11/26/2011 building student leaders

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his is the month when we not only elect a president, members of Congress and local officials but give thanksfor our many blessings. As an advocate for Hispanic students, so many of whom, through no fault of their own, arepoorly prepared for college, we thank the people and organizations that help level the playing field. These include our advertisers,who’ve helped this magazine endure over 22 years, and especially the truthtellers who’ve shed light on many inequities and offeredpositive solutions.

Candor can be elusive. So we are especially indebted to organizations such as the Education Trust, founded in 1996, for its passionfor educational equality and its skill in gathering, interpreting and sharing critical data that needs to see the light of day.

Late last year the Trust released Priced Out: How the Wrong Financial-Aid Policies Hurt Low-Income Students, reporting this sadreality: “Of nearly 1,200 institutions of higher education, only 5 succeed in three crucial areas” – i.e., they enroll an equitableproportion of low-income students, require them to pay a portion of family income no larger than the portion paid by middle-incomestudents, and offer all students at least a 50 percent chance of graduation.

In early 2012, the Education Trust released The Cruel Divide: How California’s Education Finance System Shortchanges itsPoorest School Districts, a topic that resonates far and wide. We also thank the enlightened foundations who fund the research behindreports such as these.

And then there are the individuals who take bold stands on critical education issues without seeking personal gain. Pedro Nogueraand Diane Ravitch come to mind. And Charles Blow of The New York Times plus all others who, as tirades against schoolteachersproliferate, share stories of teachers who utterly transformed their lives.

We also thank our dear readers, who stand with us in this fight for the future.

EsquinaEditorial

¡Adelante!Suzanne López-IsaManaging Editor

T

VICE PROVOST AND DEAN OF GRADUATE STUDIESThe University of Texas at Austin seeks applications and nominations for Vice Provost and Dean of Graduate Studies. UT Austin isa national leader in graduate education and research and the Graduate School has more than 12,000 students in nearly 100programs. More than 800 doctoral degrees and more than 2,800 masters degrees are awarded each year, making our graduateprograms among the largest in the nation (http://www.utexas.edu/ogs/about/). The University of Texas at Austin is one of thepremier AAU research universities and the flagship institution of the University of Texas System. The University is situated in Austin,the capital of Texas, a beautiful city with a vibrant economy and a diverse and engaged citizenry. The Dean’s major responsibilitiesare to provide advocacy for students and academic leadership, maintain and develop resources, promote and encourage a positivenational image of the School, and maintain and strengthen the School’s relationships to the Colleges within the University and withindividuals and organizations outside of the University.

The ideal candidate will:(1) hold an earned doctorate;(2) be a distinguished scholar with a history of scholarship and external funding commensurate with an appointment to the rank

of professor with tenure;(3) be a recognized leader in the field of graduate education;(4) have strong interpersonal skills and the ability to work with a variety of constituent groups;(5) have demonstrated success in fund-raising and other development activities;(6) have a record of effective administration in academic settings.

Applications and nominations should be submitted immediately, although the Consultative Committee will continue toreview nominations and applications until the position is filled. All correspondence, including curriculum vitae/résumés andother materials, should be sent electronically (Microsoft Word or Adobe PDF files preferred) to: R. Adron Harris, Ph.D.,Chair, Mary Marden Velasquez, Ph.D., Co-Chair, Dean Search Consultative Committee Graduate School, TheUniversity of Texas at Austin, [email protected], 512-232-2520.

Additional information about The University of Texas at Austin Graduate School is available at:http://www.utexas.edu/ogs/deansearch/

The University of Texas at Austin is an equal opportunity and affirmative action employer, with a strong commitment to building adiverse and equitable work environment and campus community. All interested candidates are encouraged to apply.

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Ireturned in October to my dusty, decrepit hometown on the Texas-Mexico border as I do every year, and for the first time in my life I hadno home to go to. The last of my family, my mother, died almost two

years ago, and my brother and I packed up our individual mementos andsold the property.

He wanted father’s toolbox and some of mom’s traditional Mexicandishware, a few religious relics and some photos from the family gallery.

I took some of the artwork from Latin America that I had given them,mom’s molcahete, a stone-carved bowl used for grinding Mexican condi-ments, some diaries and a few of the traditional ethnic furnishings.

The rest we gave away or left in the house for the newowner, including the double poster bed that my brotherand I shared growing up.

Needless to say, it was a nostalgic moment with whichmany born in a small-town setting, particularly Latino,can commiserate. Latinos are traditionally a close-knitcommunity comfortable with the small-town environmentthat many of us were raised in and that many like me sen-timentally cling to long after we have left the homestead.

It was something akin to a chapter from ThomasWolfe’s epic book, You Can’t Go Home Again, about afictional character, George Weber, who lived in a smalltown, Libya Hill, similar to Wolfe’s real-life community,Asheville, N.C.

By the way, Thomas Wolfe is not to be confused withthe latter-day journalist Tom Wolfe Jr., known for hiswhite sartorial style and his tome Bonfire of the Vanitiesand as the leader of the so-called new journalism.

The early Thomas Wolfe wrote another epic, LookHomeward Angel, but it was his novel You Can’t GoHome Again, published posthumously in 1940, that cap-tured the imagination of someone like me who, contraryto Wolfe’s musing, has always felt that, indeed, one cango home again.

Wolfe’s reflections held that “you can’t go home againto your family, back home to your childhood ... backhome to a young man’s dreams of glory and of fame,back home to the old forms and systems of things whichseemed everlasting but which are changing all the time.”

It suggested that “once you left your country town orprovincial backwater city [like my border hometown,San Benito, Texas] you can’t return to the narrow con-fines of your previous way of life and, more generally, attempts to reliveyouthful memories will always fail.”

It also suggests that living or trying to relive the past is deemed a failurein your later real life.

Not to me. At least I never felt that way. On the contrary, returning to myhometown as I have done every year since I first left home to attend theUniversity of Texas and then throughout my career, whether in success,failure or disappointment, confirms my attachment to the community andto its people.

The town has gotten considerably older and rundown, as have many ofits residents who never left. The old landmarks, like the high school, the

hospital and many of main street’s iconic stores, have long been shutteredor torn down, and a favorite pastime for visiting natives like me is “do youremember.”

Physically, it’s a shell of its former self, and over half of my childhoodfriends and almost all of my relatives have died or repaired to nursinghomes. It’s not the brick-and-mortar structures in decay that I lament. Onthe contrary, it’s the sentiments that this setting evokes that I have foundnowhere else, though I’ve lived in many places at home and abroad.

As a barefoot youngster, I traversed up and down what is now a dilapi-dated main street with my shoeshine box. I charged 10 cents a shine. It’s

still stamped on my original jerry-built shoeshine boxthat, over the chagrin of my children, I plan to bringdown from the attic to exhibit in the memorabiliaétagère in my Boca Raton home.

My personal and professional trajectory in real lifehas certainly not been a failure, at least not in my esti-mation. I am proud of my accomplishments, whateverthey are compared to, and I am happy that they began ina predominately Latino community like mine that hasalways embraced its native sons.

I realize, however, that time marches on and onecan’t live in the past, a retro life as some have suggestedof my demeanor. I seem to bask more in the back-thenenvironment than to try to seize the future, though mylife’s trajectory certainly belies this.

Don’t they say that nothing is forever except dyingand that is how I should now accept my hometownenvironment? Life today has become more homoge-neous, meaning that this predominately Mexican-American community has recalibrated itself into aSpan-English setting – English only, pizza instead oftacos, Charles, not Carlos – even though it has an infini-tesimally small Anglo population.

Thomas Wolfe was writing about his environmentgrowing up in the ’20s, and the denouement of his non-fiction fiction, considered real by many, is taken to meanthat once you left your “provincial backwater city for asophisticated metropolis, you can’t return to the narrowconfines of your previous way of life and attempts torelive youthful memories will always fail.”

It also is meant to suggest that you can’t return toyour place of origin without being deemed a failure.

Well – I can go home again and again and again. I did, and I will insuccess or in failure because it calls to me.

You Can Go Home Again

KALEIDOSCOPE

LATINO

KALEIDOSCOPE

LATINO

Carlos D. Conde, award-winning journalist and commentator, for-mer Washington and foreign news correspondent, was an aide in theNixon White House and worked on the political campaigns of GeorgeBush Sr. To reply to this column, contact [email protected].

LATINO KALEIDOSCOPE by Carlos D. Conde


Page 11

Page 14

MAGAZINE®

CONTENTS

NOVEMBER 26, 2012

Service Learning Impacts Latino StudentEngagement and Success by Marilyn Gilroy

8

UT-Austin Initiative Engages Freshmen inTrueResearch by Frank DiMaria

John Fraire: Chicano Hoosier, Diversity Innovatorby Paul Hoogeveen

Leading a ChargeToward Change at theTopby Jeff Simmons

VALHEN: Helping Latinos Succeed inVirginiaby Gary M. Stern

Student Borrowing DuringTough EconomicTimesby Michelle Adam

11

14

17

20

24

Online ArticlesSome of the above articles will also be available online;go to our website: www.HispanicOutlook.com.


Page 17

Page 24

DEPARTMENTS

Cover photo courtesy of Purdue University

SScchhoollaarrss’’ CCoorrnneerr by Yanira Madrigal-García 22

FYI . . .FYI . . .FYI . . . 26

HHiissppaanniiccss oonn tthhee MMoovvee 28

PPrriimmiinngg tthhee PPuummpp...... by Miquela Rivera

It All Begins at Home

Back Cover

HO is also available in digital format; go to our website: www.HispanicOutlook.com.

Book Review by Mitchell A. Kaplan

The Health of Aging Hispanics

23

IInntteerreessttiinngg RReeaaddss 23

You Can Go Home Again

Latino Kaleidoscope by Carlos D. Conde 5

Service-learning programs, which involve students in activities thataddress local needs while developing their academic and leadershipskills, have become embedded at two- and four-year colleges. Whether

the service learning is voluntary or required as part of a course, it is clear-ly having an impact on the success and persistence rate of students, espe-cially Latinos.

“We see how service learning helps students in all disciplines,” saidLyvier Conss, executive director of Community College National Center forCommunity Engagement (CCNCCE). “Students become more involved in allaspects of their lives at the college and in the community.”

A 2010 survey of 1,000 students who participated in service learning attwo-year colleges found that 90 percent said the service-learning experi-ence improved their attitude toward academic learning. In addition, amajority reported they were now more likely to complete their collegedegree, in part because of increased insights into the relationship betweencourse material and community issues.

The survey analyzed students at campuses that participated in a Learnand Serve America Higher Education grant. Results show the service-learn-ing experience had a statistically significant and exponentially positiveeffect on students of color. Indeed, 87 percent of Asian/Pacific IslanderAmerican students, 91 percent African-American students, 95 percent ofNative American students, and 88 percent of Hispanic/Latino studentsagreed they were now more likely to complete their college degree. Theyalso indicated more likelihood to involve themselves in future communityservice and become community leaders.

Approximately 60 percent of community colleges offer service learning,according to the American Association of Community Colleges. The pro-jects involve students going out to the community to provide person-to-person help, such as tutoring or working with elderly, or engage in advoca-cy work that involves issues of public interest such as environmental pro-jects, safety, energy and neighborhood improvement.

As Conss explains, service learning is not an internship.“Students aren’t going out to try on a career and then asking ‘is this

what I want to do?’” she said. “This is about students being agents ofchange. They often contribute to social justice activities while they developleadership abilities.”

Faculty members who require service learning usually build it into theirsyllabus as part of the course grade. Conss says students have to keepnotes, write reports and give presentations about their experiences.

“Students get credit for what they learn, not for the service,” said Conss.Participants reflect the range of demographics associated with commu-

nity college enrollment.“Those involved in service learning include the spectrum of community

college students, from 18-year-olds to 70-year-olds,” said Conss.A look at GateWay Community College (GWCC) in Phoenix shows how

service learning reverberates across various departments. GWCC has anenrollment of 7,800 with one-third of students coming from low-incomeand first-generation backgrounds. Fifty-one percent of students areHispanic. Service learning has become an important strategy for connect-ing disadvantaged students to their studies as well as helping boomers whoare looking for new careers.

For example, GWCC used classes in Geographic Information Systems todevelop a community map that identified “hot zones” of need in nearbyneighborhoods. Boomers enrolled in social work and nursing classes were

INNOVATIONS/PROGRAMS


SSeerrvviiccee LLeeaarrnniinngg IImmppaaccttssLLaattiinnoo SSttuuddeenntt EEnnggaaggeemmeennttaanndd SSuucccceessssby Marilyn Gilroy

Maricela Alvarado, director, Latino Cultural Center, Purdue University

connected to the college’s Workforce Transition Center to be placed inschools or community agencies for service projects in education, socialwork and health care. GWCC’s bilingual nursing students served minoritiesneeding health care education and boomers with backgrounds in mathand science tutored low-achieving students in public schools.

Students in service-learning programs at Milwaukee Area TechnicalCollege engaged in projects that involved energy conservation, hazardouswaste reduction and alternative transportation, at different public school sites.

San Diego Community College faculty and students established a BorderSymposium that gave opportunities for service learning related to immigra-tion and other border issues.

Borough of Manhattan Community College students who were trainedin topics of financial literacy did service learning with local high schoolstudents on how to budget and use credit cards responsibly.

Big Bend Community College (BBCC) in Moses Lake, Wash., located inthe eastern part of the state, has just started its service-learning programwith a specific goal of raising male retention rates. Enrollment at BBCC is40 percent Hispanic. College officials, concerned that Latino males had thehighest rates of attrition, set about to improve student success for this pop-ulation through a series of actions to foster student engagement. After con-sulting with Latino students, the college launched peer advocacy groups,mentor and mentee programs, and service-learning projects to help stu-dents achieve their academic goals and give them a sense of responsibilitywhile helping others.

“Through funding from several grants, we were able to launch theConnect2Complete program, which features our Peer Advocate Coaches(PAC) and other student success initiatives,” said Terry Kinzel, director ofTitle V Grants at Big Bend Community College.

Peer advocate coaches work along with faculty members to providesupport to students who are enrolled in College Survival Skills classes.Student coaches meet individually and in the classroom with at-risk stu-dents and become mentors to them. In addition to providing academicsupport, PAC leaders coordinate service projects such as planting a gardenat a local high school and working to beautify the Big Bend campus. It is aprocess that helps both the student coaches and the mentees.

Daniel Herrera, who was a PAC and recently transferred to CentralWashington University’s pre-med program, said he became involved inConnect2Complete because “he liked helping people but also because hedeveloped a network of people who might be able to help him someday.”

What all of these students get, says Kinzel, is a sense of moving in theright direction.

“They are sharing their knowledge and enthusiasm while at the sametime they experience the satisfaction of becoming leaders,” she said.

The programs are paying off by raising retention rates for Latinos who,through service learning, make important connections needed to deal withcollege life and become inspired to continue their education. Surveys showthat of Latino males enrolled in 15 or more credits at BBCC, 94 percentpersisted in 2011 as compared to 74 percent in 2008. Anglo malesenrolled in 15 credits or more had an 82 percent completion rate in 2008and a 95 percent completion rate in 2011.

“Our efforts seem to be benefiting all students and leveling the playingfield,” said Kinzel. “We are still collecting data to determine which effortsare having the most effect, but we already know that empowering studentsthrough leadership is one of our strongest tools.”

Embajadores at PurdueEmbajadores is a service-learning program at Purdue University that

began in fall 2004. It is a volunteer program and involves approximately30 Hispanics who serve as student leaders and diplomats for the universi-ty’s Latino Cultural Center (LCC). Students apply and must meet programqualifications, including the minimum 2.5 GPA requirement.

According to Maricela Alvarado, director of the Latino Cultural Center,most of the students who participate are first-generation students. Bybecoming an Embajador, these students have opportunities to acquire

leadership skills such as team building, critical thinking, and projectanalysis that enhance their profile in the job market.

Once accepted into Embajadores, students can choose to be involved onvarious committees including culture and art, which promotes appreciationof campus Latino culture; communications, which produces and distributesquarterly newsletters; social justice, which informs the campus about Latinoperspectives on issues such as immigration and the DREAM Act; and com-munity outreach, which mentors Latino students in local high schools.

“Our biggest committee is community outreach, where many of ourstudents serve as mentors at Jefferson High School in Lafayette, which hasa very high concentration of Hispanics,” said Alvarado. “Their job is toengage those students and their parents in discussions and activities thatwill help them prepare for college.”

As Alvarado explains, many of the families are looking for basic infor-mation needed to navigate the college application process, including howto get financial aid. Embajadores make it clear that they are not recruit-


Purdue University Embajadores mentors at the Indiana Latino LeadershipConference

ing for Purdue, but they will helpstudents who are interested in anytype of two- or four-year highereducation.

“Our mentors are bilingualbecause they often must answerquestions for parents,” saidAlvarado. “We want the high schoolstudents and their families to knowthat college can be a realistic goal.”

Part of the outreach processincludes a day in which high schoolmentees come to Purdue and shad-ow their Embajadores mentors. AsAlvarado says, the students get to seea real college class, visit a dorm andeven eat in one of the campus dininghalls. For the mentees, the experi-ence can be a game-changer.

“We have done pre-assessmentsof the high school mentees, askingthem some questions about theirattitudes toward college and perceived access to higher education, includ-ing affordability,” said Alvarado. “We find when we do our post-assessmentthat 70 percent have changed those attitudes to ‘I can go, I can do it.’”

Embajadores get much more than a sense of satisfaction from theirefforts. The outreach to Jefferson High is a great example of how to givecollege students an opportunity to build a program through student leader-ship. Embajadores learn to work as a team, solving problems and enhanc-ing their own analytical and communication skills.

“The challenge for our students has been setting up this program with-

out a lot of funding,” said Alvarado. “We do get a small student engage-ment grant from Purdue University, but the mentors have done the organiz-ing on their own.”

One of the hurdles has been communication between mentors andmentees as they seek to organize meetings and events.

“Not everyone at Jefferson has e-mail, and the high school restrictsaccess to sites like Facebook, which are often used to broadcastannouncements,” said Alvarado. “So the students learn to rely on phonemessages and texts.”

In addition to solving technological glitches,Embajadores have had an opportunity to improve theirown interpersonal and public speaking skills.

“The mentors say they have more confidence intheir public speaking skills as a result of having to goout and make presentations to the high school stu-dents and their parents,” said Alvarado. “We alsoteach our students the best practices for businesscommunication.”

For example, Alvardo says college students need tolearn that there are different protocols for e-mailswhen addressing authority figures they deal with in theschool district and at the university.

“Many college students do not use salutations in e-mail, and they have a habit of using the languageshortcuts of texting such as ‘u’ for you,” she said. “Weteach them how to use an approach that is moreappropriate in tone.”

Most importantly, Embajadores and others studentswho participate in service learning are building theirrésumés and professional skills as they enhance theiracademic experience.


Embajadores mentors and mentees at the Indiana Latino Leadership Conference

PAC team at Big Bend Community College

UT-Austin Initiative EngagesFreshmen in True Researchby Frank DiMaria

Passion, tenacity and creativity are personality traits of an effectiveresearcher. Although many freshmen science majors possess thesetraits, they rarely have the opportunity to use them to perform mean-

ingful research. Some who enroll in honors courses can hone theirresearch skills, but the majority of freshmen are left to spend countlesshours in lecture halls waiting for their turn in research labs.

Believing that this paradigm creates unnecessary obstacles that stiflefreshmen, Sarah Simmons, Ph.D., assistant dean at the College of NaturalSciences, University of Texas (UT)-Austin, launched the Freshman ResearchInitiative (FRI). FRI allows first-year STEM (science, technology, engineer-ing and math) students to advance academically while performing cutting-edge, original, publishable research in chemistry, biochemistry, nanotech-nology, molecular biology, physics, astronomy and computer sciences.

FRI merges the teaching and research missions of UT-Austin andinvolves large numbers of students in authentic research early in theirhigher education experience.

“To tell a student that you have to wait 12 or 15 years before you cantry science is really against the way we learn and work,” says Simmons.The educational model that forces a science student to spend years on the-ory before performing research is at odds with the educational experience.

The research experience FRI STEM students acquire serves as a plat-form for future research and success. The program offers students experi-mental techniques, lab experience, publications, letters of recommenda-tion and a deep understanding of the scientific process.

Data from a UT-Austin study confirm that students who engage inresearch activities have higher GPAs, are more likely to graduate withinfour years and have plans to attend graduate school. Currently, about halfof all undergraduates at UT-Austin earn a degree within four years. “Whenwe engage students in a community where they can form an identity thatallows them to have a vision of what their future can be and what their skillsets are, they stay” in school, says Simmons.

All STEM students benefit from their involvement in FRI by variousdegrees, but Hispanic STEM students benefit the most. Participation in FRIimproves the graduation rates of all STEM students by 35 percent. Thegraduation rate of Hispanics who participate in FRI doubles. HispanicSTEM students involved in the initiative enjoy a retention rate of 64.9 per-cent, compared to a retention rate of 35 percent for Hispanic STEM stu-dents not involved in the initiative. As a comparison, the national five-yeargraduation rate for Hispanics in STEM majors is 22.1 percent.

Trey Ybarra joined FRI soon after attending freshmen orientation. “Iheard what they had to say, and it was something I was hoping to get out ofcollege anyway,” says Ybarra. Today he is teaching science at a Title Ischool in Rio Grande City. Although he originally entered UT-Austin tostudy human biology, he is not sure he would have stuck with it if not for



“Our students who are first-generation or underprepared

when they come in get motivationand passion and see that they are

really good at science.”

Dr. Sarah Simmons, Ph.D., assistant dean,

College of Natural Sciences, UT-Austin

FRI and the experiences he had in a real research lab. Ybarra found lower-level science classes uninteresting. “They just didn’t grab your attention theway being in a lab doing real research did. So I would have ended upsomewhere else,” says Ybarra.

Freshmen walk onto the college campus at a critical junction in theirlives and are ready to start thinking differently than they had in highschool. FRI creates a new paradigm that allows Simmons to strike whilethat iron is hot.

“They are actually primed for this to be different. In the old paradigm,it was the same until they were a junior or senior where the majority ofundergraduate research experiences took place. They were doing the samekinds of things – they were learning theory from books or from lectures.That does not allow them to get in and experience what is exciting andwhat is frustrating about science – the unknown, failure, uncharted territo-ry,” says Simmons.

FRI students are immersed in a true science community. This immer-sion encourages them to form a self-identity by urging them to performresearch when they first arrive on campus, giving them their first taste of“real science,” and almost forcing them to make better career path choic-es. Research is not for everyone, Simmons points out, and the soonerSTEM students decide whether or not it is for them, the better off they are.

UT-Austin, like most research universities, has difficulty attractingHispanics to STEM majors and keeping them there. FRI is changing that byleveling the playing field in freshman year and encouraging students to cre-ate an identity.

“Our students who are first-generation or underprepared when theycome in get motivation and passion and see that they are really good at sci-ence. That motivates them to pull their course work in, to get other assis-tance as they need it, and to really get on a track because they have what ittakes and they see it early,” says Simmons.

Research universities and their programs have their share of critics. In1995, the Boyer Commission on Educating Undergraduates issued a reporturging research institutions to integrate their vast pool of researchresources directly into the education of their students, infusing courses,instruction and the experiential learning with those resources. If researchinstitutions fail to do this, the report warned, future students will choose toattend small liberal arts colleges. Another knock on research institutions isthat they collect scholars who spend much of their time researching andpublishing and rarely set foot in a classroom.

Simmons believes research is not at odds with teaching but rather aresource for teaching. She says not all educational experiences occur in aclassroom. Hundreds of students participate in capstone experiences andundergraduate research in their junior and senior year outside the class-room. Faculty members with light or no courseloads will have contact withstudents in the research lab rather than the classroom. Natural science stu-dents connect with their professors in other ways as well. Student groupsinvite faculty members as guest speakers for lunch, and each departmentholds weekly seminars and hosts a researcher from off campus or a UT-Austin faculty member.

Of course, FRI students also have ample opportunity to interact with fac-ulty in the classroom. “We have signature courses that every freshman musttake, and those are taught by renowned faculty on broad subjects. They arenot upper-division courses; they are freshman-level courses. You have MikeStarbird, a member of the technical staff at the Jet Propulsion Laboratory inPasadena, Calif., talking about the heart of math,” says Simmons.

FRI develops a concrete link between students and faculty memberswho have significant research accomplishments. Thirty faculty at the col-lege of natural sciences who are renowned in their disciplines havedesigned research projects specifically for freshmen, projects that count aspart of the freshman curriculum.

UT-Austin faculty get something out of the deal too. “Most faculty mem-bers at research institutions want new data; they want to publish; they wantto write grants because this is how they are judged by their peers and theinstitution,” says Simmons. She structured FRI so students are not just“hamsters on a wheel.” Instead they are working on projects that directlybenefit the faculty.

One hundred fifty FRI students worked on peer-review papers in thepast five years from data generated in research labs. This past year, UT-Austin received $450,000 in contributions from faculty grants written usingdata originally generated by FRI students and ultimately through outreachreturned funding for FRI.

Most research universities keep the majority of their freshmen out ofthe research labs. Simmons says about 20 students in a typical freshmanclass would see the inside of a research lab. And those students wouldhave had to really seek out such an opportunity and then be accepted intoa program. There are some sizable freshmen research projects across the


Trey Ybarra, FRI alum, now teaching science

nation. Most of those, however, are a collaboration betweeninstitutions. Simmons designed FRI to be large-scale andlocalized at UT-Austin. One-third of incoming STEM fresh-men at UT-Austin are involved in FRI, a total of 700 now. UT-Austin has about 10,000 students in the sciences.

In its first year, a mere 50 freshmen signed up for FRI.To attract more underrepresented and first-generation stu-dents, Simmons and her team have changed their recruitingmethods. Students interested in research or graduateschool fill out a pre-orientation survey. To entice those stu-dents who are most at risk of not completing a sciencedegree or who are underprepared, they ask questions onthe survey like Do you think you are creative? Have you everinvented anything? Do you like to prove things? With thosequestions, Simmons entices those students who don’t nec-essarily have an academic legacy or who are first-genera-tion college students. By casting that broad net, Simmonsdraws more students into the program.

“Especially for our African-American students and our Hispanic stu-dents, we have to do a better job of addressing their reservations aboutparticipating in research,” says Simmons. Nine hundred students appliedto FRI for the fall semester. Simmons had seats for 700. The other 200 arewaiting to get into the program.

Simmons found that recruiting Hispanics into FRI is no easy task. Shesays the phrase “kicking and screaming” comes to mind when she thinksof the process. She makes it as easy as possible for Hispanic STEM stu-dents to say yes to FRI by telling them that they do not have to choose toperform research right off the bat. Instead she tells them if they sign up forFRI, she can get them in a required signature course that is difficult to getinto, one that FRI students have first dibs on.

Simmons tells those Hispanics she is trying to recruit that they have anoption. They can take a regular chemistry lab with 1,000 students or, if theyjoin FRI, they can get into a research chemistry lab with 30 students and a

professor who knows them. It’s not a very hard sell once they hear that.FRI was an easy sell to Ybarra. It allowed him freedom, flexibility and

the opportunity to view science from a new perspective. Entering collegehe longed to work in a real research lab where he could guide his ownresearch, not a “cookbook” lab where he would follow a set of instruc-tions. To Ybarra, FRI represented an alternative to the labs he left behindin high school, labs in which everyone followed the same set of instruc-tions. The research labs Ybarra worked in as part of FRI are a world awayfrom those in a classroom setting.

“When you go into a research lab, you are discovering something orcreating something or inventing something or designing something –you’re not just following somebody’s instructions,” says Ybarra. The workYbarra did in the FRI research labs required him to think outside the boxto establish unique ideas and solutions to problems. In a classroom set-ting, says Ybarra, all the students in the class are thinking of exactly the

same answer to a problem.Learning to navigate a true research lab and finding new

approaches to problems is one benefit to first-generationSTEM students. Another is earning credits toward a degreewhile performing research. Students who participate in achemistry research group, for example, need not takefreshman chemistry lab. This really enables UT “to attractstudents who are first-generation or underrepresented inthe sciences,” says Simmons. Without the possibility to earncredits, she says, FRI would be a hard sell.

Ybarra, like many who have been exposed to and excit-ed by real research, has plans to further his education. Hehopes to go to medical school and ultimately perform med-ical research.

“Even if I don’t get into medical school, I would pursue amaster’s program or Ph.D. program. I’m looking at neurobi-ology and paleoanthropology,” says Ybarra. Before he does,though, he has work to do. Currently teaching physics in hisformer high school, he hopes to ignite a passion for researchin his high school students by establishing a research clubthat will allow them to use their tenacity and creativity.


Each Friday, students work in a hybrid research-teaching lab on their own independent project.

FRI students are immersed in a true science community.

John Fraire:

Chicano

Hoosier,

Diversity

Innovatorby Paul Hoogeveen

When John Fraire talks about growing up as a mill-worker Chicanoin the Midwest, he conveys a clear sense of pride in his heritage,his family and his community. So it’s no surprise that Fraire, as vice

president of enrollment and student affairs at Washington State University(WSU), gives a good deal of credit to the values instilled in him in hisyouth for forming and achieving his personal and professional goals –from helping develop new enrollment programs designed to increasediversity at Harvard in the late 1970s, to using theater as a vehicle for botheducation and college recruitment at WSU.

“I’m very proud of being from Gary, Indiana,” Fraire said of hisupbringing. “In fact, when I was older, I liked saying I was a ChicanoHoosier. I’m not only a Chicano – I’m an urban Chicano and a formersteelworker. Here in Washington and throughout the country, when youmeet Mexican-Americans, you’ll often hear them say, ‘I worked the fields.’Where I come from, we all say, ‘I worked in the mills.’”

His family life was typical for Mexican-Americans in 1960s Gary, saidFraire, describing how his father worked in the steel mills while his moth-er worked as a secretary. His family put a lot of emphasis on education,and he knew from an early age that he was college-bound. But becoming aHarvard alumnus wasn’t even on his mind when he first started applying tocolleges in high school; he had initially set his sights on Stanford University.

“Part of it was just pure luck,” he explained of his acceptance at thevenerable Ivy League institution. “I was a high school quarterback; I waspretty good, but I wasn’t going to play in college. One of my heroes at thetime was Jim Plunkett, then a Chicano quarterback at Stanford. So I wasinterested in going to Stanford.”

Fraire said that with his mother’s help, he mimeographed and sent outover a hundred letters requesting applications to various institutions,including both Stanford and Harvard. But while he received a response

from Harvard, he never heard back from Stanford.“Stanford never sent me an application,” he continued. “I didn’t know

that it had probably just gotten lost, because they just send them to every-body. But Harvard sent me an application, so I thought ‘Wow, they must bereally interested in me; they read my letter!’ Of course, I didn’t know thatthey sent them to pretty much anybody. But had Stanford sent me the applica-tion, I would have applied there. So Harvard was really my second choice.”

Fraire’s decision to apply to top-tier schools – including Ivy Leagueschools that at the time didn’t have much of a reputation for diversity –was partly grounded in a firm belief that there were still injustices andunfairness in the country, and that he had an obligation both to workhard to overcome those obstacles and to contribute to the larger Latinocommunity.

“I remember as a kid, my dad always used to call me Juan,” saidFraire. “He’d tell me that I could do whatever I want, but that I’d have tobe the best. I realized he was saying ‘Man, you’re Mexican – you have tobe twice as good to get half the credit.’ So I was into getting straight A’s,because I knew that I had to produce. And I also thought about not hav-ing to worry about paying mortgage or rent. Again, I give a lot of credit tomy parents.”

Fraire’s family reacted as any family would, he said, telling him thatclearly he got accepted at Harvard because that was where he belonged –not quite understanding how tough the competition was.

“I wasn’t even going to apply to Harvard, thinking I wouldn’t get in,”Fraire recalled. “But a day or two before the application was due, I wasstill looking at it halfway filled out, and my younger brother asked me:‘What are you doing? Are you going to fill it out?’ I said, ‘No, I’m not goingto do it.’ He said, ‘Man, you’d better fill that out or I’m going to kick yourass.’ I was really touched by that.”

LEADERSHIP


Choosing a political science path as a Harvard undergraduate, Fraireenvisioned himself crafting a career that would land him advisory rolesfocusing on issues of social justice and equality. Perhaps not ironically,though, due to issues of racism that were still prevalent on campus in theearly 1970s, he did not particularly enjoy his undergraduate experience.

“I did not like going to Harvard, but I saw myself as a pioneer. At thetime, in the early ’70s, Harvard was still making the transition from a ‘richpeople’s school.’ The racism was kind of surprising even by 1970s stan-dards – people doing blackface, people calling me aSpic. You’d turn in your paper to a graduate assistant,and they’d ask, ‘Is English your second language?’ thatkind of thing. So I took a year off. Most of my Harvardclassmates took a year off to travel, or to go work for acongressman, but I just went home and worked in amill. I could have transferred out, but I felt it was myresponsibility to stay there.”

Fraire stayed on at Harvard after completing a B.A. ingovernment in 1978 and earned his Master of Educationdegree in administrative planning and social policy in1982. While a graduate student, he also became a senioradmissions officer for the school, affording him theopportunity to help develop and implement enrollmentprograms designed to increase Harvard’s student bodydiversity – a shift that had just recently begun taking shapeat the university.

“When they hired me, I went into that job recogniz-ing that I was there to recruit Chicanos and really try toopen up Harvard,” Fraire recalled. “I went in with thatsort of attitude. And what impressed me most was FredJewett, who was the dean at the time, Bill Fitzsimmons, who was the direc-tor of admissions, and a lot of the staff – I was very impressed with howcommitted they were to diversifying Harvard.”

He said that while SAT scores figured heavily into admissions prac-tices, Jewett and Fitzsimmons were also looking at other qualitative fac-tors as well.

“Also during those five or six years, I worked with a woman namedConnie Rice – incidentally, a cousin of Condoleezza Rice,” he continued,adding that during that time he was able to help visualize and developrecruitment programs that targeted minority student populations. “Therewas a commitment [to diversify]. And I think I was a part of that. What Ialso appreciated was that my job was to target a lot of different parts ofthe country. In fact, they often assigned me California, Chicago and south-ern Texas. So I’d like to think that they were committed to diversification,and that’s why they hired somebody like me.”

While working at Harvard in admissions, Fraire met with admissionsofficers from other institutions (such as Columbia University in New York),co-founded Aztlan-East Inc., a nonprofit organization founded to increaseHispanic enrollment in East Coast schools. (Aztlan-East is no longer inoperation, but it was but one of the first of Fraire’s many efforts to improveoutreach to young Hispanics and increase their college-enrollment rates.)

Over the next several years, Fraire amassed an impressive amount ofexperience in community and professional work. One of his most impor-tant endeavors, he said, has been his work with the Gates MillenniumScholarship Program, which selects 1,000 minority students each year toreceive a scholarship to the institution of their choice.

“All the Latino applications are read in San Francisco by about 35 read-

ers, most of whom are Latino,” Fraire explained. “I’m an evaluator trainerfor the Latino readers; we spend a week each year in San Francisco review-ing applications. I think it’s extremely important work. You get a chanceoften just to read these scholarship applications from students all over thecountry. I always tell [readers], ‘If you can keep a dry eye all week, some-thing’s wrong with you.’ I appreciate that they keep asking me back thereevery year to do that work.”

Over the years, Fraire has also held in great regard the important role

the arts and humanities – and especially theater – played in cultural identi-ty, community and education. During his four years as director of admis-sions at Brooklyn College/CUNY, he decided to use theater as a vehicle forrecruitment.

“Most universities were recruiting students, and they’d have openhouse events for them – tours, presentations, lunches,” Fraire explained.“We did the same thing at Brooklyn College, but I wanted a more exciting,more passionate experience for them. I thought of theater as being excit-ing, but instead of having them see a play – you’re not going to excite stu-dents with Chekhov or something, at least not initially – I came up with twoproduced plays that were Latino plays about the Latino experience. We didit professionally, and it’s how we ended their visit here. They had a chanceto see a play that was very good, that addressed some of the issues in theirlives. That’s how I started using theater in education, and over the years it’sjust grown.”

In fact it was during his time at Brooklyn College that Fraire foundedthe New Latino Visions Theatre Company. “It was an outgrowth of work thatI had done in combining theater performance and the college experience,”he said. “I always thought that performance and theater – particularly cul-ture-based – played a role in education for underserved minorities in gen-eral. We would do contemporary plays. Even back then, we had very clearrules; we didn’t feel obligated to hire only Latinos. I’ve used theater eversince. I use it here at Washington State University, and the governorappointed me to the Arts Commission for the hours of work I did with theprogram ‘Memorias.’ So I think theater is extremely important.” (He latermoved New Latino Visions Theatre Company to Kalamazoo, Mich. It has


John Fraire at Chicano Student Center at Washington State University

since been transformed into a youth recreational organization.)Fraire added that among the many other formative roles he has taken

on, his post as dean of admissions at Western Michigan University was par-ticularly important in leading him to his current work at WSU.

“It’s the place where I got the chance to meet Dr. Elson Floyd, who isnow the president here at WSU. Many people say he’s one of the top univer-sity presidents in the country. I got to work for him, and many years later –when he became president of Washington State – he called me and askedme to be the vice president of enrollment. That connection was valuable.”

Fraire’s work at Washington State is in many ways a culmination of hisfocus on building diversity, capitalizing on the strengths of community, andusing theater as a means of outreach to energize young students withWSU’s Performance as Education project.

“It’s an incredible position. I’m in a state with a large Latino andAfrican-American population. Latino students are no different than anyother students in that they want their questions answered, they want to betreated respectfully, they want to be able to access the website – just thebasic services. But we’ve set up different types of programs where wereach the community in different ways. There’s a program where we’llpretty much take a school over for the day, conduct workshops, speeches,activities. We work harder in the cities where there are underservedschools. And we spend a lot of time bringing students to campus fromschools that we have visited before.”

In his position as vice president of enrollment and student affairs,Fraire has also had to contend with the sort of challenges many other

state colleges and universities have faced in recent years – primarily, cut-backs in state funding.

“In the past four years, the state has cut our allocations by 54 percent,”explained Fraire. “That’s made our job in enrollment even all the moreimportant.”

Fraire added that because of cuts in allocations, tuition money hasbecome all the more crucial to the university – but because WSU is a landgrant institution, a large part of its mission is accessibility and affordability.Yet despite this, WSU has managed to further diversify its student popula-tion. According to Fraire, the university increased the diversity of itsincoming freshman class from 15 percent five years ago to more than 30percent this year.

As busy as he is, Fraire nevertheless has remained committed to hisown education. Currently a Ph.D. candidate in interdisciplinary studies atUnion Institute and University, Cincinnati, Ohio, he is in the process ofcompleting his dissertation – a study on the formation of Mexican-American baseball teams in the Indiana Harbor area during the interwarperiod (1920-1942).

“That’s my parents’ generation,” Fraire added. “They played baseballwhen they were teenagers.”

It’s a fitting subject for someone who took the strength he found in hisMidwest Chicano community and used it to forge a successful career inhigher education.


Associate/Full Professor of Education and Director, Center for Evaluation and Education Policy

School of Education, Indiana University

The School of Education (SOE) at Indiana University (IU) - Bloomington is seeking afaculty member to serve as Director of the Center for Evaluation and Education Policy(CEEP) with an Associate or Full Professor rank in Education. CEEP conducts more than60-80 evaluation projects a year at the international, national, regional and local levels,with over $12 million in current research funding. Qualifications: A full description ofqualifications is available at http://education.indiana.edu/about/jobs/faculty/index.html.Candidates must have an active record of academic inquiry, publication, and teachingsufficient for appointment to a senior rank with tenure. Applicants in educationalleadership or school finance are especially invited to apply, but strong candidates in otherfields of education are also welcome. The candidate must have demonstrated abilities tolead, to contribute to, and to manage CEEP, whose website at http://ceep.indiana.edu/provides details about its current missions, projects, and staff.

Screening of applications will begin on January 1, 2013, and continue until the positionis filled. Salary is nationally competitive and commensurate with qualifications andexperience. Inquiries about the position should be directed to the Search CommitteeCo-Chair: Dr. Cassandra Guarino, Associate Professor, at [email protected] 201 N. Rose Avenue, Bloomington IN 47405. To apply for this position, upload aletter of application, curriculum vitae, and names and contact information for sixreferences to https://indiana.peopleadmin.com/. References will not be contactedwithout prior correspondence with the applicant. Candidates without online accessmay submit applications to Professor Guarino at the above address. The universityactively encourages nominations of and applications from women, persons of color,persons with disabilities, and members of other underrepresented groups.

Indiana University is an equal opportunity/affirmative action employer.

Hispanic Outlook....

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Leading a Charge TowardChange at the Top by Jeff Simmons

It’sbeen more than two and a half decades – and seven studies –since the American Council on Education (ACE) first exam-ined the demographic profiles of the typical higher education

campus leader.During that time, by ACE’s assessment, little has evolved.“Other than the graying of the president, there is very little in terms of

what the typical president looks like that has changed in the past 20, 25years,” said Bryan J. Cook, director of the Center for Policy Analysis at ACE.“The typical college president is a White male, 60 or 61 years old, with aPh.D., who has been in the position for roughly seven years.”

What this means, he indicated, is that: “While college campuses have diver-sified the racial and ethnic makeup of their student bodies, the racial and eth-nic composition of college and university presidents has changed very little.”

Earlier this year, ACE’s “The American College President 2012” detaileddata based on responses from more than 1,660 individuals from all sectors offor-profit and nonprofit higher education. The report described some gainsbut also highlighted incremental strides involving Hispanics at the helm.

Overall, the report showed that from 2006 to 2011: the percentage ofpresidents who are women rose; the average age of presidents increasedslightly, from 60 to 61; that the proportion of presidents age 61 or oldergrew from 49 percent to 58 percent; the length of service of presidents fellfrom 8 1/2 to seven years; and fewer than one in five presidents reportedserving as president in their prior post.

Additionally, the report noted that the proportion of presidents who areracial or ethnic minorities dropped, from 14 percent in 2006 to 13 per-cent in 2011. Indeed, ACE reports show that the racial diversity of collegepresidents rose only from 8 percent to 13 percent from 1986 to 2011.

“Not only have we seen a fairly significant increase in the racial andethnic diversity of our student populations, but we have an increasinglyracially and ethnically diverse society,” Cook said. “We live in a globalizedworld now, where other countries are not as far away as they used to bewith technology and other things of that nature.”

“That we have a leadership at our institutions that is not reflective ofthat is problematic, it’s something that higher education as a whole hasrecognized, and there are certainly efforts to increase diversity among ourleadership – but so far, nothing has made any significant impact,” he said.

Presidents of Hispanic heritage represented 3.8 percent of all presi-dents in the survey, a 0.7-percentage-point drop amid a slight increase inthe proportion of White presidents. That served as the main driver of theoverall drop in minority presidential representation in colleges in thecountry, the report indicated.

An earlier ACE study, in 2008, suggested a possible reason for the con-tinued lack of diversity – a similar absence of diversity among positionsthat are common recruiting grounds for the presidencies. In 2008, only 16percent of senior administrators were minority, including just 10 percentof chief academic officers (CAO).

Chief academic officer continued to be the most frequently cited imme-diate prior position for college presidents in 2011; 34 percent of presi-

dents served as a CAO or provost prior to becoming president, an increasefrom 31 percent in 2006.

While such officers are most often elevating to the presidencies, Cook said,“It’s less racially and ethnically diverse than the presidency, so that’s not a placewhere you will find a large pool of racial or ethnic candidates to ascend to thepresidency.” Often, he said, one finds more diversity when looking at individu-

als who hold the position of chief diversity officer or student affairs officer.However, Cook said, “Those are not the most frequent pipelines to the

presidency.”Although racial and ethnic diversification of the college presidency has

lagged, there has been headway in gender diversity. In 1986, just 10 per-cent of college presidents were women. Today 26 percent of institutionalleaders are female.

Experts note that the slight increase in diversity at the top pales in compari-son to the sizeable growth in ethnic and racial minorities on campus, particu-larly involving Hispanics. Between 1990 and 2009, the share of college studentsthat were racial and ethnic minorities increased from 20 percent to 34 percent.

“I have seen students who look for role models, and I know that whenstudents see leaders from their own ethnic backgrounds they can be inspiredto accomplish more,” said Molly Easo Smith, executive director of theInternational Association of University Presidents’ Initiative to Develop Womenas Academic Leaders and executive director of Pratham USA, an education

REPORTS


advocacy movement started in India. “We must inspire the next generation.”Smith said that ACE’s new report highlights longstanding, persistent

problems that don’t appear ready to dissipate anytime soon. “The Latinopopulation is getting larger, and among them are many of our future lead-ers,” she said.

ACE’s description of an average older president does not necessarilymean a looming wave of retirements triggering more opportunities forminorities, she said.

That, she said, is the other side of the problem: a lack of diversity onmany of the public and private university boards across the nation. Theboards that often select the presidents don’t themselves truly reflect theconstituents they serve.

“A majority of boards are still predominantly White males, and minori-ties and women have not advanced to board memberships to the extent theyshould,” Smith said. “The real issue is the people who appoint the presi-dents have to be diverse themselves. As long as our boards are not diverse,then the chances of the presidencies being more diverse are more limited.”

Smith noted that among the boards at private colleges, 12.5 percent ofboard members were ethnic minorities in 2010; of that 12.5 percent, 2.4percent were Hispanics.

“When you think about that number and how the student populationsat our institutions are showing increases in the numbers of African-Americans, Asian-Americans and Hispanics, at the very top of the boardtheir representation is practically negligible,” she said.

The scenario at public colleges is slightly better, where board memberswere more often likely to be ethnic or racial minorities, she noted.

“I firmly believe it has to do with the fact that boards, which are at the top

of the hierarchy of administration at colleges, are not very visible to the pub-lic and therefore have not felt the imperative to diversify, have not been par-ticularly pushing for diversity,” she said. “I think we have attended to diversi-ty in a variety of ways, from the recruitment of students, enabling access,enabling completion rates, staff and faculty diversity, but we’ve not reallyattended to diversity from the perspective of those who lead institutions.”

Smith recommends more comprehensive study that explores factorstraditionally examined separately by groups such as ACE and theAssociation of Governing Boards. These studies generate attention and visi-bility but have not necessarily fueled a national debate and call to action.

“What I am interested in is the nuanced connection between the com-positions of boards and the selection of presidents as well as the overallcomposition of presidencies,” she said. “What we don’t have is a reportwhich identifies the interconnection between these things.”

“People have begun to pay attention to the pipeline towards leadership.People have rarely attended to structural change at the top, to the boardswho select leaders,” Smith said. “I think it is important to pay attention tothe other side as well.”

The Association of Governing Boards of Universities and Colleges(AGB) does focus on the other side of the coin: the composition andresponsibilities of college boards. Diversity is one aspect of that research.Since the mid-1980s, AGB has assessed the composition of governingboards at public and independent institutions.

Its latest report, in 2010, examined trends in both the public and pri-vate sectors, poring over data from 195 public college, university, and sys-tem governing boards and 507 independent colleges and universities.

In the 2010 survey, boards of independent colleges were most oftenself-perpetuating (situations in which current members select new ones);public board members, however, more often were appointed by a gover-nor, with legislative confirmation. Independent boards were significantlylarger than public ones, with an average 29 versus 12 members.

“The data provide a point of reference to compare your own boardwith,” said AGB Director of Research Merrill P. Schwartz. “It isn’t a recom-mendation for what boards should be, but a way to compare your boardwith other boards across the country. What each board still has to do isdetermine for itself what are the appropriate goals.”

Governing boards are informed by members’ perspectives, and “one ofthe values that board members bring is the breadth and diversity of theirexperience, and that does inform their decisions,” she said.

AGB found a number of differences between the boards at public andindependent institutions in its 2010 survey, including greater racial andethnic diversity among public ones.

At public institutions, the levels of minority board membership rosefrom 21.3 percent in 2004 to 23.1 percent in 2010, an increase of 1.8 per-centage points. The 23.1 percent was comprised of 15.8 percent African-Americans, 4.1 percent Hispanics, 2.1 percent Asian-Americans andPacific Islanders, 0.7 percent Native Americans and Alaskan Natives, 0.4percent other races, and 2.6 percent unknown races.

In 1969 and 1977 surveys, Hispanics had no representation on publicboards. By the 1985 and 1991 surveys, they comprised 3 percent of boardmembership, and that percentage rose to 3.1 percent in 1997, 3.9 percentin 2004 and 4.1 percent in 2010.

Minorities had greater representation on governing boards than amongpresidents at public colleges and universities in 2010: 28.4 percent ofboard members and 26.6 percent of presidents were women; 23.1 percentof board members and 17.2 percent of presidents were minorities.

At independent institutions, 12.5 percent of board members were racialand ethnic minorities, including 7.4 percent African-Americans, 2.4 percent


Bryan J. Cook, director of the Center for Policy Analysis at ACE

Hispanics, 1.6 percent Asian-Americans and Pacific Islanders, 0.4 percentNative Americans and Alaskan Natives, and 0.7 percent other races.

Over the past four decades, minority trustees at independent institu-tions increased, from 1 percent in 1969 to 6 percent in 1977, 9 percent in1985 and 1991, 10.4 percent in 1997, 11.9 percent in 2004, and 12.5percent in 2010.

There was no recorded Hispanic representation on independentboards in 1969, 1977 and 1985, and only 1 percent in 1991. That rose to2.1 percent in 1997 and 2004 and 2.4 percent in 2010.

Minorities showed greater representation on governing boards thanamong presidents at independent universities in 2010: 12.5 percent ofboard members were minorities and 87.5 percent were White, non-Hispanic, while 9.2 percent of presidents were minorities and 90.7 percentwere White, non-Hispanic.

The report showed that 2.4 percent of board members at independentcolleges were Hispanic and 2.3 percent of the institutions had Hispanicpresidents.

Schwartz noted that some of the reported increase in the Hispanic per-centage of board composition could be the result of better self-identifica-tion. “There has been a greater effort to identify the true racial and ethnicidentity of board members; now people are asking,” she said.

“The boards of public institutions have been much more successful inincreasing their representation of racial and ethnic minorities,” Schwartzsaid. “We’ve seen increases year to year over time. The progress is defi-nitely slower but continuing in terms of racial and ethnic diversity.”

“Institutions need to look at their own missions, their own student com-position, their own faculties and communities and take them into accountand set goals for themselves,” Schwartz said, “with the goal of having themreflect the populations they serve and anticipate serving in the future.”

There is a relationship between composition of boards and the raceand gender of presidencies, she said.

“I’ve also heard from search consultants that boards that have morewomen and minorities are more comfortable with candidates who arewomen and minorities, and that comfort factor influences the decisionmaking,” Schwartz said.

Elsa Núñez had more than 20 years of previous experience as a senioradministrator at such institutions as the University of Maine System and CityUniversity of New York when she started as president of EasternConnecticut State University seven years ago.

She was vice chancellor for academic and student affairs in theUniversity of Maine System from 2003 to 2006 and, prior to that, provostand vice president for academic affairs at Lesley University and universitydean for academic affairs and vice chancellor for student affairs at the CityUniversity of New York.

“I think there have been strides. I’m in my early 60s, and I can tell youthat when I was an ACE fellow in my 30s you would have been hard-pressed to find a Hispanic president,” she said.

She still harbors concerns that some board representation speaks totokenism instead of legitimate efforts to display representation.

“I think that on the boards we’re often the token ones,” she said,speaking more broadly than just boards at universities and colleges. “Theyare always conscious of the need to include Blacks and Hispanics, but theyfeel if you have one, you fill the quota.”

Núñez doesn’t believe that Hispanics are the only ones trumpeting thecall for diversity. Many of her non-Hispanic colleagues often advocate forbroader representation because they understand the changing face ofacademia and the country.

“I do feel we need to more systematically cultivate the next generation

of board members and presidents,” Núñez said.Experts say that leadership needs to reflect the world around the col-

lege campuses, and that a number of factors, from escalating costs tochanging technology to conflicting constituent demands, make it moreimportant than ever for presidents to be responsive to their communities.

“As you have an institution that is comprised of students from an arrayof diverse backgrounds and races and ethnicities, you would want to havea leadership that reflects that, that’s able to relate to the ever-changing stu-dent,” Cook said, “and for students to have campus leadership that theyfeel is representative of who they are. Even beyond simply the president,when you look at other chief academic officers on campus, you don’t seethe type of diversity that you typically see in the student body.”

One of the misperceptions is that there is a wealth of minorities in keypositions who desire to ascend to the presidency, Cook said. Research hasshown that about 50 percent of those in the likely recruitment pool are notinterested in ascending to the presidency, while another 20 percent wereundecided, often because of the formidable challenges presidents face.“They simply have no interest in it,” he said.

Secondly, he said, there needs to be a greater investment in leadershipprograms to equip potential presidents with the skills necessary to assumethe job and handle it effectively.

“Really, start to look at leadership programs that are out there to makesure those that desire to ascend to the presidency have the skills,” Cooksaid. “Being president of a community college is very different than beingpresident of a large, four-year institution.”

“We need to make sure we have enough research so we know the spe-cific challenges and make sure the candidates that do wish to be presidenthave the required skills to be successful in those positions,” he said.


Elsa Núñez, president, Eastern Connecticut State University

VALHEN: Helping Latinos

Succeed in Virginiaby Gary M. Stern

When most people consider states with large Latino populations,California, Florida and New York spring to mind, not Virginia. But thenumber of Latinos in Virginia is growing, and a nonprofit organiza-

tion, Virginia Latino Higher Education Network (VALHEN), was launched in2008 to prepare Latino students for college and improve their success rates atcolleges. Schools such as James Madison University, Virginia CommonwealthUniversity, Virginia Tech, University of Richmond, Virginia State University andNorthern Virginia Community College participate in VALHEN.

In 1990, Latinos constituted only 2.5 percent of Virginia’s population,but by 2010, that number rose to 8 percent. The U.S. Census Bureau pro-jections predict that by 2030 Hispanics will number 10 percent of thestate’s citizens. Of that number, only 12 percent of the under-18-year-oldLatinos in Virginia are immigrants, so most are born in the U.S.

VALHEN runs the Hispanic College Institute, which helps prepare andacclimate Latino high school students in Virginia for college. In the sum-mer of 2012, the institute was held at Virginia State University. But it is onlyone of several programs that VALHEN spearheads. It also organizesEncuentro, an annual fall conference and lecture series, held in 2012 atRegent College, and has developed a scholarship program.

Starting in 2006, about a dozen influential Latino educators met to formVALHEN, explained Marcel Quintana-Baker, the founder and president ofVALHEN. At the time, Quintana-Baker was working as associate director foracademic affairs and planning at the Virginia State Council of HigherEducation and saw “that there was considerable growth in the Hispanicpopulation in Virginia but there was nothing in place to serve them.”

Moreover, Quintana-Baker noted that most Virginia colleges operatedin silos with minimal collaboration. “All of our colleges are fiercely inde-pendent, and the flow of information and networking at the personal levelcan be difficult,” she said. She noted that some educators would ask herquestions, and she would direct them to an administrator at George MasonUniversity, for example, to obtain answers. VALHEN was created to inspirecollaboration among Virginia colleges by sharing new strategies that canhelp Latino students apply to college and succeed once they arrive.

It took two years of meetings, but finally in 2008 VALHEN began as anonprofit organization. It operates on a tight budget, with no formal officeand no full-time staff, and Quintana-Baker, who is retired, as the organiza-tion’s leader and its sparkplug.

Quintana-Baker identifies three goals for VALHEN: 1) create a network

in which collegiate educators can share ideas, gather together, and pro-mote higher education in the Latino community; 2) advocate for Latinoadvancement in higher education in Virginia; 3) promote the work andresearch of Latino scholars and professors in the academic communitythrough lectures and conferences. Doing that will also contribute toenabling more Latino professors to obtain tenure and increase the numberof full-time Latino faculty.

After four years, VALHEN is alive, thriving and increasing its efforts. Ithas a network of more than 100 paid members. Most of VALHEN’s mem-bers are university professors and administrators, but it also includesmany leaders from community organizations. It offers two lectures a year,in its Encuentro series, which highlight the groundbreaking work of Latinoresearchers. Its scholarship program started in 2010 with one $500 grant,but in 2012 it grew to award three $1,000 scholarships and three $500scholarships and hopes to expand that number in the future.

But the cornerstone of what VALHEN offers Latino students in Virginia isthe Hispanic College Institute. That institute had been organized for severalyears by the Hispanic College Fund. But when the fund faced budgetarycutbacks, it was forced to opt out of sponsoring it. Faced with the pro-gram’s demise, VALHEN did a major fundraising drive and raised enoughmoney to sustain it.

“If we didn’t step in and pick it up, the program would die,” Quintana-Baker said. Since it was one of the only programs that brought Latino highschool students onto campuses in Virginia, VALHEN revived it and kept italive. It had to scale the institute back from the 250 students who attendedin 2011 but attracted 72 students in summer 2012 to the Virginia StateUniversity campus. The program is free for students, except for a $10 fee,and includes room and board and bus transportation to the college.

The Hispanic College Institute invites Latino high school students to acollege campus for a three-day workshop. Students live on campus in dor-mitories and learn how to apply for and prepare for college. To be accept-ed, a Latino student must be a junior or senior, attend a public or privatehigh school in Virginia, possess a minimum 2.5 GPA, submit an essay andthree recommendations.

Quintana-Baker describes its Latino applicants as students who “willlikely not go to Harvard or Yale. Students going to Harvard don’t need ourhelp. When students attend this program, they go through a transforma-tional experience by bonding with each other and learning from college



students. They come away thinking, ‘Going to college, I can do that.’”Another mission of the Hispanic College Institute is to “provide stu-

dents with experience that will light fires and convince them to get a col-lege degree and show them they are capable of pursuing a college educa-tion,” Quintana-Baker said.

More than 250 volunteers from several Virginia colleges serve as teach-ers and mentors. During the insti-tute, participants learn how to writea college essay, improve their inter-viewing skills, search for scholar-ships, and manage their time. Theyalso learn specific skills, such ashow to deliver a 30-second elevatorspeech and search for scholarshipson the Web, and apply for FAFSA(Free Application for FederalStudent Aid).

Mentoring is stressed during theinstitute. During one session, sixHispanic Heroes, professionals whoare thriving, discuss what obstaclesthey had to overcome and how theysucceeded. The mentors play aninvaluable role, Quintana-Baker said.“These kids need to know there areother people like them who havesucceeded and the journey theytook,” she said.

The college students serve as res-ident advisors, and the goal is to cre-ate familia, small “families” of fiveto 10 high school students mentoredby their advisors. Getting to know theundergraduate volunteers creates a“network in the community that theycan reach out to,” said Mirta Martin,dean of the Reginald S. LewisBusiness School at Virginia StateUniversity and vice president of VAL-HEN. Martin was instrumental inbringing the Hispanic CollegeInstitute to its campus. HispanicCollege Institute was held on VirginiaState’s campus for the last three years. The program resonates for herbecause 30 years ago, when she emigrated to the U.S. from Cuba and settledin Miami, she spoke no English and had to adjust to a new culture.

Martin demonstrates the impact that the three-day institute has on par-ticipants by its pre- and post-test survey of students’ confidence level inapplying to college. In the pre-test, 92 percent of students thought theydon’t belong in college, but by the end of the workshop, a staggering 100percent said they would apply to college. Living in dormitories, being oncampus, visiting the library and talking with professors instills the confi-dence that they are talented enough to pursue college.

Besides the confidence booster, Hispanic students master a variety of

skills that help them navigate the college application process. They learnhow to fill out financial aid forms, apply for scholarships and are intro-duced to Virginia Wizard, a software assessment that provides clues totheir future careers.

Martin isn’t satisfied with the institute only being able to accommodate72 students. She and Quintana-Baker are trying to raise additional funds so

it can attract 250 students, as it hasin the past.

That will enable the HispanicCollege Institute to attract more stu-dents like Randy Alvarez, a senior atStuart High School in Falls Church,Va., who attended the program inJuly 2012. He had been involved inthe Pathways to the BaccalaureateProgram at Northern VirginiaCommunity College when a coun-selor suggested he apply to the sum-mer institute.

“Before I attended the institute, Ididn’t have the confidence that Icould to go college,” he said. Hedescribed himself as shy. The pro-gram helped him “discover that Icould go to college, that I could pur-sue what I really love to do.” Heplays violin and guitar and now isintent on applying to college to see ifhe can launch a career in music inNew York City.

The session on public speakinghad the biggest impact on Alvarez. Helearned how to deliver a short speechin front of a crowd, how to greet theaudience, make eye contact andchoose his words carefully. When he’sready to be interviewed for a college,he’ll be more confident on how toapproach it.

After attending the three-day pro-gram, he’s determined to focus onhis studies as a senior and begin toconsider colleges. “I’d be the first in

my family to get into college. I could help my mom so she doesn’t have tostruggle financially,” Alvarez aid.

The goal of the institute is for more Latino students to graduate fromcollege, whether that school is located in Virginia or not. Martin says about5 percent to 7 percent of its students wind up at Virginia State University.“Students need to attend college wherever the opportunities are available,”Quintana-Baker noted.

But VALHEN does more than present a summer institute. It has encour-aged colleges in Virginia to cooperate with each other. For example,Quintana-Baker said, Old Dominion University, which has an excellentlong-distance program, made its satellite services available, and Virginia


Mirta Martin, dean, Reginald S. Lewis Business School, Virginia State University, VP, VALHEN

Tech hosted VALHEN’s initial website. Moreover, its annual Encuentro con-ference includes presentations by Latino scholars such as Michael Olivas, arenowned University of Houston law professor, and performances by artistsin residence such as pianist Adlan Cruz.

Virginia colleges could take certain measures to attract more Latino stu-dents and meet the needs of the growing Latino population. For example,colleges could hire more people who are “culturally sensitive to the nuancesof this population, have people who can work with parents, have staff whounderstand what it is to be a first-generation immigrant that must learn anew language,” said Quintana-Baker. Creating bridge programs that work

directly with local public high schools with large minority populations wouldalso help. Encouraging the university to work more closely with local com-munity groups would send a strong message.

In the future, Quintana-Baker would like to see VALHEN become finan-cially sustainable by attracting more corporate funding. She’d like to hire afull-time executive director to lead the organization and increase the num-ber of scholarships for Latino students. The number of Latinos in Virginiais growing, and having more attend college in the future will fuel the econ-omy and strengthen the state.


It is often assumed that all students in U.S. schools have equal opportunity and access. Similarly,esfuerzo y trabajo, effort and hard work, are assumed to be the guiding principles that lead stu-dents to succeed academically. These assumptions, however, are continually challenged by the dis-proportionate percentage of Latina/o students who find themselves unable to continue their educa-tion. While individual motivation and drive are important assets, low-income Latina/o students faceinnumerable challenges that make it difficult to graduate and pursue postsecondary education. As adoctoral student at the University of California-Davis (UCD), my research explores how localizedinstitutional policies that focus on access are a powerful gateway to provide equal educationalopportunities for all students, and I intend to emphasize how important these local efforts are forLatina/o and other underrepresented students’ success.

Mentorship was key to my navigation of the University of California-Berkeley as an undergradu-ate. Fresh out of college, I was committed to embody this mentoring role to facilitate college accessfor underrepresented low-income students. As a counselor for a nonprofit case management highschool program, my goal was to support, encourage and advocate for each one of my students,making sure they had the resources and support needed to make it through high school. While theprogram benefits from successful outcomes, this did not reflect in the school as a whole. I soon realized the need to have a broader impact. Throughmy work as a program counselor and in a Mexican-American studies master’s program with an emphasis in education, it became clear that a Ph.D.in educational policy could be the vehicle to support and encourage educational change.

At UCD, through the guidance of caring professors, I have the opportunity to engage in critical interdisciplinary policy inquiry to explore issues ofequity, access and opportunity. I have engaged in research with a professor to examine the efforts of a social justice summer program at an urbanschool district. Furthermore, I am building on my master’s thesis, which examines the impacts of street violence on the way average Latina highschool students (neither high-achieving nor gang-involved) engage in educational goal setting. Local efforts are important because they can provide amore nuanced approach to equal educational opportunities and access.

As a 2012 American Association of Hispanics in Higher Education (AAHHE) Graduate Fellow, I was humbled to be included in an inspiring spacewith graduate and faculty fellows who share my passion and commitment for equity. Through this experience, I realized it is critical to build commu-

nity among Latina/o scholars, not only to share resources and engage in collaborations, but more importantly to supporteach other to success.

Through the faculty and graduate fellowship programs, AAHHE is instrumental in demonstrating to the schol-ars of tomorrow that en la unión esta la fuerza. Building community and working together to problema-tize policies that only manage to subvert the goals of Latina/o students of higher education is imperative.The AAHHE familia has replenished las ganas to continue moving forward.

BByy YYaanniirraa MMaaddrriiggaall--GGaarrccííaaPh.D. Emphasis: School Organization and Educational Policy, University of California-Davis, 2012 AAHHE

Graduate Fellow

SScchhoollaarrss’’ CCoorrnneerr


Thegrowth of Hispanic immigrantpopulations in the U.S. over thelast several decades has generated

considerable academic interest among scholarsand public policy professionals in the social issuesraised by this important demographic change. Aclassic example of this growing scholarly interestcan be found in the book The Health of AgingHispanics: The Mexican-Origin Population.

Divided into four sections, the text containsa collection of academic papers written by lead-ing scholars in the fields of sociology, psycholo-gy, public policy, epidemiology and demographythat provide readers with a critical analysis of the health care needs of agingHispanics who reside along the U.S.-Mexico border. The studies reviewed inthe early sections of the book highlight important information about the keyrole that social, epidemiological, cultural, economic and political factorsplay in influencing the health, longevity and well-being of Mexican-originHispanics as they age. The text also examines the relationship between U.S.immigration policy and health care disparities in the Hispanic and Latinocommunity as a whole across the life course.

The contributing authors argue that, like other ethnic groups inAmerican society, Mexican-origin Hispanics and their families face manycomplex challenges as they grow older. Most significant of these are the 1)increased burden of physical and mental decline caused by the onset ofchronic illness and disability related to the aging process, 2) problemsassociated with caring for aging parents and 3) lack of access to primarycare services due to their low rates of participation in employer-sponsoredhealth insurance programs.

The authors contend that the growth of concern over the related social issuesover the health aging populations is providing strong incentives for governmentofficials and public policy professionals to come up with workable policy solu-tions and programs that can help our health care system provide services thatcan effectively 1) deal with the ramifications of chronic illness in their aging pop-ulations, 2) help Mexican families living in poverty acquire the necessaryresources to obtain family caregiver support, 3) and extend health insurancecoverage to all Mexican-origin elderly who need it through the implementationof government proposed economic options for health care reform.

The Health of Aging Hispanics: The Mexican Origin Population is agroundbreaking book that offers students a unique perspective on therelationship between government policy and health care delivery withinthe cultural context of an aging society. I would highly recommend this textfor use by college faculty teaching graduate-level courses in gerontol-ogy, health care policy and cultural anthropology. It would alsomake a valuable resource for medical professionals work-ing in community health care organizations thatprovide clinical services to Mexican-Americanolder adults and their families.

Reviewed by Mitchell A. Kaplan

The Health of Aging Hispanics:The Mexican-Origin Population by Jacqueline L. Angel and Keith E. WhitfieldSpringer Science Business Media LLC 200, 294 pgs, ISBN 978-0-387-47206-5, $74.95 cloth.

IInntteerreessttiinngg RReeaaddss

ComprendeBy Stephen W. Bender

This book offers considerable and colorful examples ofthe historical and current cross-pollination of the Englishand Spanish languages in settings ranging from geography toculture and cuisine. Ultimately, the author tries to make thecase that there should be recognition of these increasinglyshared languages – not by rejecting Spanish and attempting

to legislate English as the official language of the United States, but byembracing our shared culture as a uniquely American blend of cultureand language. Bender proposes that valuing the Spanish language and tap-ping the resource of our Spanish-speaking youth can be a catalyst of thesurprising unity that recognition and respect for difference can bring.

2008. 268 pgs. ISBN: 978-1888205084. $26.95 paper. FloricantoPress, (800) 528-3175. www.floricantopress.com.

The Making of Chicana/o StudiesBy Rodolfo F. Acuña

The Making of Chicana/o Studies traces the philosophyand historical development of the field of Chicana/o studiesfrom its first introduction to the Civil Rights era to today,focusing on the political machinations in higher educationthat sought to destroy the discipline. In this book, RodolfoAcuña reveals how California State University-Northridge was

instrumental in developing an area of study that offers more than 166 sec-tions per semester, taught by 26 tenured and 45 part-time instructors. TheMaking of Chicana/o Studies identifies what went wrong in the history ofChicana/o studies and offers tangible solutions for the future.

2009. 480 pgs. ISBN: 978-0-8135-5002-2. $48.00 paper. RutgersUniversity Press, (848) 445-7775. http://rutgerspress.rutgers.edu

Mexican HistoryBy Nora E. Jaffary, Edward W. Osowski and Susie S. Porter

Mexican History is a comprehensive primary sourcereader in Mexican history from the pre-Columbian past tothe neoliberal present. Chronologically organized chaptersmake it easy to use this book in existing course syllabi. Itsselection of documents conveys important themes ofMexican history – land and labor, indigenous people, reli-

gion and state formation – while also including recent advances in schol-arly research on the frontier, urban life, popular culture, race and eth-nicity, and gender. It also includes introductions to each chapter andeach reading, lists of key terms and related sources, and guides to rec-ommended readings and Web-based resources.

2011. 384 pgs. ISBN: 978-0-8133-4334-1. $26.95 paper. WestviewPress, (720) 562-3280. www.westviewpress.com

Student Borrowing

During Tough

Economic Timesby Michelle Adam

Ascollege costs soar and family incomes diminish, students haveincreasingly turned to outside funding sources to pay for theireducation. The largest support has come from loans, which,

when unpaid, have contributed to more than one trillion dollars in studentdebt in this country.

“The cost of education has outpaced inflation and so more and morestudents are finding themselves in a situation where grants, scholarships,and loans are the only way to pay for education,” said Valeria Esparza,assistant vice president and account executive for Wells Fargo. “The amountof debt, however, goes hand in hand with the cost of education increase.”

Despite challenges students face today in paying back loans, they are, atlarge, choosing to attend colleges and universities for the long-term benefitshigher education offers. But today they are reflecting more fully on the truecost-benefits of higher education – much more so than students of 10 to 20years ago, when a better economy promised good jobs upon their graduation.

Students face an environment in which college costs continue toincrease at a rate far beyond inflation. Between 1986 and 2011, inflationincreased 115 percent, compared to the cost of college at 498 percent.According to the College Board, the average price of tuition and fees for aprivate nonprofit university was $27,265 in 2011 (this does not includeroom and board, and some private colleges charged up to $50,000 annu-ally) and $14,040 for for-profit universities. Within one year alone, theseprices increased by 4.5 percent and 3.2 percent, respectively.

The average out-of-state cost for a public four-year education was$19,648, the public four-year in-state price was $7,613, and the two-yearin-state was $2,727 in 2011.

The cost of public education has increased at a much higher rate thanthe private, with a 5.7 percent, 8.3 percent, and 8.7 percent increase,respectively, within one year. In California alone, 2011-12 tuition and feeswere 21 percent higher at four-year public institutions and 37 percent atpublic two-year colleges than the year before. In addition, many publicschools here have had to cut back on their offerings, thus diminishingaccess to those students, especially Hispanics, who, in the past, relied onpublic education for their postsecondary needs.

Beyond California, Arizona and Washington increased tuition and fees atpublic four-year colleges by 17 percent and 16 percent, respectively, in 2011-12. Alabama and North Carolina augmented their public two-year collegecosts by 21 percent and 17 percent, respectively. In contrast, Connecticut andSouth Carolina were about 2.5 percent, Rhode Island less than 1 percent, andbetween 1 percent and 2 percent in Montana and North Dakota.

Half of all full-time students at public and private nonprofit four-year

colleges attend institutions that charge tuition and fees of $9,936 or less,and half of them attend schools with prices higher than $9,936, accordingto the College Board. These costs don’t include room and board and don’ttake into the account the fact that the average income of students’ familieswas lower at all levels of the income distribution in 2010 than it had beena decade earlier.

Because of rising costs and limited resources, students are oftenencouraged to seek out federal Pell Grant support, which doesn’t need tobe paid back like loans. According to the College Board, total Pell Grantexpenditures increased by 16 percent between 2009-10 and 2010-11, withexpenditures in the program almost doubling over two years – from $18.1billion in 2008-09 to $34.8 in 2010-11. The number of Pell Grant recipi-ents increased from 3.9 million in 2000-01 to 9.1 million in 2010-11, andthe average amount awarded increased from $2,945 in 2008-09 to $3,828in 2010-11. The maximum amount any student was able to receive in aidin 2010-11 was $5,550.

In total federal support (including all sources and federal tax benefits),full-time undergraduates received an estimated average of $5,750 in aid atpublic four-year institutions, $15,530 at private nonprofit four-year institu-tions, and $3,770 at public two-year colleges. (According to Excelencia inEducation and the Institute for Higher Education Policy, Latinos receivedthe lowest average total aid award of any racial/ethnic group, but weremore likely to receive federal aid, 50 percent, than the combination of allracial/ethnic groups, 46 percent, in 2003-04. Half of all Latinos, however,received grant aid while less than one-third received loans during the sameyear, yet their loan amounts were higher than their grant amounts.)

Despite the increase in Pell Grant expenditures, and the numbersreceiving aid, when comparing the maximum Pell Grant amount of 2011-12 to the cost of tuition, fees, room and board, students actually receivedless support than in the past. At public four-year in-state schools, the maxi-mum aid provided students with 44 percent of their school costs in 1991-92, compared to 32 percent in 2011-12. For private nonprofit four-yearinstitutions, the maximum Pell Grant made up 17 percent of all costs, com-pared to 14 percent in 2011-12.

With less federal assistance today than in the past, and state aid repre-senting a very small amount ($534 a year on average), more students haveturned to loans to help pay for most of their education. Because of this,about 56 percent of students who earned bachelor’s degrees in 2009-10,from the public four-year colleges at which they began their studies, gradu-ated with debt. The average debt per borrower was $22,000, up from$19,800 (in 2010 dollars) a decade earlier. This compared to an average

REPORTS


of $28,100 in debt per borrower at private nonprofit colleges (up from$22,600 a decade earlier).

The kinds of loans students have sought out have been both public andprivate. With public loans, they borrow with interest rates or methods ofrepayment that differ from private loans. The primary federal loans, calledStafford Loans, offer students a low interest rate of 3.4 percent comparedto private loans from banks at up to 6.8 percent. These public loans areavailable in subsidized and unsubsidized packages. The subsidized loan isideal because the federal governmentpays students’ interest while studentsare in school, whereas the unsubsi-dized loan (offered to studentsregardless of financial need) accruesinterest while in school, but doesn’tneed to be paid back until sixmonths after completing an educa-tional program. When a StaffordLoan does not fully cover expenses,students can get additional loanssuch as the Parent PLUS Loan or theDirect PLUS Loan at a 7.9 percentinterest rate.

According to the College Board,subsidized loans declined from 41percent in 2000-01 to 35 percent in2010-11 of all education borrowing,and from 56 percent to 46 percent ofall Stafford Loans. In addition, somecolleges and universities have madeloans to students and parents to sup-plement their federal loans. It is esti-mated that institutional loans havegrown from $500 million in 2007-08to about $720 million in 2010-11.Specifically, for-profit institutionsincreased their lending to studentsduring this time period while otherinstitutions reduced their activity.

With private lending, many small-er lenders have left the business andlarger lenders have sold their loansand consolidated the business. “It isimportant to note that the majority ofloans are held by the federal govern-ment,” said Esparza. “For the new loans originated this year, 93 percentare federal and 7 percent are private.

“Out of the outstanding student loan debt, 84 percent is federal and 16percent is private loans,” she said.

Private loans, which can be paid back while in school, require a muchmore rigorous credit check to obtain than federal loans – thus their recordof loan repayment is better. “Over 80 percent of students require a co-sign-er for private loans, while the Stafford Loan doesn’t require a co-signer or acredit check,” said Esparza. (She explained that her bank sometimes pro-vides loans as low as 3 percent to 6 percent.) “The Parent PLUS Loan andthe Direct PLUS Loan do have some credit check, but minimal.”

She also added, “We look at credit scores of the family in order to insure

their ability to repay. If for some reason the family is not able to take a loanwith us, then they can get another co-signer. With private student loans, morethan 98 percent of our loan costumers are making repayments.”

With more students relying on loans than ever before, receiving thecorrect support and education in financing their education is vital and issomething Wells Fargo says it has been helping with for years.

“It is important for students to look at overall costs to see how to workwith their education costs, especially over the four- to five-year time period

of their education. We encouragefamilies to consider all theiroptions,” said Esparza. “We provideinformation to students prior tomaking the loan, and also help themmanage their finances. We providecalculators, guidance and muchmore, and ask families to contact usif there is any trouble. Within what isfederally permitted, we also providepayment extensions.”

In looking at financing collegefrom a realistic standpoint, studentsand their families should also deter-mine what their salary might looklike upon graduating from school,stressed Esparza. “They should cal-culate the amount they would needin advance and learn what their pay-ment will look like in four to fiveyears. It’s also important to consid-er not just loan options, but schooloptions carefully.”

Esparza says that she and WellsFargo have put great effort into edu-cating students and their familiesabout all of their choices. The com-pany provides more than 68 milliondollars in supporting financial edu-cation programs through theHispanic Scholarship Fund, theNegro Scholarship Fund, and otherorganizations.

“We have recently created anonline virtual community, which isfree for parents, teachers and guid-

ance counselors, to talk about topics like planning for college and lookingat ways of paying for it,” said Esparza. “For first-generation students, this isa great avenue for community to come together, and it is open for anyoneseeking information.” The Wells Fargo community website is www.wellsfar-gocommunity.com.

While students need to seek the right support and education to appro-priately finance their education, their goal should remain to receive thebest education for their money.

“We still feel that education is definitely an investment, and statisticsshow that those who get an education have greater earnings over a life-time,” said Esparza. “We are committed to higher education and feel it isstill the avenue for families to become self-sufficient.”


Valeria Esparza, assistant vice president and account executive, Wells Fargo

SAT Report: Only 43 Percent of2012 College-Bound Seniors AreCollege-Ready

NEW YORK, N.Y.

The SAT Report on College & CareerReadiness released in September revealedthat only 43 percent of SAT takers in theclass of 2012 graduated from high schoolwith the level of academic preparednessassociated with a high likelihood of collegesuccess. These findings are based on thepercentage of students in the class of 2012who met the SAT College & CareerReadiness Benchmark, which researchshows is associated with higher rates ofenrollment in four-year colleges, higherfirst-year college GPAs and higher rates ofretention beyond the first year.“This report should serve as a call to

action to expand access to rigor for morestudents,” said College Board PresidentGaston Caperton. “Our nation’s futuredepends on the strength of our educationsystem. When less than half of kids whowant to go to college are prepared to do so,that system is failing. We must make educa-tion a national priority and deliver rigor tomore students.”This percentage is consistent with that of

the class of 2011, which also met thebenchmark at a rate of 43 percent. The SATBenchmark score of 1550 indicates a 65percent likelihood of achieving a B-minusaverage or higher during the first year ofstudy at a four-year college.The SAT performance of students in the

high school class of 2012 continues to rein-force the importance of a rigorous highschool education. Data confirm that stu-dents who complete a core curriculum and

enroll in honors and/or AdvancedPlacement Program (AP) courses performbetter on the SAT, says the College Board.The relationship between high school

course work and SAT performance is under-standable, since the SAT is a valid and reli-able measure of a student’s college readi-ness, and students who complete a corecurriculum and participate in more rigor-ous course work are often better preparedfor college. When students are better pre-pared for college, they are more likely to dowell in college, more likely to stay in collegeand more likely to graduate from college –the keystone of efforts to sustain Americancompetitiveness and prosperity long into thefuture.Download The SAT Report on College &

Career Readiness at http://press.college-board.org/sat.

CLASP Explores New Approaches inFederal Policy to Help Low-IncomeStudents Complete College

WASHINGTON, D.C.

Two unfortunate phenomena have beenconverging to make college even more elu-sive for low-income students: the affordabil-ity of postsecondary education is waning atthe same time that low-income students inthis slowly recovering economy must juggleschool, family and work to earn credentialsof value in an increasingly competitive jobmarket. Against this backdrop, the Centerfor Law and Social Policy (CLASP) hasreceived a grant from the Bill & MelindaGates Foundation to participate in theReimagining Aid Delivery and Design

(RADD) project with 13 other organiza-tions. The RADD project is intended toaccomplish two goals: 1) to shift the nation-al conversation on federal financial aidtoward ideas that will make college moreaffordable, while giving students the supportand encouragement they need to earn theirdegree or credential; and 2) to seed thefield with innovative policies that can makethat happen.CLASP’s goal in this project is to maxi-

mize the impact of the federal higher educa-tion investment by exploring strategies forreforming student financial aid to bettersupport students as they persist in postsec-ondary education and complete credentialswith value in the labor market. The organi-zation says that it will explore ways toimprove the effectiveness and efficiency of

education tax benefits and to support andincentivize institutions to better help stu-dents continue and complete their creden-tial programs. CLASP approaches this pro-ject with the view that the goals of the feder-al higher education investment should be:1) to increase economic and educationalopportunity for all, with priority for low-income underrepresented students; and 2)to promote economic growth. The organiza-tion says that its ideas for policy options willreflect these goals.“Education is both a private and a public

good. We are seeing this become increas-ingly true as employers demand moreskilled and better-educated workers withpostsecondary credentials,” said EvelynGanzglass, director, workforce developmentat CLASP.

The Hispanic Outlook In Higher Education www.hispanicoutlook.com November 26, 2012


National Society of Hispanic MBAsAnnounces 2012 Brillante Awardsof Excellence Recipients

DALLAS, Texas

Each year, the National Society ofHispanic MBAs (NSHMBA) recognizes out-standing individuals, businesses, nonprofits,educational institutions and companiesthrough its Brillante Awards of Excellence,the most prestigious honor awarded by the

organization.The organization recently announced its

2012 Brillante award recipients: BrillanteAward for Corporate Excellence, IBM;Brillante Award for Member Excellence,Cosette Gutiérrez; Brillante Award forCommunity Service Excellence, Su CasaHispanic Center; Brillante Award forEducational Excellence, Georgetown UniversityMcDonough School of Business; BrillanteAward for Volunteer Excellence, Julio Rocha.“This year’s award recipients truly exem-

plify the spirit of the Brillante Awards. Ourwinners in each category were selected fortheir outstanding contribution to the Hispaniccommunity,” said Manny González, NSHMBACEO. “I would like to personally congratulateeach winner and thank them for their efforts.”Award recipients were recognized in

October at the Brillante Awards FundraisingGala, which took place during the 23(rd)Annual NSHMBA Conference and CareerExpo, at the Orange County ConventionCenter in Orlando, Fla.

Private College Tuition IncreasesSlow to Lowest Rate in at LeastFour Decades

WASHINGTON, D.C.

Published tuition and fees at the nation’sprivate, nonprofit colleges and universities rose3.9 percent for the 2012-13 academic year, thelowest rate in at least four decades, accordingto a survey by the National Association ofIndependent Colleges and Universities(NAICU). At the same time, institutional studentaid budgets at private colleges increased anaverage of 6.2 percent for 2012-13.Of NAICU’s 960 member colleges and

universities, 445 responded to this year’ssurvey of published tuition and institutionalstudent aid increases. NAICU member insti-tutions enroll 90 percent of the studentswho attend private, nonprofit colleges anduniversities in the United States.This is the fourth consecutive year that the

percentage increase in published tuition hasstayed below pre-recession rates, and the firsttime in at least four decades it has been below4 percent. From 2009-10 to 2011-12, averageprivate college tuition increases ran in the

mid-4 percent range, down from an averageannual increase of 5.7 percent during theprevious 10 years. This year’s 3.9 percentincrease is the lowest NAICU has on record.(NAICU’s data goes back to 1972-73.)This year’s average 6.2 percent increase

in institutional student aid follows increasesof 7 percent, 6.8 percent and 9 percent in2011-12, 2010-11 and 2009-10, respective-ly. The NAICU survey did not collect studentaid figures prior to 2009-10.“Students and families are increasingly

price- and value-conscious,” said NAICUPresident David L. Warren. “Private collegeleaders are listening, and working hard tokeep students’ out-of-pockets costs as lowas possible and provide the best value forthe tuition dollar.”“Since the economic downturn, private

colleges and universities across the nationhave redoubled efforts to cut their operatingcosts, improve their efficiency and enhancetheir affordability,” Warren said. “More willcontinue to be done by private institutionsto stay affordable and within reach of fami-lies from all backgrounds.”According to the College Board, average

inflation-adjusted net tuition and fees (pub-

lished tuition and fees minus grant aid fromall sources and federal higher education taxbenefits) at private colleges dropped 4.1percent from 2006-07 to 2011-12.“Students and families should not rule

out a private college just because of itssticker price,” said Warren.Since the economic downturn, private col-

leges have introduced creative affordabilitymeasures to keep students’ and families’ out-of-pocket costs as low as possible. In recentyears, an unprecedented number of privateinstitutions have cut tuition, frozen tuition,announced fixed-tuition guarantees (noincreases for students while they are enrolled),or introduced three-year degree programs.Other initiatives are also spreading,

including four-year graduation guarantees,substantial student aid increases, publishedtuition increases that are the lowest in yearsor decades, and degree partnerships withcommunity colleges.“The intense focus by private colleges on

affordability and institutional cost control ishere for the long run,” Warren said. “Broadeconomic, demographic and market trendshave made it a necessity for every institutionof higher education.”

The Hispanic Outlook In Higher Education www.hispanicoutlook.com November 26, 2012



Menjares Selected to Head FresnoPacific University

Pete Menjares, Ph.D., recently became the11th president of Fresno Pacific University(Calif.). For the past16 years, Menjareshas been a teacherand administrator atBiola University, mostrecently vice provostfor faculty develop-ment and academiceffectiveness. He has aBachelor of Arts inpastoral ministries from Vanguard University;a Master of Arts in education – teaching andcurriculum – from California State University-Dominguez Hills; and a Ph.D. in education –language, literacy and learning – from theUniversity of Southern California.

Bernier Named SUNY-Orange VicePresident/CIO

Following an 18-month stint as vice chan-cellor for information services and chief infor-mation officer at theUniversity of Hawai’iMaui College, JoséBernier has been hiredby Orange CountyCommunity College,State University of NewYork, as vice presidentfor information tech-nology and CIO.Bernier has a bachelor’s degree in computerengineering from the University of CentralFlorida, master’s in management informationsystems from Florida International University,and an educational specialist degree and doc-torate in higher education administration fromthe University of Florida.

Cid Named Latina Citizen of theYear in Connecticut

In August, the Connecticut Latino andPuerto Rican Affairs Commission (LPRAC)presented Carmen Cid, dean, School of Artsand Sciences, Eastern Connecticut StateUniversity, with a “Latina Citizen of the Year”award. Cid was honored for two decades ofwork enhancing the career development ofLatinas in the sciences. Currently, her mentor-

ing activities focus onteaching deans anddepartment chairsnationally in how todevelop university-wide models of inclu-sive excellence toenhance career devel-opment for all stu-dents and faculty. Shehas a bachelor’s degree in biology from NewYork University and a master’s and Ph.D. inecology from Ohio State University andMichigan State University, respectively.

CHCI Honors Quiñones-Hinojosa at35th Anniversary Awards Gala

Dr. Alfredo Quiñones-Hinojosa recently wasawarded the Congressional Hispanic CaucusInstitute’s (CHCI)Chair’s Award in recog-nition of his accom-plishments, leadershipand outstanding serviceto the Latino communi-ty at CHCI’s 35thAnniversary AwardsGala in Septemberin Washington, D.C.Quiñones-Hinojosa is a professor of neuro-surgery and oncology at Johns HopkinsUniversity, where he directs the Brain TumorSurgery Program and the Pituitary SurgeryProgram and leads the Brain Tumor Stem CellLaboratory. Quiñones-Hinojosa has a medicaldegree from Harvard University, where hegraduated cum laude, and completed his resi-dency in neurosurgery at the University ofCalifornia-San Francisco.

NECC Student Selected for MCCC’sLegislative Internship Program

Northern Essex Community College stu-dent Jennifer Vásquez spent her summer atthe MassachusettsState House interningfor state Sen. MichaelJ. Rodrigues (Bristoland Plymouth coun-ties). She was selectedfor the MassachusettsCommunity CollegeCouncil’s Legislative

Internship Program, which gives communitycollege students the opportunity to learn first-hand about state government and to explore arelated career in government and politics.Vásquez is majoring in early childhood edu-cation at Northern Essex and plans to pursuea bachelor’s degree in elementary education.

Noguera Lectures at RVCCRaritan Valley Community College (N.J.)

recently presented a lecture by sociologist Dr.Pedro A. Noguera, thePeter L. AgnewProfessor of Educationat New York University(NYU). He spoke on“Education, Inequalityand the Future ofLatino America.” Hiswork focuses on theways in which schoolsare influenced by social and economic condi-tions and the factors that obstruct and pro-mote student achievement. Noguera holdstenured faculty appointments in the depart-ments of Teaching and Learning andHumanities and Social Sciences at theSteinhardt School of Culture, Education andDevelopment at NYU.

HHIISSPPAANNIICCSS OONN TTHHEE MMOOVVEEHHIISSPPAANNIICCSS OONN TTHHEE MMOOVVEE


NOTICE OF VACANCY

ACADEMIC DIRECTORCOLLEGE OF EDUCATION

Washington State University Vancouver

Title: Academic DirectorSalary: Competitive, commensurate with experiencePosition: Permanent, full time, academic position with required additional administrative responsibilitiesEffective date: August 16, 2013, or earlier as negotiated

Position:Washington State University Vancouver invites applications for an Academic Director of the College of Education. TheDirector is the chief administrator in College of Education on the WSUVancouver campus, reporting directly to the WSUVancouver Vice Chancellor for Academic Affairs and the College of Education Dean on the Pullman Campus. TheDirector of Education also works closely with the two Department Chairs in the College of Education located in Pullman.The unit includes established and emerging undergraduate, master, and doctoral degrees and certification programs.

Context:The College of Education contributes to the theory and practice of the broad field of education, and dedicates itself tounderstanding and respecting learners in diverse cultural contexts. We facilitate engaged learning and ethical leadershipin schools and clinical settings. We seek collaboration with diverse constituencies, recognizing our local and globalresponsibilities to communities, our environments, and future generations.

Washington State University is a Carnegie designated research-intensive, comprehensive public land-grant universitywhere research, teaching, and service to its constituents are highly valued. The university strongly encourages andsupports diversity among its administrators, faculty, staff, and students. The WSU multi-campus system was developedin the mid to late 1980s under the guiding principle of “one university geographically dispersed.”

WSUVancouver is an innovative, non-residential, research university, located on a 351-acre site that features spectacularviews of Mt. Hood and Mt. St. Helens. WSU Vancouver is dedicated to offering premier undergraduate and graduateeducational and research experiences. As the only public four-year educational institution in Southwest Washington,WSU Vancouver enjoys extraordinary community support and is committed to developing areas of academic andresearch excellence that fuel innovation and economic growth, both regionally and statewide. WSU Vancouver currentlyoffers an array of programs, including business, science, nursing, agriculture, humanities, engineering, education, andenvironmental science. These programs provide 19 bachelor’s degrees, 9 master’s degrees, and a number of doctoratedegrees, with more than 140 faculty that hold doctorate or terminal degrees. A personal atmosphere, small classes, andinteraction with world-class faculty attract more than 3,000 students each semester, with an expectation of serving up to6,000 students each semester by 2020.

Vancouver is known for its mild climate, access to outdoor recreation, is across the Columbia River from Portland,Oregon with its fine dining, theater and the arts, and is within driving distance to Pacific Ocean beaches, the CascadeMountains, and the Columbia River Gorge National Scenic Area.

Principal Responsibilities:We seek candidates who can provide leadership in the development and maintenance of undergraduate, master, anddoctoral degrees and certification programs; provide leadership and support for accomplishing the mission of the unit;provide leadership and support for faculty scholarship, research, and publication; administer budgets; supervisepersonnel; work closely with College of Education leadership teams across the WSU system; work effectively withcampus and university governance and finance; work collaboratively and effectively with local school districts andinstitutions of higher education; extend and engage in community outreach in a rapidly growing metropolitan area;provide leadership in professional associations and state and university agencies; maintain an active research andpublication agenda at a level appropriate to the position; and teach courses in areas of professional specialization.

Required Qualifications:Full or associate professor with earned doctorate in Education or related field before date of hire. Evidence of successin administration, scholarship, and teaching that would meet the standards for a tenured appointment within one of theCollege’s two departments.

Desired Qualifications:Evidence of the following: collaborative and participatory leadership style; successful interagency collaboration;knowledge of current trends in educational policy and reform; knowledge of standards and performance-based educationaltrends; knowledge of public school settings; commitment to field-based teacher and administrator education; demonstratedability to work in a multi-campus system; expertise of, or scholarship with, culturally responsive educational programs;ability to support faculty scholarship, research, and publication; expertise in developing and managing budgets.

Application, Screening Procedures, and Deadline:Screening of applicants begins January 14, 2013 and continues until the search is closed. To apply, go towww.wsujobs.com and search postings using Vancouver as the location criteria. Include letter of application addressingthe required and desired qualification criteria, current comprehensive curriculum vita, two samples of scholarly work,and the names and contact information of three references. The application system will ask you to name three additionalreferences that will provide letters of recommendation on your behalf.

For details regarding this position, contact Dr. Stephen B. Kucer, Search Committee Chair, at (360) 546-9429 [email protected].

Visit WSUV online at http://ww.vancouver.wsu.edu.

WSU is an EEO/AA Employer.Protected and underrepresented group members are encouraged to apply.

Assistant Professor in Plant Sciences -Plant Microbiologist in Food Safety

Department of Plant Sciences

RESPONSIBILITIES: The successful candidate’s researchwill focus on plant-environmental-microbial interactions ofcrops and produce, with emphasis on microbial communityprocesses in relation to plant and/or human pathogens. Thisposition provides the opportunity to investigate fundamentalprinciples that determine how plants and their environment affectthe microbial communities upon the plant surface. An intendedoutcome of these discoveries will be identification of keyecological and/or molecular traits that can in turn improvehandling strategies and food safety by modulating the presence,persistence, or activities of beneficial and deleteriousmicroorganisms. A successful researcher in this field wouldlikely utilize key tools and research approaches includingmetagenomics, transcriptomics, metabolomics, molecularanalysis of plant-microbe interactions, and/or eco-physiologicalprocesses; or any related combined approaches to analyzemicrobial communities in the phyllosphere, rhizosophere andother plant niches. These studies may occur in a range ofsuccessive contexts, from field systems through the multiplehuman environments involved in post-harvest processes(handling, packaging, storage and preservation, transportation,etc.) to the transmission of human pathogens in the food chain.The incumbent will be expected to develop an internationally-recognized research program and professional profile. Ability tooperate comfortably in multi-disciplinary teams will enhance thedevelopment of practical solutions to critical issues related tofood safety and postharvest handling of specialty crops grown inCalifornia and across the world. The faculty of the Departmentof Plant Sciences has expertise in a broad range of genomics,plant/microbe and field studies, providingmany opportunities forcollaboration on topics of interest to the candidate. In addition,ability to work with academic and industrial contacts is desired,to help apply knowledge of plant-microbial interactions tooptimize postharvest management strategies.

The candidate will establish a vigorous, dynamic andinnovative teaching program at both the undergraduate andgraduate levels. The successful candidate will be expected tocontribute to teaching of core courses in the Plant Sciencescurriculum and development of new courses in their area ofexpertise. A specific course in which this individual will teachis PLS174: Microbiology and Safety of Fresh Fruits andVegetables. They will additionally be able to develop newgeneral education courses within a similar area of expertise.The candidate will also teach at the graduate level withinher/his area of research expertise in the Horticulture andAgronomy, Ecology, Evolution, Plant Biology, Microbiology,Genetics, International Agricultural Development and/orFood Science Graduate Groups. Enthusiastic and effectiveadvising and mentoring of undergraduate and graduatestudents and postdoctoral fellows is expected.

QUALIFICATIONS: Ph.D. or equivalent level of experiencein plant biology, postharvest biology, or microbiology withexperience in plant microbial interactions or related fields.

SALARY: Commensurate with qualifications and experience.

TOAPPLY: Candidates should begin the application processby registering online at http://recruitments.plantsciences.ucdavis.edu.Please include statements of research goals for thisposition and teaching philosophy, curriculum vitae, publicationlist, copies of 3 of your most important research publications,copies of undergraduate and graduate transcripts (if within 5years of either degree), and the names, e-mail addresses, andtelephone numbers of at least five professional references. Fortechnical or administrative questions regarding the applicationprocess please email [email protected]. Review of theapplications will begin January 1st, 2013. The position willremain open until filled.

Dr. Daniel J Kliebenstein, Chair, Search CommitteeDepartment of Plant Sciences

University of CaliforniaOne Shields Avenue

Davis, CA 95616-8515Telephone: (530) 754-7775 / FAX: (530) 752-4361

E-mail: [email protected]

“UC Davis is an affirmative action/equal employmentopportunity employer and is dedicated to recruiting adiverse faculty community. We welcome all qualified

applicants to apply, including women, minorities, veterans,and individuals with disabilities.


Assistant/Associate ProfessorDairy Cattle Genetics – Department of Animal Science

College of Agriculture and Life Sciences (CALS)

Cornell is a community of scholars, known for intellectual rigor andengaged in deep and broad research, teaching tomorrow’s thoughtleaders to think otherwise, care for others, and create and disseminateknowledge with a public purpose.This position is a tenure track, academic year research (50%) andteaching (50%) appointment. The dairy cattle research program mayinclude developing novel strategies for propagation of desirablecomplex traits in dairy cattle; analyzing large dairy cattle databases forgenetic and management components that will improve overall dairycattle performance and industry profitability; identifying sources ofvariation in herd performance that lead to collaborations in the areas ofintegrative or mechanistic biology; and/or enhancement of genomicdatabases for whole genome expression analysis and candidate geneapproaches that explore physiological links to lactation performance,response to environmental conditions, feed efficiency, and otherperformance traits. Strong collaborations with other dairy cattlegenetics research groups and allied industries across the country areexpected to be an integral component of the research program.

The dairy cattle genetics research program is to be science driven withdairy industry orientation for contribution to the departmental dairyoutreach program.

Teaching responsibilities include an applied dairy cattle geneticscourse, team teaching with dairy faculty from the Cornell Dairy FellowsProgram, and teaching at the graduate student level in accordance withthe particular strengths and expertise of the appointee.

Laboratory space and an excellent start-up package will be offered. Acompetitive salary, commensurate with training and experience, and anattractive fringe benefits package are provided.

This faculty position will, upon the awarding of tenure, carry with it theendowed title, Everett Professorship in Dairy Cattle Genetics.

Qualifications: A Ph.D. in Animal (Dairy) Science or a closely relatedfield is required with expertise in quantitative genetics and applicationof genomics in dairy cattle breeding. Applicants must havedemonstrated competence in dairy cattle genetics research; postdoctoraland/or dairy industry experience is desirable. Applicants must becommitted to both research and teaching excellence. Appointment asAssistant or Associate Professor will be commensurate with experienceand other qualifications.

To Apply: Send electronically a complete resume, a statement ofresearch and teaching goals, and the names of at least three individuals,who can be contacted for letters of reference, to:

W.R. Butler, ChairmanDepartment of Animal Science

149 Morrison Hall, Cornell UniversityIthaca, NY 14853-4801

Email: mailto:[email protected] will be reviewed starting January 15, 2013, continuinguntil a suitable applicant is identified.'

Cornell University is an innovative Ivy League university and a greatplace to work. Our inclusive community of scholars, students and staffimpart an uncommon sense of larger purpose and contribute creativeideas to further the university's mission of teaching, discovery andengagement. Located in Ithaca, NY, Cornell's far-flung global presenceincludes the medical college's campuses on the Upper East Side ofManhattan and Doha, Qatar, as well as the new CornellNYC Techcampus to be built on Roosevelt Island in the heart of New York City.Find us online at http://hr.cornell.edu/jobs or Facebook.com/CornellCareers

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Diversity and inclusion have been and continueto be a part of our heritage.

Cornell University is a recognized EEO/AA employer and educator.

Tufts UniversitySchool of Arts & Sciences and

School of EngineeringFaculty Searches for 2012-2013

Tufts University, located in the Boston area, is seeking candidates for the following full-time positionsto begin September 2013. Tufts is committed to excellence in scholarship and teaching, and tobuilding a faculty that reflects the diversity of both its students and the world for which it is preparingthem. Tufts is an Affirmative Action/Equal Opportunity employer. Members of underrepresentedgroups are strongly encouraged to apply.

NOTE: All positions are tenure-track unless noted otherwise. Full-text position announcements canbe found at http://ase.tufts.edu/faculty/searches/positions/descriptionsFullTime.htm

Department

ARTS & SCIENCES

Art and Art History

Biology

Chemistry

Child Development

Child Development

Community Health Program

Drama and Dance

Earth and Ocean Sciences

Economics

Economics

English

English

Mathematics

Occupational Therapy


Psychology

Romance Languages

Romance Languages

Sociology

ENGINEERING

Chemical/Biological Engg

Computer Science

Additional positions to be announced.

Rank

Assistant Professor

Assistant Professor

Assistant Professor

Full Professor/Department Chair

Assistant Professor

Director, Community HlthProgram, and Asso/FullProfessor, TUSM (NTT)

Asso/Full Prof/Department Chair

Assistant Professor

Assistant Professor

Professor of the Practice(NTT) *Position beginsJanuary 1, 2013.

Assistant Professor

Associate/Full Professor

Norbert Wiener Asst Prof(NTT)

Assistant Professor

Lecturer (NTT)

Assistant Professor

Lecturer (NTT)

Lecturer (NTT)

Assistant Professor

Asst/Asso Professor

Lecturer (NTT)

Field

Modern Art

Microbiology

Interface of Chemistry and Life Sciences

Applied Developmental Science

Child and Family Health

Open

Drama – Field Open

Climate Change

Applied Econometrics

Finance

19th-Century American Literature

African American Literature

Geometric Group Theory andTopology; or Algebraic GroupTheory; or Probability andStochastic Processes

Community Functioning, Health, and Disability

Clinical Evidence-basedReasoning

Cognitive Developmental Psychology

Italian Language

Portuguese Language

Race, Racialization, and Inequality

Open

Computer Science


TheUniversity of South Florida System is a high-impact,global research system dedicated to student success. TheUSF System includes three institutions: USF Tampa;

USF St. Petersburg; and USF Sarasota-Manatee. The institutions areseparately accredited by the Commission on Colleges of the SouthernAssociation of Colleges and Schools. All institutions have distinct missionsand strategic plans. Serving more than 47,000 students, the USF System hasan annual budget of $1.5 billion and an annual economic impact of $3.7billion. USF is a member of the Big East Athletic Conference.

Administrative and Executive Positions:Director of Housing Facilities (Student Affairs)Director of Marketing-New Media (Athletics)Sr. Director of Development-COB (Foundation)Regional Chancellor (St. Petersburg Campus)Director of Counseling Center (Student Affairs)Assistant Vice President-Dean (Student Affairs)

Director of the Center for Student Involvement (Student Affairs)

Faculty Positions:College of Arts and Sciences College of Education

Assistant Professor (20) Assistant/AssociateProfessor (1)Assistant/Associate Professor (2) Assistant Professor (3)Associate/Full Professor (2) Dean (1)Assistant/Associate/Full Professor (1)

College of Business College of Engineering

Assistant Professor (3) OpenRank(Full/AssociateProfessor)(3)

Associate/Full Professor (1) OpenRank(Full/Associate/AssistantProfessor) (1)

Assistant/Associate Professor (1) Assistant Professor (3)

College of Arts College of Public Health

Assistant Professor (4) Assistant Professor (1)Director & Professor (1) Assistant/Associate Professor (1)

College of Medicine CollegeofBehavioral&CommunityScience

Assistant/Associate Professor (3) Assistant Professor (1)Assistant Professor (9) Professor (1)Professor (1) Assistant/AssociateProfessor (1)Assistant/Associate/Full Professor (1) Associate/Full Professor (1)

St. Petersburg Campus Sarasota Campus

Assistant Professor (4) Assistant Professor (1)

College of NursingNursing Faculty (2)

For a job description on the above listed positions including department,

disciple and deadline dates: (1) visit our Careers@USF Web site at

https://employment.usf.edu/applicants/ jsp/shared/Welcome_css.jsp; or

(2) contact TheOffice of Diversity and Equal Opportunity, (813) 974-4373; or

(3) call USF job line at 813.974.2879.

USF is an equal opportunity/equal access/affirmative action institution,

committed to excellence through diversity in education and employment.

www.usf.edu • 4202 E. Fowler Ave,Tampa, FL 33620

Wyoming Excellence in Higher EducationEndowed Chair in Mathematics Education

The University of Wyoming is seeking an internationally recognized scholar inmathematics education to be a dynamic leader in the expansion of its mathematicseducation programs and to cultivate a nationally recognized Ph.D. graduate program inmathematics education.

Seeking candidates who have:• Earned doctorate in mathematics education or in mathematics with extensive

scholarship and experience in P-20 mathematical education and especially indoctoral education

• Record of research, teaching and leadership at the advanced associate orprofessor rank

• Well-established and current record of research, scholarship, and leadershiprelevant to P-20 mathematics education and student learning

• Substantial, active record of extramural funding, which includes funding at thenational level

• Record of excellence in teaching and teacher education, on-campus and/orthrough outreach to constituencies beyond the university campus; K-12 teachingexperience is preferred

• Experience leading development of graduate programs and mentorship ofstudents and faculty

• Extensive knowledge of P-20 mathematical education, including teachereducation, and ability to engage multiple constituents in a variety of educationarenas (e.g., professional development, policy).

Application: A statement of research and teaching interests and accomplishments,curriculum vita, names and contact information for five references. Send electronically [email protected]. Non-electronic materials to Dr. Kay A. Persichitte, Dean, Dept. 3374,1000 E. University Ave., Laramie, WY 82071. Applicant screening begins immediatelyand will continue until filled. Anticipated start date: August 2013. Additional informationmay be found on the UW web page at

http://www.uwyo.edu/hr/hremployment/listjobs.asp?jobtype=2

We are committed to hiring innovative administrators, faculty members,and staff. Women, minorities and those dedicated to diversity are stronglyencouraged to apply. Full-time positions include excellent bene�ts.Hiring subject to availability of funds.

Administrators and Staff•Associate Dean, Arts and Humanities Division•Director of Institutional Advancement•Bilingual Counselor, Educational Opportunity Center, Yonkers

Hourly Position Program Administrator, Training and OrganizationalDevelopment (part-time)

Full-time Faculty. Start Fall 2013. Positions are on the instructor level andrequire Masters plus one-year related experience, unless otherwise indicated onwebsite. • Chemistry • English • Human Services • Mathematics • Psychology• Theatre/Dance

Adjunct Faculty. Spring 2013 openings. Specify day/evening/weekendavailability.

Credit adjuncts (Masters and one-year related experience required unlessotherwise indicated on website): Art History, Biology, Chemistry, ComputerInformation Systems, Computer Science, Economics, English, Fashion Designand Garment Construction, Food Service Administration, Geography, GlobalMarketing, Human Services, Marketing, Mathematics, Medical Billing and Coding,Nursing, Political Science, Psychology, and Veterinary Technology.

Non-Credit adjuncts (Bachelors required): Classes for lifelong learners mayinclude children, adults, and seniors in various locations with day, evening andweekend options. Also interested in candidates with corporate training andorganizational development backgrounds and candidates with ESL teachingexperience, and ideas for new classes especially in health and �tness. Visitwebsite for information. Submit proposals for new classes to [email protected]; for classes other than computers/MS of�ce, do not submit aresume without a class proposal. For computers/MS Of�ce, either submit a classproposal or indicate which current offerings you could teach.

For details, visit www.sunywcc.edu/jobs. Applications are accepted untilpositions are �lled. Resumes to Human Resources, Westchester CommunityCollege, 75 Grasslands Road, Valhalla, NY 10595; fax 914-606-7838; email Worddocuments to [email protected]. Please indicate position of intereston envelope or in email “subject” �eld. AA/EOE.

WESTCHESTER COMMUNITY COLLEGE

Administrator, Staffand Faculty Positions


Tenure-Track Faculty Positions - Fall 2013

Human Services-Addictions StudiesMathematics (2 Positions)NursingPhysicsPsychologyStrategies for College Success

Palm Beach State College is committed to academic excellence and invites qualified applicants who are devoted to innovative teaching and a dynamic learning environmentto apply for full-time, tenure track teaching positions in the following disciplines:

Bachelor’s Supervision & ManagementBachelor’s Health ManagementBusiness Administration and Management ( 4 Positions)Computer ScienceEmergency ManagementEnglish (6 Positions)Foreign Language

Requirements: Applicants must be able to demonstrate the use of technology in the classroom and must be able to use technology required for the assigned course.Coursework within the degree must reflect competencies in the courses to be taught.

All applications must be submitted by January 13, 2013.

In addition to the two-semester, tenure track positions, we have immediate vacancies for twelve-month Post-Secondary Adult Vocational Instructor positions in thefollowing disciplines:

Firefighter EMT

A complete application package must be submitted, which must include an electronic application, resume, and letter of intent, documentation of any required license orcertification, and official or college-stamped student copy of transcripts. Transcripts produced through web-based student systems will not be accepted. Applications withoutattached official or college-stamped student copies of transcripts will not be considered. Palm Beach State College offers a highly attractive benefits package and encouragesqualified candidates to apply. For more information and to apply online please visit:

www.palmbeachstate.edu/employment

Palm Beach State College, 4200 Congress Avenue, Lake Worth, FL 33461

An EOE/VP/ADA Employer

UNDERREPRESENTED MINORITY VISITING PROFESSOR

Middle Tennessee State University announces the availability of the UnderrepresentedMinority Visiting Professor Program whose purpose is to enhance diversity in research,teaching, and service at MTSU through the recruitment of minority established professors.

Visiting professors shall a) teach at least one course per semester in an area related to theiracademic preparation and with a corresponding need of the department, b) be involved inco-curricular activities including the university’s cultural diversity initiatives, c) engage inresearch and present findings in at least one Brown Bag event per semester, d) be availablefor classroom guest appearances, and e) collaborate with the faculty on projects thatpromote teaching excellence in the department.

Visiting professors will receive academic year faculty appointments to begin August 1,2013 and will be eligible for benefits including health insurance. Salary is negotiable.Scholars must be eligible for employment.

Qualifications: Visiting professors must have a terminal degree from an accrediteduniversity, a minimum of five (5) years higher education teaching experience, andnational/international recognition of their accomplishments in their areas of expertise.

Review of applications begins January 6, 2013, and continues until the position is filled.

Application Procedures: To apply for any open position, go to http://mtsujobs.mtsu.eduand follow the instructions on how to complete an application, attach documents, andsubmit your application online. If you have questions, please contact MTSU AcademicAffairs at (615) 898-5128.

MTSU is an AA/EOE.

MATH INSTRUCTOR(9-month Faculty)

Position F0052Located at Christanna Campus,

Alberta, VAPosition begins January 1, 2013

Southside Virginia Community College, a comprehensivecommunity college, is seeking a Mathematics Instructor to teach inthe areas of developmental math, algebra, geometry, and calculus.The successful candidate must be committed to our mission toprovide quality education to a diverse constituency.

Full-time with Benefits

Salary commensurate with qualifications and experience

Review begins November 21, 2012

Job Posting #0062482

Visit www.southside.edu/about/employment for more details.

Applicants may apply directly to SVCC, Attention: AngelaJackson, 109 Campus Drive, Alberta, VA 23821 or online bysubmitting a completed State Application through the RMS websiteat: http://jobs.virginia.gov.

Satisfactory reference and background checks are a condition ofemployment. Position is dependent upon funding.

SVCC is committed to Diversity, EqualEmployment Opportunity and

Affirmative Action.


Assistant Rice Cropping Systems CooperativeExtension Specialist

Department of Plant Sciences

The Department of Plant Sciences, University of California,Davis, seeks to fill an 11-month, career-track position at theAssistant Specialist in Cooperative Extension level.

RESPONSIBILITIES:This academic position has 100%Cooperative Extension responsibilities and will be locatedin the UC Davis Department of Plant Sciences. Candidatewill provide statewide research and extension leadership inrice production systems. The research and extensionprogram will address the need for balancing multiplemanagement goals, including optimizing rice productivityand addressing agronomic issues such as soil fertility,nutrient management and cycling, water use efficiency andquality, carbon sequestration, and testing improved ricevarieties statewide. This CE Specialist will bring statewideleadership, visibility, and cohesion to an interdisciplinaryteam of land grant researchers and educators to address theproduction and environmental needs of the rice industry.This position will support the ANR Agronomic CropsWorkgroup comprised ofAES researchers, CE Specialists,and CE Advisors. Research will be conducted in thelaboratories at UC Davis and at the field facilities of theRice Experiment Station in Biggs, California.

The candidate is expected to develop a nationally-recognized program, secure extramural funding, andpublish research results in appropriate refereed journalsand limited distribution reports. Fulfillment ofresponsibilities may require extensive travel. Candidatewill have the opportunity to be a member of GraduateGroups and to mentor graduate students. Affirmativeaction to include ethnic minorities, women, and otherunderrepresented clientele is expected as a component ofall of the appointee’s programs.

QUALIFICATIONS: Ph.D. in agronomy, agriculturalproduction, plant sciences, agroecology, or a closely relatedfield with an emphasis in applied cropping systems.Applicants must have leadership ability, management andcommunication skills. Capability to conduct independentresearch in rice production must be demonstrated.

SALARY: Commensurate with qualifications andexperience.

TO APPLY: Candidates should begin the applicationprocess by registering online athttp://recruitments.plantsciences.ucdavis.edu/Please include statements of research and extensioninterests, curriculum vitae, publication list, copies of 3 ofyour most important research publications, copiesgraduate transcripts (if within 5 years of either degree),and the names, e-mail addresses, and telephone numbersof at least five professional references. For administrativequestions regarding the application process, please emailMrs. Cindy Ramirez [email protected]. Review ofthe applications for this position will begin December 1,2012. The position will remain open until filled.

Joseph M. DiTomaso, Chair, Search CommitteeDepartment of Plant SciencesMail Stop 4, One Shields Ave.University of California, Davis

Davis, CA 95616Telephone 530-754-8715

E-mail: [email protected]

UC Davis is an affirmative action/equal employmentopportunity employer and is dedicated to recruiting adiverse faculty community. We welcome all qualified

applicants to apply, including women, minorities,veterans, and individuals with disabilities.


Governors State University is the only regional, public, comprehensive universityin Chicago's south suburban area, serving approximately 7,750 students annually.GSU provides accessible, high value undergraduate and graduate education toculturally and economically diverse students. GSU offers accredited programsthat have earned high praise from national accrediting agencies.

About GSU: The exceptionally beautiful campus is conveniently located within easyreach by road and rail to Chicago and surrounding communities that have a wealth ofcultural and natural attractions. The highly diverse region GSU serves has a number ofhigh performing schools and engaged communities, as well as struggling urban,suburban, and rural communities. GSU seeks to serve as a public square, working tofoster educational opportunities for all populations.

For more information about Governors State, please visit www.govst.edu.

Current vacancies include:

Administrative PositionsExecutive Director, Continuing Education & Learning Partnerships

Associate Vice President, Facilities Management

College of Arts and SciencesPublic Safety and Generalist, Criminal Justice (2)

English Education and Composition and Rhetoric

Composition

World History

Public Policy and Comparative Politics

Philosophy and Bioethics

Mathematics

College of Business and Public AdministrationPublic Administration

College of EducationHigher Education Administration

School Counseling

College of Health and Human ServicesChair, Physician’s Assistant Program

Communication Disorders


University LibraryDean of the Library

For more information about the positions and requirements and to apply, go to:

employment.govst.edu.

Multiple Openings

SUCCESS BY DEGREES|

AA/EOE

GREATER LOS ANGELES

DIRECTOR,MBA/MPA GRADUATE PROGRAMS

(Administrator)California State University Dominguez Hills was established in 1960 and is one of the 23 campuses that comprise The California State University System. CSU Dominguez Hills is an urban, comprehensive public university that serves a culturally rich, diverse student body of approximately 14,000 students at the undergraduate and graduatelevels. Located on a 346-acre site in the South Bay portion of the greater LosAngeles metropolitan area, CSU Dominguez Hills has a highly pluralistic studentbody, which includes a significant number of non-traditional, working adult studentsas well as approximately 2,000 students enrolled in distance learning programs statewide. The University, with its five Academic Colleges, has more than 300 full-time faculty members and is situated in an area characterized by an extraordinaryheterogeneity of people, and an extensive array of high technology industries andprofessional services.

Department: College of Business Administration and Public Policy

The College of Business Administration and Public Policy consists of approximately 2,821 undergraduate majors and 396 graduate students in five business departments (accounting, finance and quantitative methods, information systems, management,and marketing), the departments of public administration) and applied studies.The College offers two graduate degrees, an MBA and MPA. The MPA program is accredited by NASPAA. For more information please go to http://cbapp.csudh.edu.

Major Job Duties: Responsible for all non-Curricular activities associated with all MBA/MPA programs (Cohort groups, Television, Internet, Cal State Online, as well as on-campus) to include designing student services systems, coordinating with other campus entities, managing a budget, supervising support staff, and developing and implementing a marketing and student recruitment program.

This is a full-time management (MPP) position. MPP employees serve at the pleasure of the campus President. MPPs do not serve a probationary period and never receive permanent status.

Qualifications: Required Experience: Five (5) years in higher education. Experience managing and marketing educational programs. Preferred: Experience managing graduate programs and demonstrated success in marketing graduate programs.Demonstrated success in working with and interacting within a university environment and working closely with external constituencies. Required Education: Master degree in business or public administration-related field.

The ideal candidate must possess the ability to develop market programs for services (higher education), and conduct information meetings, and call on industry. Must also understand the unique needs of the non-traditional student. Must be able to coordinate the needs of the student with needs of the faculty. Must know how to design and implement student services systems to support non-traditional students. Additional Knowledge, Skills and Abilities Preferred: Knowledge of online instruction and delivery of graduate programs. Ability to provide instruction to prospective faculty or how to design and conduct a technology mediated course.

Condition of Employment: Candidate must pass a Live Scan (fingerprinting) background check as a requirement of employment.

Salary Range: The salary range for this classification is $59,376 to $188,376 annually.

Full health insurance package provided and fixed benefit retirement program available.

How to apply:You can only apply by completing an electronic application at the campus job web site at http://apptrkr.com/295852 Click on “view job opportunities”under “New and returning applicants.” View the list of jobs and click on the one with the job title listed above. The application deadline is Sunday, November 25, 2012.

CSU Dominguez Hills is an Equal Opportunity /ADA Employer.


Faculty PositionsFull-Time, Tenure-Track -

Psychology

Full-Time, Adjunct Faculty(Potential for Tenure-Track) -

CNA/Medical Office Assistant

Technical Theatre

Parkland is a comprehensive community college withan enrollment of approximately 11,000 credit studentslocated in Champaign-Urbana, Illinois (pop. 104,113).Located near the center of the state, our campus is onlya few hours away from Chicago, St. Louis andIndianapolis. We are dedicated to providing programsand services of high quality to our students andcommitted to continuous improvement, to academicachievement and its documentation, and to the conceptof shared governance. We cultivate inquiry, practicalapplication of knowledge, and community involvement.

We seek faculty who will share our commitment toteaching and to the learning college concept; to a strongsense of integrity and collegiality, including valuingdifferent points of view; to the community collegephilosophy; to the use and development of innovativeinstructional technology and learning strategies; tomulticultural education; and to education and service fora culturally diverse student population.We are committedto employing a diverse faculty whose compositionreflects the multicultural student body we serve.

BenefitsComprehensive Health & Dental InsuranceState Universities Retirement System PensionSick Leave-13 days/yearPersonal Leave-2 days/year (accumulate up to 4 days)Life Insurance • Section 125 PlanDisability Insurance403 (b) & 457 (b) PlansInstitutionally supported Professional DevelopmentTuition waiver for employees/family including accessto Campus Fitness Center

Progressive, Professional, Multicultural, High-TechCommunityParkland College Affinity Groups:http://www.parkland.edu/about/affinitygroups.aspx

Home of the University of Illinois:http://www.illinois.edu

Chamber of Commerce:http://www.ccchamber.org/

Convention and Visitors Bureau:http://www.visitchampaigncounty.org/

For detailed information and to apply, go towww.parkland.edu and click on EmploymentOpportunities under Quick Links. Apply by 5pm,Monday, January 14, 2013.

Parkland College, in accordance with applicable laws,ensures equal employment opportunities regardless ofrace, color, gender, gender expression, national origin,religion, age, veteran/Vietnam era status, maritalstatus, medical condition, ancestry, disability or sexualorientation. Questions in reference to employmentopportunities may be directed to the Office of HumanResources.

Two Tenure-Track, Academic Year, Faculty Positions:

Soil Arthropod Ecology – Department of EntomologySoil Microbiology/Vegetable Pathology – Department of Plant

Pathology and Plant Microbe Biology

Cornell UniversityCollege of Agriculture and Life Sciences

New York State Agricultural Experiment Station, Geneva, NYCornell is a community of scholars, known for intellectual rigor and engaged in deep and broad research,teaching tomorrow’s thought leaders to think otherwise, care for others, and create and disseminateknowledge with a public purpose.The Department of Entomology invites applications for an Assistant Professor of Soil Arthropod Ecology. Thesuccessful candidate will develop and carry out an innovative research (60%) and extension (40%) programon the ecology and management of soil arthropods that will address both fundamental questions about soilarthropod ecology and strategies to mitigate pest problems of economic significance caused by soil arthropodsin turfgrass and related industries in New York.

To apply for the Soil Arthropod Ecology position, see the advertisement at: http://entomology.cornell.edu/jobs.The Department of Plant Pathology and Plant-Microbe Biology invites applications for an Assistant Professor ofSoil Microbiology/Vegetable Pathology. The successful candidate will develop a research (60%) and extension(40%) program focused on soil-borne plant pathogens, their relationship with other soil-borne microbes andedaphic factors, and how these interactions affect the development and management of plant disease, with anemphasis on root diseases of vegetable crops.

To apply for the Soil Microbiology/Vegetable Pathology position, see the advertisement online at

https://academicjobsonline.org/ajo/jobs/2247.

Find us online at http://hr.cornell.edu/jobs or Facebook.com/CornellCareers

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UNIVERSITY OF MARYLANDCollege Park, Maryland

ASSISTANT PROFESSOR OF PLAYWRITINGAND PERFORMANCE

The School of Theatre, Dance, and Performance Studies is searching for an Assistant Professor of Playwriting and Performance to teach courses in playwriting and performance technique in both the undergraduate liberal arts curriculum and the MFA in Performance program; maintain

in the performance/production effort in the school, including mentorship of students, coaching, writing, and directing school productions. Playwriting courses should be grounded in the basic Aristotelian/Freytag elements of dramatic structure.QUALIFICATIONS:

interest in cross-disciplinary collaborations are preferred.TO APPLY:

statement of approach to playwriting and performance training. For best consideration,

contingent upon funding.The University of Maryland is an Equal Opportunity Employer.

Minorities and Women Are Encouraged to Apply.


COLLEGE OF SOCIAL SCIENCES Economics

Quantitative 12/05/2012Sociology

Quantitative 12/05/2012

COLLEGE OF SCIENCE Chemistry

Bio Chemistry 10/05/2012Math

Applied Math

COLLEGE OF HUMANITIES & THE ARTS Design

Graphic Design/Information Design 01/30/2013Design

Industrial CAID Innovation 12/03/2012English & Comparative Literature

Career Writing/Composition 10/29/2012

COLLEGE OF ENGINEERING Biomedical, Chemical, and Materials Engineering

Biomedical Engineering 01/08/2013Mechanical & Aerospace Engineering

Aerospace/Flight Operations 02/01/2013

COLLEGE OF EDUCATION College of Education

Director of Ed.D Program 10/26/2012Educational Leadership

Educational Administration 10/31/2012Elementary Education

Science Education 11/03/2012

COLLEGE OF BUSINESS Accounting & Finance

Audit/Managerial/Fiscal 10/01/201210/01/2012

COLLEGE OF APPLIED SCIENCES & ARTS Nutrition, Food Science & Packaging

11/01/2012Valley Foundation School of Nursing

Director 01/16/2013

http://apptrkr.com/295985

CLUSTER HIRES IN CYBERSECURITY AND BIG DATA School of Library & Information Science

Security of Archives Management Information Systems

Cybersecurity in Business Computer Engineering

Embedded & Mobile Systems Computer Science

Information Security Psychology

Human Factors in Cybersecurity

Accounts Payable Clerk

F/T, Responsible for approval & timely processing of invoices for payment by verifying receipt of goods,mathematical accuracy, & agreement to purchase orders. Investigates & resolves all invoice discrepancies;ensure proper credit of refunds & over payments & application of discounts available. Qualifications: HighSchool Diploma req’d. Associate Deg pref. Equivalent combinations of education & exp that provide the req’dknowledge, skills, & abilities will be evaluated on an individual basis. 3 yrs general office exp, includingaccounting & related functions, pref. Proficiency in all phases of the accounts payable & purchasing modules,as well as accessing detail account inquiries to the general ledger module, & student files for serving as backupcashier and/or other registration duties. GTCC is strongly committed to diversity & welcomes applicationsfrom all qualified candidates, particularly minorities & faculty under-represented in higher education.EOE. Open until filled. Visit our website www.gtcc.edu for application & more info.


PresidentThe University System of New Hampshire and the Search Committee of KeeneState College invite nominations and applications for the position of President.

As the public liberal arts college of New Hampshire, Keene State Collegeachieves academic excellence through the integration of teaching, learning,scholarship, and service. The collaborative spirit among the liberal arts,sciences, and professional studies is at the core of the liberal arts education atKeene State College. Keene State College is a leader in applying the principlesof a liberal arts education to today’s challenges and a member of the Council ofPublic Liberal Arts Colleges (COPLAC). Its innovative curriculum and focuson high-impact practices have won national praise. Located in the heart of theMonadnock Region of New Hampshire, the city of Keene is the regional centerfor commerce, employment, culture, and the arts. Keene State College and thecity of Keene have forged a valuable partnership which informs and guidesdecisions and endeavors which are mutually beneficial to KSC and the city.

Keene State College enrolls a total of 5,605 students including 4,787undergraduate students, 104 graduate students, and 169 credit and 545 non-creditcontinuing education students. The College offers 43 undergraduate majors in thearts and sciences, professional programs, and selected graduate degrees. KeeneState College employs 850 faculty and staff and offers degrees through thefollowing schools: Arts and Humanities, Sciences and Social Sciences,Professional and Graduate Studies, and Division of Continuing Education. Theinstitution’s three main areas of commitment are academic excellence and studentsuccess; institutional effectiveness, sustainability, and financial stability; anddiversity in the community, curriculum, and co-curriculum.

The President of Keene State College is the chief executive officer andadministrative head of the college. Reporting to the Board of Trustees of theUniversity System of New Hampshire, the President will also serve as a fullmember of this 27-member board and as a colleague to the Chancellor of theUniversity System of New Hampshire and the presidents of Granite StateCollege, the University of New Hampshire, and Plymouth State University.

The College’s next leader will be committed to the public liberal arts missionof Keene State College and able to effectively communicate the positivedirection in which the institution is headed and the value of this distinctiveeducation. The next President will have significant leadership experience in ahigher education institution or other similarly complex organization, strongbusiness acumen and management skills, the ability to lead and engage thecampus, and successful fundraising experience as well as outstanding academiccredentials. For additional information on Keene State College, pleasereference www.keene.edu.

Initial screening of applicants will begin immediately and continue until theposition is filled or otherwise closed at the Board’s discretion. Keene StateCollege will be assisted by Ellen Brown Landers and Tracie Smith of Heidrick& Struggles, Inc. Nominations and applications should be directed to:

Keene State College Presidential Search CommitteeHeidrick & Struggles, Inc.303 Peachtree Street, NE

Suite 4300Atlanta, GA 30308

Email: [email protected]

As an Affirmative Action/Equal Opportunity Employer, Keene State College isengaged in an effort to build a community that reflects the diversity of society.The College is committed to hiring staff interested in serving students, faculty,

and staff and that bring an appreciation of diversity. The ability to speak asecond language or to bring a multicultural perspective to the campus

is highly desirable.

Assistant/Associate Professor,Tenure Track, Academic Year

Weill Institute for Cell and Molecular Biology / Microbiology

Cornell is a community of scholars, known for intellectual rigor andengaged in deep and broad research, teaching tomorrow’s thoughtleaders to think otherwise, care for others, and create and disseminateknowledge with a public purpose.Cornell University has established and endowed the Weill Institute forCell and Molecular Biology (http://www.icmb.cornell.edu). TheInstitute currently has nine faculty who are located in a $160M newresearch building-Weill Hall-designed by renowned architect RichardMeier, and dedicated in October 2008. The goal of the Institute is tobuild a vibrant center of scientific excellence in basic biology integratedwith existing outstanding programs in cell and molecular biology,chemistry, physics, computational biology, and engineering. Institutefaculty have full academic appointments in basic science departments towhich they contribute teaching and service. The Institute, directed byProfessor Scott Emr, sits in the middle of a set of life sciences researchbuildings on Cornell's Ithaca campus.

The Department of Microbiology (MICRO) (http://www.micro.cornell.edu) in conjunction with the Weill Institute invites applicationsat the Assistant or Associate Professor level. Microbiology currently hasover 40 affiliated faculty members. Candidates with expertise inbacterial cell biology and macromolecular structure-function analysesare encouraged to apply. The ideal candidate will integrate, asappropriate, some of the following: molecular genetics, biochemistry,proteomics, spatially and time-resolved imaging of single cells ormolecules, and modeling to understand fundamental processes in livingcells. Specific areas of interest include: cell motility, secretion, celldivision, stress response pathways, macromolecular assembly andturnover, or molecular systems in bacteria enabling commensal orpathogenic interactions with its host. Questions about this position canbe directed to Joseph Peters, the search committee chair, [email protected].

About Cornell - Cornell comprises a varied array of academic unitsfrom music and literature to astrophysics and veterinary medicine and isa member of the Ivy League. The main campus of Cornell University,which overlooks 40-mile-long Cayuga Lake, is located in the FingerLakes region of Upstate New York, a scenic environment of spectacularlakes, waterfalls, gorges, rolling hills, farmland, vineyards, and stateparks. It is an area with outstanding recreational and summer and wintersports opportunities for individuals and families. For more informationand links to individual attractions, visit http://www.visitithaca.com/.How to Apply - Applicants should submit a curriculum vitae(highlighting 3-5 publications with title and abstract), a research plan(2-3 pages), and a statement of teaching interests. Three letters ofrecommendation are also required. The cover letter should describehow the applicant fits the interests of the Weill Instituteand Microbiology. All materials, including lettersof recommendation, should be submitted electronically tohttps://academicjobsonline.org/ajo/jobs/2251. Applicants musthold a doctorate in an appropriate field. The committee will evaluatecompleted applications beginning January 4, 2013; applications willbe accepted and reviewed thereafter until a suitable applicant isidentified. Administrative questions can be addressed toBill Loftus, Weill Institute’s Director of Administration, [email protected].

Find us online at http://hr.cornell.edu/jobs orFacebook.com/CornellCareers

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POSITIONS

CALIFORNIA

California State University, Dominguez Hills 34

San Jose State University 36

University of California, Davis 29; 33

FLORIDA

Palm Beach State College 32

University of South Florida 31

ILLINOIS

Governors State University 34

Parkland College 35

INDIANA

Indiana University, Bloomington 16

KANSAS

Kansas State University 37

MARYLAND

Johns Hopkins University 37

University of Maryland, College Park 35

MASSACHUSETTS

Tufts University 30

NEW HAMPSHIRE

Keene State College 38

NEW JERSEY

Rutgers-Camden, The State University of New Jersey 39

NEW YORK

Cornell University 30; 35; 38

Westchester Community College 31

NORTH CAROLINA

Guilford Technical Community College 36

OHIO

College of Wooster 33; 36

SOUTH CAROLINA

Clemson University 33

TENNESSEE

Middle Tennessee State University 32

TEXAS

University of Texas at Austin 4

VIRGINIA

Southside Virginia Community College 32

WASHINGTON

Washington State University 29

WYOMING

University of Wyoming 31

INSTITUTIONAL

Purdue University IN 2

FELLOWSHIP

Middle Tennessee State University TN 39

*To see all our “Employment and other Opportunities,”

including all Web Postings, visit our website at www.HispanicOutlook.com

A D V E R T I S I N G I N D E X

UNDERREPRESENTED MINORITY DISSERTATION FELLOWSHIP

Middle Tennessee State University announces the availability of the UnderrepresentedMinority Dissertation Fellowship Program whose purpose is to enhance diversity inresearch, teaching, and service at MTSU through recruitment of underrepresentedminority graduate students who are completing dissertation research.

Fellows will teach one course each semester in an area related to their academic preparationbased on the hosting department need. Fellows are expected to devote significant time tothe completion of the dissertation, work with a faculty mentor and be involved with co-curricular activities including the university’s cultural diversity initiatives.

Fellows will receive academic year faculty appointments to begin August 1, 2013 and areeligible for benefits including health insurance. Salary is $30,000. Fellows must beeligible for employment.

Qualifications: Fellows must be dissertation stage doctoral degree candidates studying ina field taught at MTSU.

Review of applications begins January 6, 2013, and continues until the position is filled.

Application Procedures: To apply for any open position, go to http://mtsujobs.mtsu.eduand follow the instructions on how to complete an application, attach documents, andsubmit your application online. If you have questions, please contact MTSU AcademicAffairs at (615) 898-5128.

MTSU is an AA/EOE.

FACULTY SEARCHES

Rutgers-Camden is the southern campus of Rutgers, the State Universityof New Jersey. It is located in a dynamic urban area, just across theDelaware River from downtown Philadelphia. The campus includesundergraduate and graduate Arts and Sciences programs, a Law Schooland a Business School.

Foreign Languages and Literatures

Assistant Professor of Spanish/Latin American Studies

For specific information about any of these positions, includingqualifications and deadlines, see our website at

http://fas.camden.rutgers.edu/faculty-research/fas-job-searches.

Rutgers University is an Equal Opportunity/Affirmative Action Employer.The University and our departments seek to attract an active, culturallydiverse faculty and staff of the highest caliber. Women and minorities are

strongly encouraged to apply. In addition, Rutgers University is therecipient of a National Foundation ADVANCE Institutional

Transformation Award to increase the participation of women inacademic science and engineering careers.

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

P.O. Box 68 Paramus, NJ 07652-0068

CHANGE SERVICE REQUESTED

“... to bring a child into existence without a fair prospect ofbeing able, not only to provide food for its body, but instruction andtraining for its mind, is a moral crime, both against the unfortunateoffspring and against society” – John Stuart Mill

Before teachers, bridge programs, behavior supports in theschools, remedial education and other special interventions, thepreparation of Latino children for higher education lies mainly

with the parents. The keys to success – a solid academic foundation,self-regulation, social skills and effective coping – all begin at home,with the parents leading the way.

Academic preparation starts with basic conversation. Lower-incomeparents who have limited or negative experiences with school often thinktheir child’s learning starts in school. Regardless of income, academiclearning starts – and grows rapidly – with an intentional focus right athome. The new Latino parent cooing with his infant; the busy motherdescribing everyday objects to her toddler; the father telling hispreschooler what school will be like; the responsible parent checkinghomework of the school-age child and parents conferring with theiradolescent and his/her teachers about the teen’s needs and goals allcontribute to the Latino student’s ability to achieve academically.

Conversation rich in vocabulary and questions – not solely com-mands or criticism – provides basic information for the child andprimes him to confidently ask questions. Those who participate withtheir children in activities, games or dedicated time for reading and writ-ing, encourage it at home and model it positively for their children areahead of the game. Parents using “teachable moments” with their chil-dren in everyday activities promote pragmatic skills based in fact.

Most activities can teach children information that can help academi-cally if the adults involved are willing to connect the dots for them.Explaining how math, science, technology, reading and writing areinvolved in activities like sports, entertainment, commerce or cookingstimulates their interest beyond the classroom. These conversations, atti-tudes and practices make higher education the natural next step for

many Latino students with a solidacademic foundation.

Self-regulation – controlling one’semotions, behaviors and desires – also starts early with children, guidedby the parents. A young Latino child can typically calm herself if herneeds have been met initially and consistently by the parents across time,since infancy. Routine and its predictability are keys to helping a Hispanicchild develop self-control. Consistent patterns of eating, sleeping anddeveloping positive, healthy habits lay the foundation for the self-disci-pline children need in and outside the classroom. The Latino facing anew world of independence in college must call upon that self-disciplineto put academics first and use fun later as a reward for hard work.

Social skills start developing at home with every human interactionthe child experiences. From teaching Hispanic children to take turns andpractice good manners to helping an adolescent manage through toughpeer relationships, parents are the principal models and mentors forLatino children learning how to get along with others. And since the fami-ly is a microcosm of the world, the Latino child can practice handlingmany kinds of situations appropriately at home with family, and thentransfer those skills to school and the larger community. Higher educa-tion demands that students have social skills with peers and professors,assuring the balance between academic and extracurricular involvement.

Effective coping – from handling a heavy workload, approaching a dif-ficult problem, facing loss or overcoming obstacles – is first learned athome. If Hispanic parents discuss and demonstrate determination to man-age challenges, their children will do the same. Families who have a strongspiritual base imbue in their children a coping resource always available –faith under pressure. Latino parents also teach their children to copethrough effective communication, exercise, management of time andresources, and perseverance. If family members walk away from responsi-bility, blame others for their woes or fail to face challenges effectively, chil-dren will follow accordingly. Just as others cannot take an attained educa-tion from us, others cannot take the responsibility for us. That sense ofresponsibility makes all the difference in higher education.

IT ALL BEGINS AT HOMEPPrriimmiinngg tthhee PPuummpp......

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

11/26/2011 building student leaders

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