prevent new illnesses.

“The growth in the Hispanic population of patients should bea signal to all health care providers that they should take stepsnow, and not wait until it's too late, to improve access and care."

As the country’s Hispanic population continues to steadilyescalate, medical providers are establishing ways to improvetheir services, to draw more Hispanics into the health caresystem and inevitably strengthen access. Hispanics represent

the largest ethnic group without insurance in the country. It’s estimated that nearly 1 in 3 Latinos living in the country

does not have insurance or has poor access to quality care –the largest “minority” group by far (recent research notedthat 1 in 8 white individuals are uninsured, by comparison).Experts further dispel perceptions that undocumented immi-

grant Hispanics are primarily among the uninsured, pointingout that nearly a third of U.S.-born Hispanics and more than athird of Hispanic American citizens are uninsured.

The debate over access escalated amid the extended periodto enroll for insurance under the Affordable Care Act (ACA).In mid-April, the White House reported that 8 million peoplesigned up for private insurance under the ACA, which the fed-eral government maintained would ensure coverage was moreaffordable and accessible for millions of Americans.

The debate aside, experts agree an aging population that isincreasingly Hispanic should warrant long-term efforts toimprove the public’s understanding about proper health care,and to address issues earlier before they become life-threatening.

According to the federal Department of Health and Human

HEALTH/INNOVATIONS/PROGRAMS


Services (HHS), Hispanics suffer from certain illnesses at dis-proportionately higher rates than non-Hispanic whiteAmericans. Nearly 32 percent of Hispanics were obese in2010, compared to just over 26 percent of whites, with a larg-er gap among women (33.1 percent of Hispanic women com-pared to 24.5 percent of white women).

Among other troubling concerns: Hispanics face higherrates of the risk factors that can lead to heart disease such asobesity and diabetes; Hispanic women have steeper rates ofcervical cancer, which they contract at 1.6 times the rate ofwhite women, according to HHS department reports; and,only 46.5 percent of Hispanics had a colorectal cancerscreening in 2010, significantly less than the 59.9 percent rateof non-Hispanics.

“With the Latino community, we know there are accessissues,” says Yvette Martínez, associate state director of AARPNew York, noting cultural and social reasons often driving thatimbalance. “Add to that the fact that Latinos have the highestrates of being uninsured, and that there are particular dis-eases, such as diabetes, which Latinos are at greater risk for,but are hugely preventable.”

AARP is just one organization that has recognized thealarming disparity and targeted its education efforts at theolder Hispanic community. Last year, AARP launched an“aggressive” outreach campaign, both on national and localfronts, to encourage older Hispanics to sign up for insurance.

“There was massive misinformation, a complete lack ofknowledge about what this meant,” Martínez said. “There wasso much information and fear about what it meant, and peo-ple were not enthused about enrolling.”

AARP’s outreach efforts were designed to infuse a strongerunderstanding of the benefits of insurance and improvedhealthcare. “That was a huge part of the campaign,” she said.“If people are able to go to a doctor, and get regular checkupsso that things that may be treatable are identified early, thatkeeps health care costs down for everybody.”

AARP teamed up with other organizations – such as thenonprofit Hispanic Federation based in New York City – toamplify a media campaign and forge connections withHispanic communities. One avenue to reaching older adults:

connecting with Hispanic youth that enjoy close familial rela-tionships with their elders.

“Latinos are very family-oriented, and many adult childrenare still living with their parents,” she said. “What impacts onemember of the family really impacts them all. Getting theminformation that will help them prevent diabetes or high cho-lesterol or heart conditions is important.”

She added, “Keeping our community educated and healthyis really what’s important.”

One creative campaign designed to connect with older –and younger – Hispanics was a digital outreach effort in whichmothers would email or post on Facebook humorous e-cardsaimed at their adult children reminding them to sign up forhealth insurance.

The National Hispanic Council on Aging (NHCOA), aWashington, D.C.-based nonprofit organization working toimprove the lives of Hispanic older adults, their families andtheir caregivers, reports that Hispanic seniors represent 7 per-cent of the country’s older adult population; by 2050,Hispanics will comprise 20 percent of the nation’s olderadults.

NHCOA has developed a Hispanic Aging Network of com-munity-based organizations across the country, the District ofColumbia, and Puerto Rico that reaches millions of Hispanicseach year.

“As the U.S. population grows older, an increasingly largershare of our older Americans are Hispanic,” said Dr. YaniraCruz, president and CEO of NHCOA.

“Through this demographic shift we are confronting sever-al realities that need to be addressed, particularly in the areaof health. Hispanic older adults are disproportionately affect-ed by chronic diseases and illnesses. In addition, we knowthat lack of health literacy is an added burden that impactsLatinos, as well as other Americans.”

In early April, NHCOA launched a new health literacy e-learning platform – Portal e-Comunidad – for lay communityhealth workers to promote health literacy among Hispanicseniors with chronic diseases. The platform features five mod-ules of 20- to 40-minute lessons on narrated PowerPoint pre-sentations, including instructions on managing medications athome and how to get the most out of a doctor’s visit.

When Hispanics do have access to health care, linguisticand cultural gaps between the health care provider andpatient or a lack of cultural competency can result in misun-derstandings and poor communication – a driving forcebehind the health literacy movement.

Dr. Matthew Weissman, Community Healthcare Network’schief medical officer and vice president of medical affairs,stressed the need for health care organizations to incorporatehealth literacy strategies to provide culturally competent careto Hispanic patients.

Noting the Spanish word “once” for the English word“eleven,” he said: “One of the classic health literacy stories isabout the medication bottle that says take once a day, butsomeone with limited English proficiency takes 11 pills


instead of one.” While elderly patients comprise about 7 percent of its cur-

rent patient population, CHN anticipates a growth in that num-ber due to higher life expectancy rates, along with the increas-ing amount of people who now qualify for affordable healthinsurance.

Often, he said, elderly patients are receiving care from mul-tiple medical providers, and receiving multiple medications.

“Without the oversight of one qualified primary care doc-tor, it’s very easy for patients to have their health worsen,” hesaid. “And for Spanish-speaking patients, this care model iscritical since English is not their first language and they maynot know what questions to ask or understand all of the direc-tions for taking medications and improving their own healthconditions.”

“We want to make sure they follow a provider’s directions,”he said. “We hire as many bilingual staff as possible. These arepeople from the community who are able to understand thelanguage and culture of our patients.”

Additionally, CHN ensures that it has a language line avail-able so its patients can communicate with translators viaphone, and the nonprofit is now readying to launch a videotranslation service to allow translators to notice nonverbalgestures to better assess conditions.

“We suspect it’s going to enhance the translation process,and allow people to see each other, use gestures and readlips,” Weissman said.

NHCOA reports that steep costs may often be prohibitingolder adults from seeking medical care. While Medicare pro-vides life-saving benefits, it does not provide insurance for allhealth care expenses. NHCOA notes that Medicare does nothelp older adults pay for long-term, dental, or vision care, andthat the cost of long-term care can be too high for all but thewealthiest families.

For many Hispanic older adults, Social Security is their onlyincome. The average Social Security payment to male Hispanicolder adults in 2010 was $12,815, and for female Hispanicolder adults, the amount was $9,605. While Medicaid helpswith costs, a person would need to live in poverty or nearpoverty to qualify for the benefits.

In fact, NHCOA reports that Hispanics were the racial andethnic group most likely to not see a doctor in the past year –because of cost. This has spurred nonprofits to strengthentheir efforts to bring greater numbers of older Hispanics intothe health care fold.

That trend is evident at the 10-year-old East Harlem HouseOutreach Partnership (EHHOP), a clinic operated by the stu-dents of the Icahn School of Medicine at Mount Sinai, whichprovides free, confidential primary care to uninsured resi-dents in the surrounding East Harlem community. The NewYork City Department of Health and Mental Hygiene reportedin 2011 that 17.6 percent of East Harlem residents – a heavilyHispanic community – had no insurance, compared with 15.6percent in Manhattan as a whole, and 44.2 percent had noprimary care provider compared with 18.4 percent in

Manhattan as a whole. Additionally, a third of East Harlem res-idents reported their health was fair, or poor, according toEHHOP’s 2012 annual report.

Chronic illness, diabetes, high blood pressure, high choles-terol, asthma, and obesity rates were significantly higher in thecommunity as well – and six of the top 10 causes of death inEast Harlem resulted from complications of chronic disease.

As a result, the clinic is navigating new initiatives to connectwith a community often without access to care earlier. InOctober 2011, EHHOP launched a Patient AmbassadorsProgram to advocate for specialty care outside of EHHOP.

Although EHHOP provides comprehensive primary care,some patients require specialty services and before this pro-gram was established, these patients encountered a number ofbarriers to specialty care. Language and health literacy barri-ers were particularly challenging for many of the most vulner-able patients to overcome – and led to long delays in effectivetreatment.

Patient ambassadors are medical and graduate studentswho help patients with the logistics of referral appointments.They walk them to appointments, greet front desk staff, helpthem sign in and ensure payments proceed smoothly. Theyalso help to coordinate follow-up care.

Jillian Nickerson, a fourth year medical student at Icahn, isthe chief teaching senior and chair of clinical care at EHHOP,noted that EHHOP sees patients from their early 20s to their90s, the majority of whom are Hispanic. “We started out as anurgent care facility where patients came in for an appointmentwhen they were feeling sick, but now we’ve become a medicalhome,” she said.

EHHOP launched a chronic care program in which third-year students are paired with patients with complex chronicdisease for one to two years to ensure they have a stable med-ical provider who can effectively tackle their health needsrather than the discordant care that comes with multipleproviders. EHHOP also is regularly staffed with social workersand nutritionists – all in an effort to knit more comprehen-sive services together.

“We train all of our students at the clinic to be very proac-tive about educating their patients,” said Nickerson, “and tomake sure whatever they tell their patients is appropriate andunderstandable.”

Establishing stronger inroads in the older Hispanic com-munity is a key, she said.

“Once people have diabetes or high blood pressure, dis-eases that could be prevented or improved through earlierlifestyle changes and education, it is harder to treat them,” shesaid. “The main reason we need to focus on this group of peo-ple is that they are at high risk. Some of it is genetic, some of itis because of the environment they live in, but there is a lot wecan do. This is really important and meaningful to focus on.”


Helping Hispanic StudentsCope with Mental Health Issuesby Sylvia Mendoza

ForDr. Eugenia Curet, suicide among students is adisturbing fact of college life. For some students,the first taste of independence on a campus can

lose its magic quickly when reality sets in. Many students areexposed to alcohol and drugs, sex and lack of time manage-ment, family conflict and job pressures. Balancing classassignments can start to seem impossible. Stress can take atoll on their well-being. They can feel out of control and over-whelmed, which starts a snowball effect where stress, sleepdifficulties, anxiety and depression take root and can negative-ly impact academic performance.

The spiral of hopelessness or the feeling of sinking inquicksand can go undetected. Students feel isolated andalone, afraid and overwhelmed until the pressure gets to betoo much. However, the stigma attached to mental healthissues and services can prevent them from seeking help attheir most desperate hour.

As assistant dean of students for medical and counselingservices at University of Texas (UT)-Pan American, Curet hasdevoted her life work to helping students in distress, thosewith mental health issues, and those who fear seeking coun-seling and help. She has implemented programs and outreachservices at the UT Brownsville and Pan American and believessimilar services are necessary at any campus.

“We have had students with severe depression attempt sui-cide or were planning to commit suicide,” says Curet. “But wehave a team of counselors trained on mental health and sub-stance abuse and have been able to provide interventions thathave been successful in preventing the suicidal act. It’s a mat-ter of awareness of warning signs and eliminating the stigmaof mental health issues and counseling.”

Possible warning signs for suicidal tendencies can includeacademic concerns, family dysfunction, homesickness, dis-rupted relationships, financial concerns, poverty, social isola-tion, problems adjusting to university life, isolation, use ofdrugs and alcohol, abuse and domestic violence. The listseems endless and can distract a young student trying to studyand pursue higher education.

“This is a huge period of transition in students’ lives, theage where a lot of mental health issues emerge and whereaccess to alcohol and other substances is often common,”says Sheila Krishnan, campus prevention specialist at theSuicide Prevention Resource Center (SPRC). “If they do nothave a support system, life skills that help them cope andresources where they can seek help, they can falter.”

Even though the overall number of suicide deaths on cam-pus is fairly low, Krishnan says, there is still a large number ofstudents who report feeling depressed and anxious, whichrepresents a significant burden of distress.

It might take a village to educate students and the commu-nity as to resources and mental health services available, but

the outreach is possible – and worth it. For her work on sui-cide prevention, Curet received the 2013 Leadership onUniversity Campuses and in the Community Award by the TexasSuicide Prevention Council. With a three- year grant from theSubstance Abuse and Mental Health Services Administration,Curet implemented training to more than 200 faculty, staff andstudents in assessment and intervention strategies for address-ing suicide issues. More than 3,000 members of the campuscommunity and surrounding community agencies and educa-

HEALTH


Dr. Eugenia Curet, assistant dean of student support services, University of Texas Pan American

tional institutions were trained as suicide prevention gate-keepers.

Educational seminars on suicide prevention were hostedcampus-wide. Training focused on how to recognize andrespond to students’ mental health and behavioral needs.Emergency care was offered nearby during evenings andweekends when the campus clinic was closed. Literature forthose in need and for educational purposes was provided inEnglish and Spanish. Students attended the activities and wereeducated on mental health issues and more.

Risk Factors Unique to Hispanic Students Although many college students are at risk for mental

health issues and suicide attempts, Latino students face otherrisk factors that can add to the burden they deal with on adaily basis. Curet is focusing on how to reach Latino studentswho may fall through the cracks of a university system. Thereis a need for faculty and staff to be aware of a student’s cultureand background, in addition to his/her mental well-being.

For example, cultural traditions are not all good, saysCuret. Family first is the norm; however, the pressure ofresponsibility toward family, whether it is financial or mental,can affect academic success. Parents must also be aware ofhow these familial expectations can backfire. They need toback off and allow their children to study without added pres-sures.

Latino students also often grow up with non-traditionalmethods of seeking help for mental health issues, which mightinclude espiritismo and curanderas, priests or other heal-ers. Traditional Western medicine and approaches to mentalhealth services are rarely the first approach to healing mentalissues.

Acculturation, the immigration experience, culture shockand perceived racial discrimination that can lead to feelings ofalienation are factors that can accelerate the feelings of help-lessness and hopelessness, says Krishnan. If support groupsand networking groups are not part of the design from thebeginning, the hopelessness becomes profound.

Latino-focused Suicide PreventionLatinos often use traditionally natural support systems like

priests, ministers, spiritualists, curanderos, and herbalists.“Espiritismo is an anthropologic and spiritual approach tohealing and can help except perhaps in critical diagnoses likeschizophrenia,” said Curet. “Sometimes psychotherapy andmedication is only part of the answer. Looking at the bigger,holistic picture, other factors have to be taken into accountwith traditional methods of healing.”

In developing a suicide prevention program for Hispanicstudents, the importance of family involvement is a culturalaspect that has to be incorporated, says Curet. “Personalismo”is when individual members are expected to seek resolutionof any problems within the family. That belief extends to “fami-ly” that includes neighbors, padrinos and madrinas and peo-ple who genuinely care for them. However, they need to know

that seeking professional help is an alternative. When students find the courage to come to her, Curet looks

at other factors. If they are poor and cannot buy food or cloth-ing or need help applying for food stamps, this physicalimpact can easily affect their mental well-being. “How can youstudy or succeed academically if you’re cold and hungry? Ifyour situation seems hopeless?” she said.


EXAMPLES OF RISK FACTORS

FOR SUICIDE

1. Prior suicide attempt

2. Mood disorders

3. Substance abuse

4. Access to lethal weapons

WARNING SIGNS—

that someone is seriously considering suicide

1. Threatening to hurt or kill oneself

2. Seeking a means to kill oneself

3. Hopelessness

4. Increasing alcohol or drug use

5. Dramatic mood changes

PROTECTIVE FACTORS—

indicates someone is at a lower risk of suicide

1. Connectedness

2. Availability of physical and mental healthcare

3. Coping capability

ADDITIONAL PROTECTIVE FACTORS

AMONG HISPANICS

1. Familialism

2. Ethnic affiliation

3. Religiosity and moral objections to suicide

4. Caring from teachers

5. Extended family connectedness

Curet also tunes into what a student needs in terms of emo-tional connection. Once a Latina student walked into heroffice, devastated over a breakup, the pressure of keeping upwith her classes and expectations she felt her family had forher to succeed. The combination had built up anxiety anddepression. Feeling like she was in a dead end brought her toone conclusion: suicide seemed like the only way out.

Assessing the young woman, Curet provided options andcounseling. When she was ready to go to the hospital, theyoung woman grew concerned about the financial burden onher family. Curet told her not to worry, that the office wouldwrite letters for financial aid. “We’ll help,” she said. “Mijita, itwill be OK.”

Just using the term mija or mamita, can offer a calminginfluence. Curet coins a term for this need – cultural transfer-ence mode. “It’s when a patient looks at me as a mother orgrandmother and expects or hopes that I’ll treat her with thesame care and concern as she’d get at home.

“We have to be more warm and less distant. That doesn’tmean we breach or overstep psychotherapy boundaries, butwe have to assess the individual and the situation. Andalthough we are supposed to stay within distance boundaries,we use terms of endearment— mamita or mijita to connectat a very basic level.”

Culture patterns like affection and closeness and some kindof compassion reach Latino students better, Curet has found.“Otherwise, they won’t come back.”

What can Administrators Offer Students in Distress?College campuses can be proactive. In order for universi-

ties to ensure students’ successful academic achievement,adequate provision of mental health services for suicide pre-vention are of paramount importance, says Krishnan.However, they need to also address dimensions of wellness atthe social, spiritual, occupational, intellectual, environmental,physical and emotional levels. Focusing on strategic outreachand de-stigmatization of mental health treatment for all stu-dents should be implemented.

“It’s important to create a culture of caring,” says Krishnan.“When big stakeholders are at the table like administrators,faculty and staff, each interacts with the student in a differentway. With that effort, if you’re a student in a place where peo-ple care, it can make a big difference.”

Krishnan points out that at the administrative level, com-mon prevention strategies can include developing policies andprotocols, educational programs and events, “gatekeeper”training programs, social marketing and communicationscampaigns.

In addition, she provides a checklist as action points inmental health awareness and preventive measures. Theseinclude:

• Identify students at risk• Increase help-seeking behavior• Provide mental health services • Help students develop life skills

• Promote social networks among students, staff, andfaculty and a sense of community on campus

• Follow crisis management procedures – respondeffectively to students who are acutely distressed or suicidal.Also, help survivors deal with grief and confusion and to pre-vent suicide contagion when a suicide does occur

• Restrict access to potentially lethal means – includingpotential sites, weapons, and other agents that may facilitatedying by suicide

There are definite consequences of not addressing stu-dents’ mental well-being. The relationship between untreatedmental health issues and their negative effects on academicsuccess, retention and graduation can be extreme, explainsKrishnan. “These are often the economic incentives for col-leges and universities to implement programs that help stu-dents address their mental health issues so they can stay andsucceed in school.”

Yet, schools cannot provide every answer for students inneed. A very important factor is helping students help them-selves. SPRC strongly encourages grantees to develop compre-hensive suicide prevention programs that focus on more thangetting students into counseling, explains Krishnan. “Campusadministrators frequently report that students don’t have someof the life and coping skills that are important to have tothrive, so it’s important that initiatives are prevention-focusedand not only crisis or intervention-specific.”

Developing mindfulness training, strategies for resiliency,life skills and social networks and support groups are waysstudents can be proactive. They can also learn to get theirbasic needs met such as sleep, a healthy diet, exercise, socialsupport, time management skills, and have creative outletslike music, meditation and individual forms of relaxation.

“Learning life skills can be reaffirming and can offerhealthy ways to cope, in addition to receiving therapy.”

Peer involvement can also be another outreach effort thatstudents can relate to and seek help from. Curet has workedwith student groups like Active Minds (activeminds.org),which promote mental health awareness and try to debunk thestigma associated with it. Some members are trained to inter-vene, not to counsel. “They learn to be the eyes to see otherstudents with risk factors and can refer them to a counselingcenter or a lifeline,” says Curet.

Awareness and providing resources that reach Latin – andmost college students – is the lifeline that can help preventsuicidal tendencies. Education is a key, but so is that caringenvironment, says Krishnan. “Helping students build resiliencyand creating campus cultures of caring are crucial and ittakes all of the people on campus – administrators, faculty,staff, students, parents – to work together to achieve this.”


Student HispanicDental AssociationBridges Oral Care Gapby Frank DiMaria

In2000 then Surgeon General Dr. David Satcher wroteand published Oral Health Report 2000, which illu-minated a multicultural crisis in oral health care in

America. In the report he indicated that those individualswho were the most affected by this crisis were those from alow socioeconomic background.

Several years before Satcher issued his report, somedental professionals were already forming organizations toaddress these issues, specifically within the Hispanic com-munity. The National Hispanic Dental Association was creat-ed in 1990 to improve the oral health of the Latino popula-tion in the U.S. through effective leadership. Shortly there-after in 1993 Aidee Nieto-Herman, D.M.S, professor of theperiodontology department at Tufts University, founded theMassachusetts Hispanic Dental Association as a chapter ofthe Hispanic Dental Association (HDA). One year later shefounded the Student Hispanic Dental Association at Tufts.“Students are the leaders of tomorrow. The mission of this

student group is to help reduce oral health disparities,”says Nieto-Herman.

Through the Hispanic Dental Association at Tufts, Nieto-Herman has improved oral health literacy by increasingprevention and treatment, increasing research on the Latinopopulation, improving access to dental care, advocating forHispanics and providing mentorship to Hispanics by sellingdentistry as a career option.

“Right now there are more dental schools with pre-den-tal societies and more schools that have a chapter of theStudent Hispanic Dental Association. Our chapter was thefourth to be created and we now have 38 chapters national-ly,” says Nieto-Herman.

Each year, the HDA organizes and participates in severaldental health fairs in the greater Boston area, includingneighborhoods like Chinatown, Roxbury, East Boston andJamaica Plain. Daniel González, president of the HDA atTufts and a trustee on the National Hispanic Dental

HEALTH


Association board, says that the HDA “tries to identify loca-tions that are in need of our (services as they relate to our)motto, which is SEAL. This stands for service, education,advocacy and leadership. Within these values come veryfundamental activities that we do both at the national andlocal level,” says González, who is entering his fourth yearof dental school at Tufts.

One of the biggest programs the HDA participates in isGKAS or Give Kids a Smile. Through this program the HDAprovides free dental care to children thanks to a 2009 grantfrom the American Dental Association and the NationalHispanic Dental Association. For five years now the granthas allowed the Massachusetts Hispanic Dental Associationto provide dental care to those children in need.

“We recently completed a two-year research study inpartnership with a local pre-school in Roxbury calledNeighborhood Involving Children Education (NICE), whichhas allowed us to train preschool teachers as ambassadorsof the GKAS program to improve the oral health of children.The results of our study showed that after training thepreschool teachers and parents, more children found dentalhomes and fewer children had cavities,” says Nieto-Herman.“We more than doubled the amount in financial services

from 2009 to 2012.” Tufts’ HDA reaches far beyond the greater Boston area,

offering assistance and services in Central and SouthAmerica and the Caribbean. In its 20 years in existence HDAhas completed 14 mission trips; four to Ecuador, three to ElSalvador, three to the Dominican Republic, three to Haitiand one to Peru. Nieto-Herman began organizing missiontrips to help less fortunate Hispanics when she was thepresident of the Massachusetts Hispanic Dental Association.She continues the tradition as the faculty adviser to the TuftsHispanic Dental Association. “We started to organize tripsto reduce global oral health disparities,” says Nieto-Herman.

During the mission trips the HDA partners with a healthorganization or university in the country they are visiting.The partner provides security, the facility, and equipmentand assists Nieto-Herman and the students in finding lodg-ing. “All of the finances are sponsored by the traveling facul-ty and students. The dental supplies are sponsored by corpo-rations such as Colgate, Henry Schein and Crest,” says Nieto-Herman.


Daniel González, president of the HDA at Tufts

Dr. Aidee Nieto-Herman, professor of the periodontology department at Tufts University

Last year the HDA struckan agreement withUniversidad Nacional PedroHenriquez Urena, a dentalschool in Santo Domingo,Dominican Republic. Tuftssent two exchange students tothe university for the entireacademic year. While there,the students rotated throughthe university’s clinic, attend-ing to those patients whoneeded dental care.

During the summer Nieto-Herman brought a group ofTufts dental students to theclinic.

“The agreement that theHDA made was to help theDominican community,” saysGonzález. “We took a groupof Tufts dental students andfound a population that hasbeen completely underserved who cannot afford any dentaltreatment.”

Those Dominicans who needed oral care boarded busesthat were packed, some riding up to two hours to see Nieto-Herman and the Tufts dental students.

“We see a lot of patients who say they’ve been to the localhealer and they’ve fixed the tooth when in reality all they’vedone is fractured it so it’s no longer seen and we’ll see theroots and a source of infection that’s still there,” saysGonzález. “It’s a population that does not necessarily haveaccess to proper dental care or medical. We’re dealing witha marginalized community in the Dominican Republic.”

Nieto-Herman and her Tufts students spend about a weekoffering oral health diagnosis, oral hygiene instruction, pro-phylaxis, extractions and operative work (including compos-ite and amalgam restorations). “We’re not restoring estheticsas much as we’re working the emergency cases,” saysGonzález.

Dental students who have yet to gain clinical experience,perform administrative duties, like organizing patients andproviding oral hygiene instruction. Those who have had clini-cal experience provide the actual oral care to patients. “Theydo extractions and operative work. One of the most impor-tant roles that the Tufts students play on these trips is interact-ing with the dental students from the country that we are visit-ing,” says Nieto-Herman.

González, who has been to the Dominican Republic withNieto-Herman, has extracted teeth, filled cavities, per-formed preventative care and offered medical consultations.“There’s a lot of malnutrition. We’ve also seen pathology,

bacterial infections, and parasitic infections. These are allthe things we’ve identified and we’ve referred the patients tothe right doctor for treatment,” says González.

In addition to providing oral care to low-incomeHispanics in the greater Boston area and abroad, the HDAoffers a mentor program to youngsters both in the U.S. andabroad. In 1996 Nieto-Herman started a mentoring pro-gram and performed research on minorities in dentistry. In2004 she published an article called “Promoting Dentistryas a Career for Minorities” in the Journal of theMassachusetts Dental Society. “At that time, I was presi-dent of the National Hispanic Dental Association and thechair of the Tufts Equal Opportunity Educational Committee(EEO). This research proved to me the lack of minority stu-dents pursuing dental careers. With this mentoring programand my students from Tufts HDA, we have been tutoringmiddle school, high school and college students. From thatgroup I now have a group of Tufts dental students who werea part of that original mentor group,” says Nieto-Herman.

As the faculty adviser of Tufts Hispanic Dental Associationfor 20 years, Nieto-Herman says she is very proud to see theTufts students in this chapter grow to become one of thestrongest chapters in U.S. dental schools. “The mission andvision of this small group continues to grow,” says Nieto-Herman.



DramaticDemographic

Shifts in HigherEducation

by Gustavo A. Mellander

Iwas amazed to read recently that many children born thisyear are likely to live to be 100! A full 25 percent of themwill hit the century mark. Further, they will have not just one distinct career but three

or four. Some will have as many as seven. All of that by thetime they retire at the ripe new age of 80.

That’s correct. Many, if not most, will work well into theirlate 70s. Medical doctors report that the 80s are the new 70s.

What else does the future hold? A great many variables.The only definite certainty is change. Change in how we learn,think, work and live our daily lives.

But we have experienced dramatic changes since the WorldWar II. It has favored most, but not all, Americans. Every indi-cation is that the pace will not abate; instead it will accelerateexponentially in ways many of us can’t begin to imagine.

Nationally most want all children to become literate in thesciences, technology, and the arts to provide them the bestfoundation possible to pursue a career and transition easily tonew ones.

Everyone agrees industry and government should focus oncreating more jobs that are enduring and satisfying.Unfortunately we see few productive steps being taken toreach those goals.

Demographics and HispanicsHispanics will be by far the dominant minority/majority in

the country. California already refers to Hispanics as themajority minority. Hispanics may not actually achieve their oftpromised “decade” but their growth and influence isinevitable. The present 14 percent will grow to 20 percentvery soon. The cohort will be composed mostly of native bornHispanics, not recent immigrants.

As the economy improves in this country, or as it worsensin Latin America, the historic and unending northward migra-tion will accelerate. It may never end.

Hispanics continue to have more children than othergroups. That will abate someday but not for a generation ortwo.

Public schools will continue to educate, be that as it maybe, most Hispanic children. Half of them are not making it

through high school. Many who do or those who attend “theschool of hard knocks” will gravitate toward higher educa-tion. Their major entry portal will be their local communitycollege. Since the beginning they have been committed tohelping the newcomer, the late bloomer, the displaced home-maker, the tentative part-time student and on and on. Theirmission will not diminish, quite the contrary.

Demographic Shifts AheadFew things impact a region or a nation more than signifi-

cant demographic shifts. The same is true for colleges. We arewho our students are. We all know about the continuingexplosive increase of Hispanic young people in the country.Those numbers are going to increase exponentially and morewill want to go to college. But there is another wrinkle in thenation’s changing and challenging demographics, one that willimpact higher education dramatically.

Declining population numbersDeclining numbers? Is that a typo? No. One section of the

nation is going to face just that. Specifically, we will see declin-ing numbers of Caucasian, privileged high school graduates.Their numbers are in free fall, and will be even more so in theyears ahead. It will spell trouble, at least discombobulation,for the hundreds of quasi-elite colleges that depend uponreceiving yearly tuitions from that cohort to survive.

It’s a given. Some predict those colleges will shrink, somemight even disappear. The more optimistic view, however, sug-gests the population changes will compel institutions to trans-form themselves. Throughout history they always have. I sus-pect they will embrace, some screaming and kicking, under-

Targ

etin

g Higher EducationTARGETING HIGHER EDUCATION


represented students as they never have before. Whatever scenario plays out student makeup in colleges is

going to change. That’s an open secret among adroit admis-sion officers. We see it accentuated in Midwestern andNortheastern states where the number of high school gradu-ates will drop sharply over the next decade.

Another interesting national reality on the horizon is thatthe number of black students will decline, whereas the num-ber of Hispanic and Asian-American high school graduateswill increase and significantly so. We can only imagine theramifications.

On the bright side, the nation is already seeing a sharprise in first-generation and low-income college graduates.Many selective four-year institutions have committed them-selves to serving them. It is really a success story for allinvolved, and will be complete if those graduates secure suit-able employment.

Some college officials are concerned about these demo-graphic trends. Those who welcome diversity say they worryabout both financing and supporting needier students, espe-cially because many don’t arrive as academically prepared astheir wealthier peers.

Enrollment managers, who balance competing institutionalgoals – such as expanding access and increasing net-tuitionrevenue – are finding it more difficult to achieve those goals.Some fear what the future holds.

But I suggest those national prognostications should betaken with a spoonful of salt. The effects of change, demo-graphic and otherwise, have always varied from campus tocampus. Many are a world unto themselves. A college's loca-tion, market position and reputation will play a large role inhow they react to the upcoming changes. Most assuredly sowill the way they choose to define diversity.

A college might respond to a downturn in the number ofaffluent students by expanding its financial aid budget, allow-ing it to enroll more low-income students of all racial and eth-nic backgrounds. Some well-endowed Ivy League schools arealready doing just that.

For others to make that move would most likely requirelosing something: a trade-off. For instance, budget cuts maybe necessary. Perhaps, freshmen classes will have lower testscores than those who preceded them.

International StudentsColleges down the road faced with fewer student candi-

dates might cultivate the international student market. Manyforeign students want to come to America. They typically paythe full cost of attending college, they are highly motivated andmany are superior students.

China, India and some European countries have alreadyfound their pathway to American universities. More are wait-ing to be recruited. That is an especially fortuitous reality asour traditional territories begin to shrink.

I predict an increasing surge of foreign students through-out American higher education.

Possible scenariosWill colleges see the homegrown demographic shift as an

opportunity to redefine themselves or as a trend to resist at allcosts? Reports, albeit sketchy, indicate they are going to acceptreality. Realistically, what else can they do? They will seek stu-dents who meet their preferred profile. And they will bend ifthey feel their existence is dependent on doing so.

At present many hope funding will materialize so they will nothave to change that much. Others are more realistic and know,although many won’t admit it publicly, that they will change ifthey have to. They feel secure that new student populations existthroughout the country and most assuredly overseas.

A few also look to distance learning as being an importantpart of their future.

Some, it seems to me, are whistling through the cemetery.As Eric Hoover wrote in The Chronicle of Higher Education,“Many colleges might just have to give something up to stayafloat. Want to maintain your enrollment? OK, but your selec-tivity must go down.”

That’s a bitter pill for some to swallow. Some presidentsmight be sighing heavily and gratefully that their retirementwill come before the demographic bubble bursts upon theircampus.

For decades, colleges have tried to produce more of every-thing, and in many instances they succeeded. More applica-tions, more revenue, and, as evidenced by higher test scoresand lower admission rates, higher quality students. But thattrajectory won’t be sustainable at many places, as much as thepowers to be wish it were.

That's not to say colleges are ignoring demographicchange. Many, in fact, are responding in a variety of ways,albeit incrementally. Just as demographic shifts don't happenovernight, strategies for recruiting the next wave of studentstake time to develop.

An East Coast college just can't parachute into Californiaand collect applicants for next fall's class.

Student recruitment is an increasingly complex mix oflocal, national, and global outreach. How a college pursuesone group of students may affect how it can serve another.

Many colleges have cultivated relationships with communi-ty-based organizations that serve low-income and first-genera-tion high school students.

If a university wishes to recruit more Hispanic students,they would be wise to engage their parents. That means talk-ing with them about financial aid in Spanish. That would workeven with families who speak English as well.

That process requires considerable planning, effort, andfinancial investment.

Bottom LineAs mentioned earlier, international recruitment is widely

viewed as a safety net to protect against shortfalls in enrollmentand revenue. But advocates for low-income students are wary ofthe global-recruitment boom; they worry about colleges' givingmore and more seats to students from other countries instead


of to underrepresented applicants from the United States.In the final analysis each college will devise its own rules. A

sharp divide will exist between colleges that continue the sameold recruitment process and those that adopt new strategiesfor achieving greater diversity. Some are entrenched, othersare imaginative.

The importance of working with groups that help underrep-resented students is paramount. Recruiting students is onlypart of the challenge, of course. Helping them afford college isanother. And let’s slow the trend of loading students with enor-mous debt. It’s not fair.

It should be noted that in the past decade some collegeshave replaced loans with grants for families making less than$50,000 a year. That reduced the amounts students had toborrow. Such commitments require dedicated fundraising andshuffled resources, if not serious sacrifices.

But it’s not easy and success is not guaranteed. TheUniversity of Virginia tried such financial aid policies andfound them unsustainable.

Access is not just a matter of affordability. It's also a ques-tion of assessing students' academic preparation. Many col-leges still cling to the same old, narrow metrics of studentachievement. Many say they want students with grit and deter-mination, but at the same time still give much weight to ACTand SAT scores.

The "overreliance on standardized testing and institutionalobsessions with traditional measures of quality" can haveharmful consequences, argue Donald R. Hossler and David H.

Kalsbeek in a recent article in Strategic EnrollmentManagement Quarterly.

Enrollment management tactics have often been used inways that work against low-income students, writes Hossler, aprofessor of educational leadership and policy studies atIndiana University at Bloomington, and Kalsbeek, senior vicepresident for enrollment management and marketing atDePaul University.

At some point, current obsessions might seem hopelesslyout of date or at least out of step with students seeking collegeadmission.

In the next five years, some colleges will have to admitmore students with lower test scores. Merely admitting themis the first step – helping them succeed is the greater goal.

Many colleges aren't investing enough in the programs andservices needed to help a more diverse group students stayenrolled and graduate.

In the years ahead, as an increasingly diverse pool of appli-cants, with a range of abilities and needs comes along, col-leges will have to decide what course of action they wish toundertake.

They would be well advised to study the successful recordof community colleges nationwide. Decades ago they figuredhow to attract more students and try to meet their specificneeds. Easy? No, but doable.

Dr. Mellander was a university dean for 15 years and acollege president for 20 years.

Start Nowby advertising in

Diversifying Your InstitutionA Multicultural Faculty is the key to

Call our experienced sales staff at:

1.800.549.8280

www.hispanicoutlook.com


DeanWith a faculty of 213 full-time distinguished scholars/teachers and a combined undergraduate and graduate enrollment of more than 5,000 students, the College of Humanities and Social Sciences is the largest of the University’s academic units. The College provides a rich variety of degree programs from the BA to the AuD and PhD, and is organized into 13 departments, three interdisciplinary degree programs and nine centers and institutes. Degree programs include: Anthropology, Audiology, Classics and General Humanities, Communication Sciences and Disorders, Child Advocacy and Policy, English, History, Justice Studies, Linguistics, Modern Languages and Literatures, Philosophy and Religion, Political Science and Law, Psychology, Sociology, Spanish and Italian, Women’s Studies, and a number of minors, including African American Studies, and Latin American and Latino Studies. The College’s centers and institutes include the Center for Child Advocacy, the Coccia Institute for the Italian Experience in America, the Center for Heritage and Archaeological Studies and the Humanities Institute. The College has successfully combined a traditional focus on liberal education with programs at both the undergraduate and graduate level that fulfill specific career objectives.

The Dean, who is appointed by the President and reports to the Provost/Vice President for Academic Affairs, serves as the chief academic and administrative officer of the College. The Dean is expected to be an intellectual leader within the College, across the campus and within the external community as well. She/he will have the vision to identify and the professional skills to pursue new opportunities for the College and the intellectual strength to direct its growth and academic development within the University’s expanding profile, to include programs at both the graduate and undergraduate levels. The Dean will oversee the recruitment and development of faculty and will assure the quality of the academic experience of the College’s students. She/he will be responsible for effectively representing the College to the campus, alumni and external communities and will provide leadership in the pursuit of the external resources required to augment State appropriations. The Dean will be responsible for the administrative and fiscal management of the College, overseeing a budget of approximately $37 million. The Dean will be a key member of the University’s senior leadership team and will be imaginative in finding ways to advance the goals and objectives of both the College and the University and to foster collaborations across the campus.

QUALIFICATIONS

Required qualifications include:

• An earned doctorate and a record of distinguished academic achievement appropriate for appointment at the rank of full professor in a department of the College

• Strong communication skills

• A commitment to excellence in teaching/learning, scholarship and the application of knowledge

• A record of successful administration in higher education and a broad understanding of current issues in higher education

• Demonstrated record in the acquisition of external resources

• A thorough understanding of the disciplines and curricula within the humanities and social sciences

• Experience with instructional modes and research utilizing information technology and electronic systems

• Commitment to maintaining and extending student and faculty diversity

• Ability to foster a collegial and collaborative academic environment, including the promotion of inter- and cross-disciplinary research and curricula

SALARY RANGE: The salary range and title will be commensurate with the candidate’s credentials and experience.

STARTING DATE: The new Dean will assume office in January of 2015.

For further details regarding this opportunity, please visit:

http://www.montclair.edu/chss-dean/

APPLY BY: The Search Committee will begin reviewing files on July 1, 2014 with the intent of having a pool of candidates visit campus for interviews in Fall 2014.

Building on a distinguished 105-year history, Montclair State University is proud to be a leading institution of higher education in New Jersey. The University’s six colleges and schools serve more than 19,000 undergraduate and graduate students in 300 majors, minors, concentrations and certificate programs. Situated on a beautiful, 250-acre suburban campus just 14 miles from New York City, Montclair State combines the instructional and research resources of a large public university in a dynamic, sophisticated, and diverse academic environment.

Additional information can be found on the MSU website at:

www.montclair.edu.

AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION INSTITUTION

www.montclair.edu/chss-dean/

www.montclair.edu

PresidentThe Board of Trustees of the University of Illinois announces a search for President of the University, the appointment to be effective July 1, 2015, or as designated by the Board.The President of the University leads an academic community with a strong and proud tradition of excellence in teaching, research, public service and economic development.

Established in 1867 as the public land-grant university of the State of Illinois, the University of Illinois has achieved international recognition as a center of higher learning. The Uni-versity is a long-time member of the Association of American Universities. Now with campuses in Urbana-Champaign, Chicago and Springfield, including a major health sciences cen-ter in Chicago, the University’s reach is extensive. The three campuses offer a broad range of options for students from Illinois, from across the nation and from around the world.Distinguished faculty teach with passion; their discoveries and creative works enrich society at large. The University enrolls some 52,000 undergraduate, 21,500 graduate and 3,800professional program students; and 5,800 faculty and 17,000 staff contribute to the work of the University. More than 650,000 alumni hold University of Illinois degrees. The Presi-dent oversees an annual budget of $5.4 billion, made up of extensive Federal research funding, gifts from alumni and friends, and support from the people of the State of Illinois.

A presidential search committee composed of trustees, faculty and staff members, alumni, and students is seeking an outstanding candidate. Nominations, applications, and ex-pressions of interest are being solicited. Parker Executive Search is assisting the University with the search; nominations, materials and correspondence should be directed elec-tronically to [email protected]. For full consideration, application materials should be submitted by Sept. 8, 2014.

For any questions or to discuss the position, please contact:

Laurie Wilder, Executive Vice President and Managing DirectorPorsha Williams, Vice President

Parker Executive SearchFive Concourse Parkway, Suite 2900

Atlanta, GA [email protected]

For additional information regarding this position, please visit:http://www.bot.uillinois.edu/presidentialsearch

The University of Illinois is an affirmative action/equal opportunity employer dedicated to building a community of excellence, equity, and diversity. We welcome applications from women,underrepresented minorities, individuals with disabilities, protected veterans, members of sexual minority groups and other candidates who will lead and contribute to the diversification andenrichment of ideas and perspectives. As a condition of employment, the successful candidate must have or be able to obtain a security clearance. The security clearance must be maintainedwhile employed as president by the Board of Trustees of the University of Illinois.

26 H I S P A N I C O U T L O O K • / 2 0 1


Executive Vice President for Administration & Chief Financial Officer

The University of Connecticut (UConn) invites applications for the Ex-ecutive Vice President for Administration & Chief Financial Officer(EVPA/CFO). Reporting to the President, the EVPA/CFO is the chief adminis-trative and financial officer of the University. The University of Connecticut is one of the nation’s leading public research uni-versities. Founded in 1881, UConn is a Land Grant and Sea Grant college andmember of the Space Grant Consortium. It is the state’s flagship institution ofhigher education with its main campus in Storrs in addition to a Law School,Medical and Dental Schools, a Health Center and five regional campuses inGreater Hartford, Stamford, Waterbury, Avery Point, and Torrington. The LawSchool campus is located in Hartford; the Health Center campus is located inFarmington. Both are closely linked to the main campus through academicprojects.UConn is ranked among the Top 20 public universities in the nation accordingto the 2014 U.S. News & Report. The University has approximately 10,000 fac-ulty and staff and 30,000 students which includes more than 22,000 under-graduates and nearly 8,000 graduate/professional students. The EVPA/CFO oversees Capital Projects & Contract Administration; FacilitiesOperations & Building Services; Finance & Budget (including Procurement Serv-ices, Accounting, Accounts Payable, Bursar, Financial Systems, Payroll, Treas-ury); Human Resources; Labor Relations; Logistics Administration; Public Safety;Planning, Architectural & Engineering Services; and Infrastructure Planning forthe entire University. The goal of the Office of the EVPA/CFO is to create andmaintain essential University services and a physical environment that robustlysupports the academic and research missions of the University of Connecticut.This is accomplished through quality customer service, effective collaborationwith faculty and staff, and strong stewardship of the University’s financial, capital,and human resources. At least 15 years of experience in increasingly responsible positions within fi-nance and administration is required. It is preferred that this experience isgained in a higher education, research institute, or academic medical setting. A demonstrated deep understanding of finance (including infrastructure fi-nance, internal controls, cash management, and treasury services) and budg-eting (capital and operational) is also required. The successful candidateshould be an adept leader and manager who has the ability to oversee and leadan organization-wide, service-driven administrative and finance function that isproactive, progressive and collaboratively aligned with the many disparate or-ganizational entities that compose a university. A Master’s degree in finance,management, or a related field from an accredited college or university is re-quired. Initial screening of applicants will begin immediately, and continue until theposition is filled. The University of Connecticut will be assisted by Ellen BrownLanders, Elizabeth Ewing and Tracie Smith of Heidrick & Struggles, Inc. Forfurther information, please see: http://evpacfo.uconn.edu/. Nominationsand applications should be directed to:

UConn EVP/CFO Search Committeec/o Heidrick & Struggles, Inc.

303 Peachtree Street, NE, Suite 4300Atlanta, GA 30308

Telephone: 404-682-7316Email: [email protected]

The University of Connecticut does not discriminate on the basis of race, color, eth-nicity, religious creed, age, sex, marital status, national origin, ancestry, sexual ori-entation, genetic information, physical or mental disabilities (including learningdisabilities, intellectual disabilities, past/present history of a mental disorder), priorconviction of a crime (or similar characteristic), workplace hazards to reproductivesystems, gender identity or expression, or other legally protected classifications inits programs and activities as required by Title IX of the Educational Amendmentsof 1972, the Americans with Disabilities Act of 1990, Section 504 of the RehabilitationAct of 1973, Title VII of the Civil Rights Act of 1964, and other applicable statutes andUniversity policies. The University of Connecticut prohibits sexual harassment, in-cluding sexual violence.

The University of Michigan invites nominations and applicationsfor the position of Executive Vice President for Medical Affairs(EVPMA).The EVPMA at the University of Michigan has overall responsibilityfor the leadership and management of the entire University ofMichigan Health System, which is comprised of the MedicalSchool, including the Faculty Group Practice, the Hospitals andHealth Centers, including Ambulatory Care Services, the clinicalactivities of the School of Nursing, and the Michigan HealthCorporation. The EVPMA is one of three Executive VicePresidents of the University reporting to the President. TheEVPMA interacts extensively with the University of MichiganBoard of Regents on matters related to the Health System.The University of Michigan Health System (UMHS) is one of thepremier academic medical centers in the nation, with a totaloperating budget of $3.4 billion. The UMHS’s vision is to createthe future of health care through discovery. The clinicaldelivery system totals 1,059 licensed beds, with over 45,000admissions annually, and just under 2 million annual outpatientvisits. U.S. News & World Report ranked the Medical School 8thin the nation for primary care, and tied for 12th as a researchmedical school. UM Medical School faculty received $284million in NIH research funding in Federal FY2013.Nominees and applicants should hold an MD degree, have arecord of successful research funding and/or achieveddistinction in a clinical specialty, and embrace the tenets ofbasic, translational and clinical research for which the Universityof Michigan faculty are so well known. He/she must possess atrack record of successful administration in an academicmedical center, and have evidence of demonstratedmanagement skills for leading a complex, multifaceted medicalcenter in a major research university. He/she shouldunderstand and support the overlapping missions of theUniversity, and the Health System, in their respective roles ofteaching, research, patient care and community service.

For additional information about the search, including anexpanded position description, and the full membership of

the committee, please visit:http://www.umich.edu/pres.committees/evpma.php

Information about the University can be found at:http ://www.umich.edu/ .

The desired appointment start date is January 1 , 2015.The review of nominations and applications will commenceimmediately and continue until an appointment is made.Applicants should submit a curriculum vitae and any supportingdocuments that they deem relevant to:

I lene H. Nage l , Ph .D. , MLS, and Kate HarveyConsu ltants to the Search Committee

Russe l l Reyno lds Assoc iatesHigher Educat ion Pract ice

EVPMA.Mich igan@russe l l reyno lds .comThe University of Michigan is an

equal opportunity/affirmative action employer.

EXECUTIVE VICE PRESIDENT FOR MEDICAL AFFAIRS


Tenure-Track or TenuredFaculty Position in Visualization

The University of Utah’s School of Comput-ing is seeking to hire an outstanding tenure-trackor tenured faculty member in visualization. Whilewe will consider all areas of visualization, we areparticularly interested in candidates with expertiseand an excellent research record in informationvisualization and visual analysis. These interestareas reflect our strong research reputation in sci-entific and biomedical visualization, image analy-sis, and interdisciplinary scientific computingwithin the Scientific Computing and Imaging (SCI)Institute.

Applicants should have earned a Ph.D. in Com-puter Science or a closely related field. The Uni-versity of Utah is located in Salt Lake City, the hubof a large metropolitan area with excellent culturalfacilities and unsurpassed opportunities for out-door recreation only a few minutes drive away.More information about Salt Lake City and Utahcan be found at http://diversity.utah.edu/faculty.Additional information about the school and ourcurrent faculty can be found at www.cs.utah.edu.Please send curriculum vitae, a research goalsstatement, a teaching goals statement, and namesand addresses of at least three references.

The application dateline is November 1,2014 and applications will be reviewed

when received.

Please go to the following link to apply - https://utah.peopleadmin.com/postings/32397

The University of Utah is fully committed to affir-mative action and to its policies of nondiscrimi-nation and equal opportunity in all programs,activities, and employment. Employment decisionsare made without regard to race, color, nationalorigin, sex, age, status as a person with a disability,religion, sexual orientation, gender identity or ex-pression, and status as a protected veteran. TheUniversity seeks to provide equal access for peo-ple with disabilities. Reasonable prior notice isneeded to arrange accommodations. Evidence ofpractices not consistent with these policies shouldbe reported to: Director, Office of Equal Op-portunity and Affirmative Action, (801)581-8365 (V/TDD).

The University of Utah values candidates whohave experience working in settings with stu-dents from diverse backgrounds, and possess astrong commitment to improving access tohigher education for historically underrepre-sented students.

Economics SearchUniversity of North Carolina

AshevilleThe Economics Department at the University ofNorth Carolina Asheville (UNC Asheville) seeksa broadly trained economist whose first priorityis excellence in undergraduate teaching and whowants to pursue a career in a liberal arts settingfor a one-year visiting appointment academicyear 2014-15.The successful applicant can ex-pect to teach four 3 credit hour course sectionseach semester for a total of eight sections overthe year. These courses will average 20-27 stu-dents each and will include principles of macro-economics and principles of microeconomicsplus at least one of the following: intermediatemacroeconomics and corporate finance. In ad-dition, there is the possibility of teaching an ap-plied course in a field not listed above. Thepreferred candidate will have demonstratedstrong commitment to support diversity, equity,and inclusion in an academic setting.UNC Asheville, located in the Blue Ridge Moun-tains in Western North Carolina, is the desig-nated public liberal arts institution of theUniversity of North Carolina system, committedto quality student-centered teaching, student-teacher interaction, and mentoring of studentsin undergraduate scholarship and service,within an inclusive campus community. UNCAsheville is committed to increasing and sus-taining the diversity of its faculty, staff, and stu-dent body as part of its liberal arts mission.Liberal arts experience as a student and/orteacher is especially desirable as is an interestin contributing to interdisciplinary programs(Africana Studies, the Humanities program, In-terdisciplinary Studies, Women, Gender andSexuality Studies, etc.). A minimum of an M.A.is required with an ABD or Ph.D. preferred. Please send an application letter, curriculumvitae, copies of post-secondary transcripts,statement of teaching philosophy, copies ofteaching evaluations, and three letters of rec-ommendation (at least two should addressteaching effectiveness and at least one shouldaddress expected date of degree completion ifappropriate). Application review will begin June1st and continue until the position is filled. UNC Asheville is committed to equality and di-versity of educational experiences for our stu-dents. Qualified individuals are encouraged toapply regardless of socio-economic status,gender expression, gender and sexual identity,culture, or ideological beliefs. UNC Asheville isan Equal Employment Opportunity/AffirmativeAction employer and will not discriminateagainst students, applicants, or employees onthe basis of race, ethnicity, national origin, reli-gion, age, sex, disability, political affiliation, pro-tected veteran status, genetic information, orany other legally protected status with respectto all terms, conditions, and privileges of uni-versity-sponsored activities, employment, andthe use of university facilities. Please contact:Dr. Chris Bell, Economics Department, 159Karpen Hall, CPO #2110, UNC Asheville, OneUniversity Heights, Asheville, NC 28804-8509.

��

��

��

�� !"��##$%$��

��&��'�'��(��(��"��

��) *'��*'��

��

��

��

��

��

��

$$�

��

�� +(��

��

��

�� !"��##$%$��

�� ,�� '�'��"��

��) *'��*'��

��

��

��

��

$$�

� ��

�� ,��


FOUNDING DEANA NEW COLLEGE BRINGING TOGETHER

THE SCHOOL OF ARCHITECTURE & SCHOOL OF URBAN AND PUBLIC AFFAIRS

Arlington, TexasThe University of Texas at Arlington seeks a founding Dean of a new College created by theintegration of the existing School of Architecture and the School of Urban and Public Affairs.By combining the assets of two strong schools, the University seeks to further enable synergiesbetween the disciplines that are crucial to the sustainable development of our Metroplex andregion, and to extend the reputation, impact and influence of the University. Strong programsin design, planning and policy exist within each School, and the new College is expected tobecome a center for excellence in collaborative research and learning in the built environment,with particular focus on issues of metropolitan growth and change. An educational leader in theheart of the thriving North Texas region, UT Arlington nurtures minds within an environmentthat values excellence, innovation, ingenuity, and diversity.

The founding Dean will drive a process of establishing a new College, of moving the universityto a substantially higher reputational standing through transformational actions, and ofpartnering with local, national and international constituents to improve the urban and builtenvironment. S/he will have the opportunity to develop a College that is a leader in sustainableurban communities encompassing the physical, human, social, economic, environmental andpolitical dimensions. Together, through their various degree offerings, these two Schools canmake a major impact in one of the fastest growing metropolitan areas, as well as across thenation and globe, and it is expected that the founding Dean will facilitate that vision.

The successful Dean candidate will have an established reputation in architecture, urbanplanning, landscape architecture, public administration or public affairs. S/he will haveextensive administrative experience in the academic, government, corporate or nonprofitsectors, and also be able to demonstrate a thorough and deep understanding of the issuesconfronting higher education today. The candidate must have demonstrated superb strategicplanning and financial management skills and a track record of successful fundraising.Furthermore, the Dean must also recognize the value in collaboration across these distinctschools, recognize the disciplinary contribution each make to the whole, and value a wide arrayof scholarly and applied research and creative activities. The Dean will engage allconstituencies of the two Schools in establishing the long-term vision for the College, inconcert with the University’s strategic plan and the vision laid out by the President, and inmaking that vision a reality.

Isaacson, Miller, a national executive search firm, has been engaged to assist with thisimportant search.

TO APPLY: Please send CV with cover letter, in strict confidence to: Jane Gruenebaum, JackieMildner, Gail Gregory, Isaacson, Miller, 1300 19th Street, N.W., Washington, DC 20036, Phone:(202) 216-2278, Fax: (202) 296-7271. Apply via our website: www.imsearch.com/5116

UT Arlington is an Affirmative Action/Equal Opportunity Employer. It is our policy to provideEqual Employment Opportunities for all individuals without regard to race, sex, religion,

color, national origin, disability, or veteran's status.

Assistant Professor Positionin STEM Education

University of North CarolinaAsheville

The University of North Carolina Asheville De-partment of Education, accredited by the Councilfor the Accreditation of Educator Preparation(CAEP), invites applications for a tenure-trackAssistant Professor position in STEM Educationto begin Fall 2015. Rank and salary for the posi-tion will be commensurate with degree and levelof teaching experience. Candidates are requiredto have a terminal degree in Education or a re-lated field (STEM Education or a STEM disci-pline); 18 graduate hours in a STEM discipline;experience in the field of Education, preferablyat both the K-12 and University level; and a cur-rent and valid teaching license. Preference willbe given to candidates with previous experiencein a teacher licensure program, strong liberalarts background, and demonstrated success for3 years or more in a public school setting. Thetwelve semester hour workload will include de-velopment and teaching of STEM area contentcourses and/or methods courses integratingSTEM areas, supervision of student teachers,and Introduction to Education and other coursesas needed. Successful candidates should alsobe prepared to teach outside the department inthe University of North Carolina Asheville’s in-terdisciplinary liberal arts curriculum, requiredof all undergraduates.

Candidate should submit a curriculum vita, acover letter, a teaching philosophy, 3 letters ofreference, unofficial transcripts, a copy of theteaching license, and course evaluation informa-tion (for candidates with higher education expe-rience) via the People Admin online applicationsystem. Only online submissions will be ac-cepted. Application review will begin immedi-ately, and will continue until the position is filled.All materials submitted become the property ofthe University of North Carolina Asheville andwill not be returned.

The University of North Carolina Asheville, lo-cated in the Blue Ridge Mountains in WesternNorth Carolina, is the designated public liberalarts institution of the University of North Carolinasystem, committed to student-centered teachingand to being an inclusive campus community.We encourage applications from women andtraditionally underrepresented minorities. TheUniversity of North Carolina Asheville is com-mitted to equality of educational experiences forstudents and is an equal employment opportu-nity/Affirmative Action employer. The Universityof North Carolina Asheville will not discriminateagainst students, applicants, or employees onthe basis of race, color, religion, sex, nationalorigin, age, disability, political affiliation, pro-tected veteran status, genetic information, or anyother legally protected status with respect to allterms, conditions, or privileges of university-sponsored activities, employment, and use ofuniversity facilities.


DIRECTORThe Science & Resilience Institute at Jamaica Bay (New York)

Brooklyn College – CUNY The newly formed Science & Resilience Institute at Jamaica Bay (SRIJB) seeks a dynamic and innovative scientist withdemonstrated leadership, administrative, and research accomplishments to serve as its Founding Director. The position isexpected to be filled by October 1, 2014. The SRIJB is an exciting new initiative that will be both an important contributor of scientific knowledge and a majorcreator of opportunities for resilience practice in the socio-ecological systems in and around Jamaica Bay and beyond. Inaddition to its role in coordinating and leading science research in the field of resilience, it is expected to play an importantrole in public policy initiatives in the Bay through its respective public agency and stakeholder constituent arms. Theformer includes all local, state and federal agencies with jurisdiction in the area of Jamaica Bay; the latter includes non-profits and community organizations committed to the wellbeing of the Bay. Both of these entities are already in operationas components of SRIJB. The Founding Director will oversee all research activities and will develop the capacity of the SRIJB to informpolicymaking and resilience building projects in collaboration with all levels of government and with a wide range of socialand environmental organizations. He or she will therefore be overseeing staff and/or subconsultants involved in thecoordination of policy work, as well as more traditional program-based research staff.The provisional offices for the SRIJB Directorate will be located at Brooklyn College, with plans to build a new permanenthome on Jamaica Bay. The SRIJB Director will be a member of the Brooklyn College faculty and will be eligible forappointment as a full professor with tenure in a department in the natural or social sciences.FOR MORE INFORMATION AND TO APPLY: Isaacson, Miller, a national executive search firm, has been engagedto assist with this important recruitment. Jane Gruenebaum and Pam Pezzoli are leading the search with Talia Greenwald.Inquiries, nominations, and applications should be directed in confidence to the firm through the website,www.imsearch.com/5055.

800-549-8280ext 106

Call ourSales Office

Advertising EnhancementsReach an even wider audience with these add-onenhancements to boost the exposure of your ads.

Add this tohighlight theposition ofyour online ad.

AvailableBanner AdvertisingBanner AdvertisingBanner Advertising

Featured AdvertiserFeatured Advertiser Featured Advertiser

Promote your InstitutionalProfile and recruitingby adding your logoto our weeklyE-Blast newsletter, this e-mail is sent to 15,000 activecontacts.

E-Blast AdvertisingE-Blast Advertising E-Blast Advertising

Top of our homepage, your logo andposition title/conference announcementprominately located.

Priority PostingPriority PostingPriority Posting

Enhance your recruitment by having your logo onour homepage under “Featured Advertisers” linking to your ad or institution’s website.

for subscription information

Delivered ToYour Desktop

HispanicOutlook

The HispanicOutlook


I have no right, by anything I do or say, to demean ahuman being in his own eyes. What matters is not what Ithink of him; it is what he thinks of himself. To underminea man's self-respect is a sin. -- Antoine de Saint- Expiry

Academic classes may present challenges for Latino stu-dents, but few things are as tough as dealing with a bully.Bullies are not only on playgrounds; they are in class-

rooms and boardrooms. Sometimes they are at home. Latinostudents may not always pinpoint or articulate the lack ofrespect they have experienced with teachers, friends or family,but they sense it. And whether or not the disrespect is inten-tional, the student is often left to heal the hurt and handle thebully on his own. Children who shut down and refuse to go toschool or will not participate in class, shy away from socialinteractions or become combative often report that they do sobecause others don’t respect them. They know something isamiss, but they need adaptive ways of handling bullies.

Respect for others and self-respect are crucial for Latinoteens preparing to succeed at school and in the workplace.Children learn to respect others through the example set byfamily and friends interacting with one another. They devel-op self-respect by internalizing the opinions about them-selves that they hear from others and emulating the self-carethey see others practice. There is little wonder, then, whychildren raised in homes with domestic violence becomeperpetrators or victims and those with adequate guidanceand positive interactions excel. We do what we know.

Self-respect is the strongest antidote for disrespect; it is animmunization against bullying. If a child knows and viewshimself positively, he can more easily see that the meanwords and actions of others need not diminish his own self-esteem. But here’s the catch: developmentally, children andadolescents view themselves as the center of things and havenot yet developed extensive critical thinking skills to deci-pher truth from fiction. Because they think everything isabout them, they assume mean words spoken are their faultand must be true. Parents, siblings, relatives, friends, class-mates and teachers can devastate a child or teen who is

learning something new, ven-turing into something different,or simply expressing his ownuniqueness. By taking what hehears as truth, a child begins to believe what others have saidabout them – positive and negative. Children need guidanceand feedback to improve, but it must be meted out in well-timed, helpful, respectful doses. Scoffing, humiliation orthoughtless comparisons stick like barbs; helpful suggestionsand respectful feedback are more easily embraced. As theLatino child attains mastery over new things, he feels increas-ingly good about himself and his ability to learn. And when ateen feels good about himself, he does not need to be a bullynor tolerate anyone who is less than respectful.

When self-respect is firm, a child facing a bully is moreapt to refuse to accept what the bully is saying and choosewords instead of fists to solve the problem. The child withself-respect has learned the truth of his own strength andgoodness. He does not need to take on a bully’s need forput-downs or aggression. If the Latino with self-respect canpractice self-talk to be heard above the clamor of unfoundedcriticism and hateful statements, he will be more likely not totake the bully’s bait. The self-respecting Latino knows that, ifhe gets into a fight he – not the bully – will become a newproblem for authorities. The self-respecting Latino studentsees that walking away, setting limits, relying on other posi-tive friends, going to adults for support and using words canbe difficult at the moment but more effective in the long run.

Social and communication skills help round out theLatino students’ ability to weather any disrespect they expe-rience, find common ground with those in disagreement,express themselves directly yet tactfully and open themselvesto how others view situations. If students can develop self-respect, respect for others, social skills and a strong abilityto communicate, they can eventually choose where theywork and play and handle bullies effectively when theyencounter them (and they seem to be everywhere). OnceHispanic students master those skills, they know that, withtime and persistence, they can pretty much master anything.

SELF-RESPECT AS AN ANTIDOTE TOBULLYING

Priming the Pump...

Miquela Rivera, PhD, is a licensed psychologist withyears of clinical, early childhood and consultativeexperience. She lives in Albuquerque, N.M.

06/30/2014 expanding medical opportunities in the southwest

Documents

worththe speculation

pm page

way aroundthe senate

new jersey sen

latino president

presidents job

c o u t

years of obama