10/31/2011 Taking our Efforts to a new level by Hispanic Outlook on Education Magazine

OCTOBER 31, 2011

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VOLUME 22 • NUMBER 03

Also available in Digital Format

I-BEST Program

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® Editorial Board Publisher – José López-Isa Vice President & Chief Operating Officer – Orlando López-Isa

Ricardo Fernández, President Lehman College Mildred García, President

Editor – Adalyn Hixson Executive & Managing Editor – Suzanne López-Isa News Desk & Copy Editor – Jason Paneque Special Project Editor – Mary Ann Cooper

California State University-Domínguez Hills Juán González,VP Student Affairs University of Texas at Austin Carlos Hernández, President New Jersey City University

Administrative Assistant & Subscription Coordinator – Barbara Churchill

Lydia Ledesma-Reese, Educ. Consultant Ventura County Community College District

DC Congressional Correspondent – Peggy Sands Orchowski

Gustavo A. Mellander, Dean Emeritus George Mason University

Contributing Editors – Carlos D. Conde Michelle Adam Online Contributing Writers – Gustavo A. Mellander

Loui Olivas,Assistant VP Academic Affairs Arizona State University Eduardo Padrón, President Miami Dade College Antonio Pérez, President

Art & Production Director – Avedis Derbalian Graphic Designer – Joanne Aluotto

Borough of Manhattan Community College María Vallejo, Provost Palm Beach State College

Sr.Advertising Sales Associate – Angel M. Rodríguez Advertising Sales Associate – Cyndy Mitchell

Editorial Policy

The Hispanic Outlook in Higher Education Magazine® is a national magazine published 25 times a year. Dedicated to exploring issues related to Hispanics in higher education,The Hispanic Outlook in Higher Education Magazine® is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®. From time to time,The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues.The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine.The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.

Article Contributors Rosie Carbo, Frank DiMaria, Marilyn Gilroy,Amber M. González, Myrka A. González, Paul Hoogeveen, Angela Provitera McGlynn, Sylvia Mendoza, Miquela Rivera

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Esquina E ditorial

roundbreaking research on the impact of immigrant status on children of Latinos, Asians and others was published last month in the Harvard Educational Review, and the findings are disheartening. Julia Preston, in The New York Times, writes that difficult job situations of undocumented parents “contribute substantially to the lower cognitive skills of children in their families,” and that deportation concerns often keep undocumented parents from actively engaging teachers or enrolling their children in assistance programs. The study, by Marcelo and Carola Suárez-Orozco, Robert T. Teranishi of New York University and Hirokazu Yoshikawa of Harvard, notes that “fear and vigilance” rule the home life of undocumented children and they drift toward “perpetual outsiderhood.” Also cited is in-depth research on 150 college-age “illegals” by Roberto G. González, University of Chicago, who notes that although 31 had finished college and some had earned advanced degrees, “none were in a career that matched their educational training. And many were working low-wage jobs like their parents.” And now we learn that federal judge Sharon Blackburn has upheld many harsh elements of an Alabama anti-immigrant law signed in June. She knocked down provisions against harboring or transporting illegal immigrants and one that barred them from attending Alabama’s public universities, writes Campbell Robertson, The New York Times. But Alabama public schools are now required to track students’ immigration status, undocumented residents may not enter into any contract with the state, and so forth. Mark Hugo López at the Pew Hispanic Center reports that 6.1 million Hispanic children are living in poverty in the U.S., up 37 percent from 2007 to 2010. ¡Adelante! Suzanne López-Isa Managing Editor

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LATINO KALEIDOSCOPE

by Carlos D. Conde

It’s All Greek to Me

his is about Greece, but first, let’s get out of the way a topic prerequisite for this Hispanic-oriented magazine. In a nation of about 11.5 million, less than 1,000 are Latinos, although it gets many Spanishspeaking visitors, largely from Spain. There’s a Mexican food restaurant in Athens, and the other known one is on the island of Crete, the Tex-Mex “Señor Zorba” opened by a repatriate Greek who once lived in San Antonio. We didn’t try them out. We didn’t travel more than 6,000 miles to eat at a Mexican restaurant. The ship on which we sailed the Greek islands, the M/V Louis Majesty, had a crew of 555 that included 33 Latinos, 17 from Castro’s Cuba, 15 Hondurans and one Chilean – all of whom nostalgically jabbered away in Spanish when they found someone who spoke their language. The Latino influence – which is practically nil either by migration or blood relation – aside, Greece remains one of the most awesome sites of ancient civilization. Its intellectual history still resonates in much of modern life. The Greeks are currently in dreadful financial and economic straits, on the verge of collapse, but it wasn’t evident during our visit. It seemed business as usual, with hordes of visitors from all over the world crowding the historical sites, prowling the shopping areas in Athens and filling up the fleet of sailing vessels. I’d taken an ancient civilization course as a college freshman but, as a jock, spent most of that class time hitting on the coeds. Until I recently immersed myself in the subject, all I recalled were classroom smidges relating those glorious, historical B.C. times when Greece was the epicenter of civilization. Besides that Greek course, my only other acquaintance with the Hellenic culture was at the University of Texas (UT)-Austin, where the elitist student fraternities and sororities wrapped themselves in faux Greek names and very discriminately chose their members. The fraternities and sororities called their members “brothers” and “sisters” with tags like Delta Sigma Phi, Delta Upsilon, Alpha Sigma Phi, Alpha Kappa Alpha, chanting that the Greek philosophy “is the guide of life” and the Greek identity reflected their “Hellenic way of thinking.” I suppose that’s what the movie National Lampoon’s Animal House was all about. In those early ’50s, I can’t recall a single Latino invited to pledge a Greek social fraternity or sorority at UT-Austin. For the few Latinos attending UT at that time, the only club available to us was the Catholic Newman Club. Whatever the frolicking Hellenic college life, the influence of the Greek culture is still very evident through the historical remnants left behind from civilization’s cradle days, which spawned many of today’s social structures. The early Greeks didn’t discover fire or the wheel. Their greatest influence was their intellectual contributions to society and their sense of a democratic society in which all are equal participants, except for those they enslaved and their women, who were designated a low rank. One analysis claims, “Ancient Greece is considered by most historians to be the foundational culture of Western civilization. Greek culture was a

powerful influence in the Roman Empire. “Ancient Greek civilization has been immensely influential on the language, political, and educational system, philosophy, art and architecture of the modern world, particularly during the renaissance in Western Europe and again during various neoclassical revivals in the 18th and 19th century Europe and the Americas.” The poet W. H. Auden said, “Had Greek civilization never existed, we would never have become fully conscious, which is to say that we would never have become, for better or worse, fully human.” Probably the most famous philosopher of all time was Socrates, whose legend lives on and who, like some other great thinkers, was an eccentric and a bit of a flake. He preferred to live in poverty, never committed his thinking to paper, and his conversations were unconventional, his intellect unmatched. Some of his detractors accused him of impiety toward the mythical Greek gods, which was considered sacrilegious. He died downing a potion of hemlock as his punishment. He was succeeded by another great philosopher, Aristotle, a student of Plato, the classic Greek philosopher who helped set the foundations of Western philosophy and science. Aristotle was also the personal tutor of Alexander the Great, a towering figure in military warfare who was conquering enemies while still in his teens and died at age 33 under dubious circumstances, while celebrating a victory. There was Homer, the epic poet who wrote The Iliad and The Odyssey. Actually, he didn’t write them down but recited them, and scholars copied them. Besides the central territory of Greece where Athens, the capital, is located, Greece has 140 inhabited islands, the biggest being Crete, Rhodes, Mykonos and the popular Santorini. Greece was the founder of the Olympic games, and some portions of the site, like the stadium, the track and field facilities, still exist. There are so many historical sites throughout Greece, with its rich ancient history, it’s difficult to cover them all in a three-week span. As a historical reference, Greece is among the unmatched, but there are ancient civilizations in other parts of the world, like China, Egypt, India and the Americas, whose contributions, perhaps not as extensive, nevertheless left their imprint for future generations to examine. Some notable ones were the Nazca, Aymara and Incas in the Central Andes of Peru and Bolivia, and in Mexico, the Olmecos, Zapotecs and Aztecs. Important as they were in their region’s evolution, their lack of a recorded history, save for the deciphering of ruins by archeologists, has left us with an incomplete history, unlike the Greeks, who, among their legacy, were able to communicate and chronicle their existence.

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Carlos D. Conde, award-winning journalist and commentator, former Washington and foreign news correspondent, was an aide in the Nixon White House and worked on the political campaigns of George Bush Sr. To reply to this column, contact Cdconde@aol.com.

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MAGAZINE® OCTOBER 31, 2011

CONTENTS Our Lady of the Lake Tailors New Initiative to Mexican-Americans by Marilyn Gilroy

Page 15

La Raza Focuses on and Proves the Empowerment of Latinas by Peggy Sands Orchowski

Students Receive College-Level Credit with I-BEST Program by Frank DiMaria

Speaking Out on Campus Addiction and Sexual Assault by Michelle Adam

Educators Develop a Bilingual Online Math Program that Works by Sylvia Mendoza

“Early College” Boosts Retention

by Angela Provitera McGlynn

Study Examines Retirement Plans for Charter School Teachers by Paul Hoogeveen

Online Article Vermont Academy Launching Satellite Campus in Spain by Rosie Carbo To view this and other select articles online, go to our website: www.HispanicOutlook.com.

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DEPARTMENTS Latino Kaleidoscope

by Carlos D. Conde

It’s All Greek to Me

Scholars’ Corner

by Amber M. González

Hispanics on the Move

H igh S ch oo l Fo ru m

New Study Links Bullying to Lower High School GPAs by Mary Ann Cooper

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FYI...FYI...FYI...

Interesting Reads (Online only)

Book Review

by Myrka A. González

The Nanotech Murders (Online only)

Priming the Pump...

Back Cover

by Miquela Rivera

Understanding Marriage and Parenthood Might Help Latino Youth Complete Higher Education First

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HO is also available in digital format; go to our website: www.HispanicOutlook.com. Cover photo courtesy of Our Lady of the Lake University 1 0 / 3 1 / 2 0 1 1

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INNOVATIONS/PROGRAMS

Our Lady of the Lake Tailors New Initiative to Mexican-Americans

The

by Marilyn Gilroy largest of all Hispanic groups, Mexican-Americans, have produced a surge in the number of students seeking postsecondary education. According to a report from the Pew Hispanic Center, the surge is attributable to the immigration wave that has brought more than 10 million immigrants to the United States from Mexico in the past few decades. The report noted that these Mexican immigrants were generally a young group with higher average fertility rates than Americans. Statistics show that from 2000-2010, about 7.2 million babies of Mexican origin were born in this country while 4.2 million new immigrants arrived from Mexico. Many experts believe that how the new generation of MexicanAmericans is educated and incorporated into the work force and economy will have far-reaching effects on the future of the United States. One city ahead of the curve in feeling the impact of this population growth is San Antonio, Texas, home of Our Lady of the Lake University (OLLU). The university’s student enrollment is 63 percent MexicanAmerican, five times the national average. Recognizing the need to educate these students, OLLU has launched the Higher Education for a New America, or HENA, described as an initiative “to better reach, teach and graduate the students who are changing the face of America.” “This population has been at our front door and is part of our history,” said Dr. Tessa Martínez Pollack, president of OLLU. “The current demographics clearly indicate we need to do more to help these students succeed in college.” Martínez Pollack, herself of Mexican-American descent and a product of the city’s West Side, described San Antonio as ground zero when it comes to the profile of tomorrow’s college-going students. Last fall, for the first time, the majority of first-graders in Texas were Latinos, and in 10 years, these children will be entering college. The rest of the country will be similarly affected. “In 40 years, there will be more Latino children in U.S. public schools than Anglo children,” said Martínez Pollack. “HENA is predicated on the changing demographics of both our city and the country. Our university can champion what must be done for these students to serve the needs of the work force and the public good.” It’s not the first time that OLLU administrators have given thought to this issue. The university already has taken steps in preparing middle and high school students – and their families – for higher education through its College Conexion and University Familia programs. OLLU provides full tuition and fees to more than half of its entering freshmen through its InSpire Program and offers specialized academic advising and mentoring to motivate students to earn their degrees. In addition, OLLU introduced a partnership with Alamo Colleges to open doors to first-generation, working adults to realize their aspirations. But as Martínez Pollack explained, it is time to take these efforts to a new level.

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“This population has been at our front door and is part of our history.”

Dr. Tessa Martínez Pollack, president, Our Lady of the Lake University

“Of course, we have put some services in place and made some changes they would provide meal choices for a proper diet and cultivate healthier over the years,” she said. “But we really thought it was time for us to get bet- eating habits.” ter at what we do by anchoring our structures to produce significant results.” By acknowledging these factors and dealing with them holistically, HENA strategies go to the heart of understanding the role culture plays OLLU gives students a better chance of persisting to their degree. in the educational achievement of Mexican-Americans and other first-gen“We need to match up with students by looking at where they are and eration students. Some of the unique challenges of this group include: getting them to where they need to be,” she said. “We have to use culture parental pressures to quit school and go to work; assimilation in class- as a place to help our students grow.” rooms and residence halls; lack of academic preparation; and an aversion to loans, even when one can demonstrate the return on educational investment. For the HENA program, these challenges are a starting point for creating services and allocating resources that will lead to success. “We have to use culture as a place to help our students grow,” said Martínez Pollack. “For example, many times we end up having to work with families of students as hard as we work with the students themselves. The families ask: ‘Why are you going off to college?’ ‘Why don’t you just get a job?’ ‘If being a car mechanic was good enough for your father, why can’t it be good enough for you?’ “So there really is some family tension to deal with here.” Participants at HENA Strategic Meeting Rather than see the family as an obstacle or detractor for students, the HENA approach is to pull the family into the process and have converAll of this is supported by curriculum changes designed to graduate sations about the value of a college education. Martínez Pollack says that Mexican-American and first-generation students with the talent and once parents see a pathway that will lead to a job and an economic payoff, resources needed for the workplace. The OLLU general education program they begin to accept the need to invest in education. calls for students to have competencies reflecting what employers expect “We don’t see families as a negative or interference,” said Martínez and need. These include technology and information literacy, critical Pollack. “Instead, we build a relationship with the families so they are sup- thinking and problem-solving skills, and the ability to communicate and portive of their son or daughter’s commitment to college.” analyze ideas orally and in writing. Curricular offerings have been added to By examining the role family background and influence plays in the meet these goals. lives of young Mexican-Americans, OLLU has considered factors that might “We instituted a speech and debate program after we heard employers have shaped students’ attitudes toward money and decision making. As talk about the importance of communication skills,” said Martínez Pollack. Martínez Pollack says, many of these students have parents who are laborEmployers also have made it clear that speaking Spanish, a skill that ers or service employees, therefore, they have not been exposed to the ironically is in decline among younger Mexican-Americans, is important in kind of financial planning common to white-collar households in which the workplace, especially in nursing and health care occupations. children are expected to go to college. “We had to give students the message that their language is important, “We found that students from nonprofessional households just do not so we offer the opportunity to develop professional proficiency in Spanish have the same experience as those from professional households,” she as part of our degree programs,” said Martínez Pollack. said. “They did not see their parents routinely gather information or make But the curriculum goes beyond academics and includes a commitment long-term decisions about education and money. That made us realize that to cultivate leadership skills through internships. As described by the unistudents need training in financial literacy.” versity, the internships prepare students who are grounded with community But consideration of culture goes even deeper. Martínez Pollack says values, ready for careers and for advanced learning. The HENA initiative has they have looked at health care issues that might be prevalent. set a goal of 100 percent participation in an internship or practicum. “Many of our students come from families with diabetes issues,” she The current participation rate among graduates is 55 percent. said. “So even our food services vendors were chosen with the idea that Response to HENA has been overwhelmingly positive, says Martínez

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Pollack, on and off campus. The initiative has received support from 26 influential members of the area’s business community, and the members of the university’s board of trustees are solidly behind it. Henry Cisneros, former mayor of San Antonio and former U.S. secretary of housing and urban development, is one of the community leaders who sees HENA as good for the future of San Antonio and a more prominent role for Latinos. “It is time in our nation’s development that an institution of higher education would adopt as its core mission the development of Latino leadership,” he said. “Our nation needs Latinos who have been prepared academically, are committed to their societal obligations and are tested in real-world leadership experiences.” It is no surprise to those familiar with OLLU that this small university would take such a big step to serve its core population. Since its founding in 1895, Our Lady of the Lake University has been deeply connected to the history and community of San Antonio. It is located in one the most densely populated and poorest parts of the city with some of the lowest completion rates for high school and college. But despite its size, OLLU has consistently been ranked among the top 50 universities in the country for awarding master’s degrees to Hispanics. It also has been named one of the best universities for promoting Latino success in STEM fields. “OLLU is perfect for this special role because of its location, its demographics and its historic sense of mission,” said Cisneros. “The key is infusing that commitment into the marrow of every university function and program, from top to bottom.”

Noting that only 13 percent of Hispanics 25 years and older have a bachelor’s degree, and nine out of 10 low-income, first-generation students leave college within six years – without a degree, Cisneros said, “Those statistics are not acceptable, and HENA is part of the solution.” And the benefits of HENA will reverberate for years to come. “The economic impact of a growing population with college degrees can do more than face the challenges of our city,” said Cisneros. “It will provide better-educated employees for companies, community leaders who care about the future of our city and make San Antonio an education destination.” HENA supporters hope it will become a national movement, with institutions collaborating to share resources and best practices. They point out that the city was the launching pad for the Hispanic Association of Colleges and Universities (HACU) more than 20 years ago. The organization was started in a small office on the campus of OLLU and grew to a force for more than 450 colleges and universities across the nation. Martínez Pollack says that OLLU certainly does not have all the answers to the new educational challenges, but is in a position to facilitate the conversation with others seeking to prepare a soon-to-be majority of Americans. “We need to take a careful look and ask: who is the new population that we are serving?” she said. “We sometimes throw a lot of money at education to try and solve problems, but this time, we need to dig deeper and deal with the cultural sensitivities that our students bring to higher education.”

Tenure Track Faculty Position – Cornell University, Ithaca, NY Weill Institute for Cell and Molecular Biology / Microbiology Cornell University, located in Ithaca, New York, is an inclusive, dynamic, and innovative Ivy League university and New York’s land-grant institution. Its staff, faculty, and students impart an uncommon sense of larger purpose and contribute creative ideas and best practices to further the university’s mission of teaching, research, and outreach. Cornell University has established and endowed the Weill Institute for Cell and Molecular Biology (http://www.icmb.cornell.edu). The Institute currently has nine faculty who are located in a $160M new research building—Weill Hall—designed by renowned architect Richard Meier, and dedicated in October 2008. The goal of the Institute is to build a vibrant center of scientific excellence in basic biology integrated with existing outstanding programs in cell and molecular biology, chemistry, physics, computational biology, and engineering. Institute faculty have full academic appointments in basic science departments to which they contribute teaching and service. The Institute, directed by Professor Scott Emr, sits in the middle of a set of life sciences research buildings on Cornell’s Ithaca campus. The Department of Microbiology (MICRO) (http://www.micro.cornell.edu) in conjunction with the Weill Institute invites applications at the Assistant Professor level. Microbiology currently has over 40 affiliated faculty members. Candidates with expertise in bacterial cell biology and macromolecular structure-function analyses are encouraged to apply. The ideal candidate will integrate, as appropriate, some of the following: molecular genetics, biochemistry, proteomics, spatially and time-resolved imaging of single cells or molecules, and modeling to understand fundamental processes in living cells. Specific areas of interest include: cell motility, secretion, cell division, stress response pathways, and macromolecular assembly and turnover. Questions about this position can be directed to Joe Peters, the search committee chair, at jep48@cornell.edu. 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 of recommendation are also required. The cover letter should describe how the applicant fits the interests of the Weill Institute and Microbiology. All materials, including letters of recommendation, should be submitted electronically to https://fastmicro.icmb.cornell.edu. The committee will evaluate completed applications beginning December 1, 2011; applications will be accepted and reviewed thereafter until a suitable applicant is identified. Administrative questions can be addressed to Cathy Williammee, Weill Institute Manager, at icmb_recruiting@cornell.edu. About Cornell – Cornell comprises a varied array of academic units from music and literature to astrophysics and veterinary medicine and is a member of the Ivy League. The main campus of Cornell University, which overlooks 40-mile-long Cayuga Lake, is located in the Finger Lakes region of Upstate New York, a scenic environment of spectacular lakes, waterfalls, gorges, rolling hills, farmland, vineyards, and state parks. It is an area with outstanding recreational and summer and winter sports opportunities for individuals and families. For more information and links to individual attractions, visit http://www.visitithaca.com/.

Cornell University is an affirmative action/ equal opportunity employer and educator.

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La Raza Focuses on and Proves the Empowerment of Latinas CONFERENCES/CONVENTIONS

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by Peggy Sands Orchowski

thing was clear at the National Council of La Raza’s (NCLR) annual conference in Washington, D.C., in July – the empowerment of the Latina is a major priority and an increasing success. Latinas are visible, vocal and vital in every aspect of the organization. “A Latina Perspective” was one of the six major tracks at the conference. Latina empowerment was highlighted in workshops on business presented by the Hispanic Women’s Corporation; in a NCLR report on its “Latina Wisdom Project,” in a presentation on teenage pregnancy prevention and in a workshop called “Own It” about women entrepreneurship, among others. Latina empowerment was even evident in the first evening’s entertainment session, the Nuevo TV’s Comedy Night featuring three hilarious stand-up comedians, including the side-splittingly funny Debbie Gutiérrez. But the “Empowerment of Latinas” focus was most evident at the “Latina Brunch” when La Raza President Janet Murguía, recognized by many organizations as one of the most powerful women in America, introduced the “incomparable” keynote speaker, Arianna Huffington. “In her past life, Huffington must have been a fierce warrior and a wise Latina,” laughed Murguía. “She is certainly now the American Dream personified.” Born in Greece, Huffington spoke about being raised by a dedicated mother after her father, “a terrible philanderer,” left; and how her mother sacrificed everything to save enough money to send Arianna to college at Cambridge, England, because that was her daughter’s dream. After receiving a master’s degree in economics, she told how she received more than 35 rejections of her first book before it being published, when she then went to America and, as Murguía puts it, “with incredible immigrant spirit, dove into politics and journalism.” As blogger Angelica Pérez-Litwin gushed online for “Nueva Latina” during the luncheon: “Amidst a room filled with over 1,800 Latinos of all ages, nationalities and professional back-

grounds, this influential social icon stood in front of us and immediately felt like one of us.” Huffington has the advantage of a life story that fits just about any audience. As she said herself, in her heavy Greek accent: “We are brought together here by our shared immigrant experiences and by the fact that immigration expressly is the foundation of America,” she said. “So it is truly so great for me to be here, walking around and greeting so many people with accents. It’s all good.” She joked, “Henry Kissinger told me years ago to never underestimate the incredible advantage in American public life of total and complete incomprehensibility.” A mother of two college students, she recalled that when she was growing up her mother made her believe that “failure is not the opposite of success; it is a steppingstone to success. That’s what I call fearlessness,” she said. “Fearlessness is really about getting up one more time after you fall down.” Conquering fear also makes one more empathetic, Huffington said. “In order to move the country away from fear, we need to stop the scapegoating; the fear of ‘the other’ – the immigrants. We need to teach people how to expand themselves, as we become increasingly empathetic – and interdependent.” As the new president and editor-in-chief of the AOL Huffington Post Media Group, which bought out her highly successful Huffington Post just six years after she launched it, the way Huffington wants to increase empathy is by having Latinos “share our stories.” She launched a new online site, “Latino Voices,” in October to do just that. “The success of 50 million-plus Latinos in America means that their success is vital to all,” said Huffington. “We must be sure we and our children have the education to succeed,” Huffington concluded. “And we have to share our stories.” That message matches the mission for the NCLR envisioned by Murguía. “We are working on telling our story every day,” she often says, and the visibility of Latinos and Latinas in the media is one of her key concerns. As president,

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she has “sought to strengthen the Latino voice in the media” and has appeared on all the major cable news shows as well as PBS. Murguía received her B.S. degree in journalism in 1982 at Kansas University, then went on to earn a B.A. in Spanish and a J.D. from the Kansas School of Law. Like Huffington, Murguía also dove into politics and journalism, working for a Hispanic state legislator and then deputy assistant to President Bill Clinton in the White House before becoming vice chancellor for university relations at her alma mater. She sees La Raza’s strategy to promote fair, accurate and balanced portrayals of Latinos and Latinas in the entertainment industry ... by telling real stories, according to Huffington’s message. But the message that the blogger Pérez heard from Huffington was “don’t give up on yourself.” That was certainly the theme of the panel of successful Hispanic, Asian- and AfricanAmerican business women who discussed “Bridging the Gap ... Building the Future.” All of their stories were of struggle and surprising success. The number of Latina-owned businesses is 44 percent compared to a national of 18 percent,” Huffington had pointed out. But these professional leaders emphasized that as women, they especially had the skills to “collaborate” and to work with others from all ethnic groups. “You’re not an island,” the officials from PepsiCo. Inc., Walmart, Kraft Food and Campbell Soup Company agreed. “You can’t achieve success by yourself. You have to get help and help others along the way. Having a mentor – and later being one – is a key to success.” The women business leaders had all experienced ethnic and gender discrimination. “We need to change stereotypes, be they about ‘angry’ Blacks or ‘yielding’ Asians or ‘obeisant’ Hispanic women,” they all agreed. “You learn to work with ambivalence and change.” In our next issue, the last article in the series from the La Raza conference will address the Latino demographic and the electorate.

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Students Receive College-Level Credit with I-BEST Program INNOVATIONS/PROGRAMS

by Frank DiMaria

any of America’s community colleges face the challenge of educating basic skills students, those students who have very low levels of academic skill. The community colleges of Washington state are no exception. Washington State Board for Community and Technical Colleges (SBCTC) research finds that only 13 percent of English as a Second Language (ESL) students and less than a third of adult basic education (ABE) students continue on to college-level work.

Marcos Valle, Ph.D., instructor, International Division, Edmonds Community College

Nationally, more than 2.5 million students take adult basic skills courses through community colleges, high schools or community organizations. Often, these students hold low-skill jobs or are not employed at all, and few successfully transition from basic skills courses to collegelevel coursework that would help them earn credentials that would increase their chances of securing jobs paying family-supporting wages. Barbara-Jacala Whalen, student support specialist at Edmonds Community College in Lynnwood, Wash., says she knows about the lack

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of confidence ESL and ABE students can experience as a result of their lack of academic success. “I teach a class here called Keys to Success, and I discuss multiple intelligences, and we talk not about how smart you are, but about how you are smart. When I tell my students this, many cry and say, ‘Why didn’t anyone tell me about this before?’” says Jacala-Whalen. “It’s all about teaching them confidence, a feeling very few have had,” she says. And Marcos Valle, Ph.D., an instructor in Edmonds’ International Division, knows about their hardships. “I’ve heard from a student who ‘had to raise myself’ due to family chaos. Others may be young, unmarried parents, caring for a child or more. Others may have heretofore unattended learning disabilities.” Most recently, Valle has welcomed soldiers returning from war theaters in need of further education and job placement. Valle’s ABE students face financial obstacles, scheduling obstacles and a lack of sufficient prior education. Many have difficulty adjusting to a dynamic, complex, diverse environment and have difficulty balancing academic life. ESL students might have the roughest time. In many cases, the ESL student “used to be somebody,” as one of Valle’s students put it. In their native countries, they were accountants, nurses and veterinary technicians. “A student in one of my spring quarter classes was a psychotherapist in her country. Now they are looking for their new voice while struggling to redefine their identity and build a new life while learning another language and navigating a new culture. “Some ESL students may be illiterate in their own languages, some may be elderly, some may come from removed rural areas. Some may come from war-torn regions. They all find themselves now in a culture that depends tremendously on reading, on technology, on the complex dynamics of urban environments, or may find themselves in the same academic space with fellow students who were on ‘the other side’ of whatever war they are running from. As you can see, the difficulties are many,” says Valle.

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To increase the rate at which ABE, ESL and GED students advance to and succeed in collegelevel occupational programs, SBCTC developed the Integrated Basic Education and Skills Training (I-BEST) program. In the I-BEST model, a basic skills instructor and an occupational instructor team teach occupational courses with integrated basic skills content, and students receive collegelevel credit for the occupational coursework. IBEST classes integrate college credit courses with English-language and adult basic skills and include five hours a week of noncredit ABE and ESL instruction. I-BEST increases the rate at which basic skills students succeed in college-level coursework leading to certificates and associate degrees in high-demand fields. In AY 2010-11, Edmonds Community College served 232 I-BEST students. The average persistence rate (rate of students continuing from quarter to quarter to complete a degree) is 82 percent in Edmond’s IBEST program. Edmonds issued 158 certificates to 106 I-BEST students, and only had a 14 percent dropout rate. I-BEST programs cover a wide range of occupations, with courses in areas such as as nursing and allied health, computer technology and automotive technology. With integrated programming, basic skills students get the benefit of support from basic skills instructors while earning credit toward a certificate or degree. Jacala-Whalen says that currently more than 140 I-BEST courses are offered statewide at community colleges in Washington. In addition to helping students succeed, IBEST courses save them time and money because they dispense with prerequisites. For example, for students who need two or three math courses before they may enroll in a computer science course, those prerequisites will be satisfied by the single computer science IBEST course. Students are learning the computer science and the basic math skills required for the class concurrently. In addition to saving students time, Jacala-Whalen says, I-BEST courses also make the financial

aid people very happy because the school spends less on financial aid. Before an I-BEST course is offered, the two professors assigned to the course must first determine the most effective way to team-teach that course. They do this by developing the teaching strategies that they will employ for that specific course. The I-BEST program recommends six teaching strategies from which the instructors can choose: traditional team teaching, collaborative teaching, complementary/supportive team teaching, parallel instruction, differentiated split class, and monitoring teacher. In the traditional team-teaching strategy, all instructors utilize the instructional time to present the same curriculum in different formats and approaches. This strategy prizes multiple intelligence approaches and current cognitive science. In the collaborative teaching strategy, instructors explore theory and curricula

Barbara-Jacala Whalen, student support specialist, Edmonds Community College

through Socratic discussion between instructors and students. Student-led discussions and small group work may also be used. Instructors act as guides to prompt an exchange of ideas between the students. The complementary/supportive team-teaching strategy requires instructors to maintain their separate roles as core content instructor and basic skills support instructor. Core instruction is provided by the content instructor, and the support instructor follows up with supplemental activities to dissect the core lecture, text

book and curriculum. The Parallel instruction strategy embraces both instructors as leaders in the classroom. When the class is divided into groups, each teacher is responsible for leading identical curriculum to his/her individual group. In the differentiated split-class strategy, the instructors use their increased manpower and divide the class into skill levels, addressing those skills separately. This technique addresses the varied progress between student populations within a class. In the monitoring teacher strategy, one teacher assumes the responsibility of instruction while the other monitors student behavior and curriculum acquisition. For instructors who are not used to sharing their teaching space, the I-BEST model can take some getting used to. “People are just people, and issues will arise. One might have feelings of insecurity or inadequacy, or communication skills might be worked on. Different levels of professionalism or different levels of passion for/dedication to the subject matter and students might also arise and make the work relationship one that requires attention. I can see how these situations might occur. I was fortunate to work in IBEST situations in which both the content instructor and I checked our egos at the door and allowed ourselves to make mistakes and be recipients of – and donors of – input and feedback and learning,” says Valle. The six team-teaching strategies of the IBEST program may be employed in one of four I-BEST instruction models: nonintegrated; nonintegrated instruction with separate, contextualized basic skills; partially integrated instruction; and fully integrated instruction. In the nonintegrated model, the content instructor teaches his/her class as in a traditional classroom. However, the basic skills instructor is in the classroom for clarification and support. In the nonintegrated instruction with separate, contextualized basic skills model, the two instructors work independently. Typically, they will review each other’s lesson plans, and the content instructor will provide the basic skills instructor with input on the latter’s plans applicability, relevance and/or accuracy for the content class. In this model, two different classes are taught on the same subject – one by each instructor. In partially integrated instruction, the content instructor listens to the basic skills instructor’s feedback on text selection, curriculum organiza-

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tion and layout and pedagogy. For instance, a basic skills instructor might suggest that the content instructor replace the lecture-only model of teaching with more student-centered practices, from role-playing to group work to group presentation, to name a few. They cooperate together in the class. The fully integrated model might be described as a marriage of content and basic skills support, as both take place concurrently in the classroom. Typically, instructors will discuss their strengths and weaknesses and structure the classes so as to benefit from both instructors’ strengths. “If, for instance, one instructor is very good at, say, organizing role-playing scenarios (not my strong suit), the other will allow the first to use that skill to foster student learning as they advance the curriculum together. In my most recent I-BEST experience, I teach just straight ESL. My co-instructor and I worked together at the front of the class, cooperating with one

Crhistian Blanco, of Managua, Nicaragua, I-BEST student at Olympic College

another, picking up where the other left off, breaking down concepts, and establishing connections with previously presented content, completing and complementing each other’s thoughts and work. Both content and basic skills happened throughout all classes,” says Valle. This pairing up requires that instructors decide how they are going to tackle the lessons, such as what model of instruction they are going to use. “In our program, we tend to allow for as much integration as possible. It’s possible that in cases where there might be a lot of territoriality,

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a non-integrated model might be in the best interest of students,” says Valle. And that’s the key; keeping the best interest of the students in mind. I-BEST courses should appear seamless to the students and offer the best possible environment for learning. Crhistian Blanco, a native of Managua, Nicaragua, was first introduced to the I-BEST program at Olympic College and transferred to Edmonds to enroll in the I-BEST accounting program, which was not offered at Olympic. For Blanco, the experience has been incredibly positive. Since enrolling in the class, Blanco has had the opportunity to reinforce his “English and accounting knowledge in many aspects,” he says, reaching a level of proficiency he had not expected. Having an I-BEST instructor in a classroom is like having a second set of eyes and ears, an advocate for the students. For example, when Blanco would fall behind in his note taking in his accounting class because of his lack of English proficiency, his I-BEST instructor would ask the accounting professor to repeat what he had just said, allowing the ESL students

to catch up. “She always was aware of the students who were not understanding the material by just looking at my classmates’ faces and asking our accounting teacher questions for us. As an instructor, she knew who understood the subject and who did not. At least, this is my perception from having seen her doing her job. She was definitely an important and crucial part in that I-BEST class for every student to succeed,” says Blanco. The I-BEST instructor was ever-present in Blanco’s accounting class, where she reviewed complicated accounting terms with the ESL students and asked questions that most of the ESL students could not ask because of the language barrier. “Every single day she was in that class, she found a very clear way to re-explain everything that our accounting teacher taught us about accounting,” says Blanco. But the I-BEST instructor’s role did not end in the accounting classroom. She would meet with her I-BEST students in her classroom where she would review dynamic accounting activities and electronically share the notes she had taken

Vice President of Student Services (#3ASP01) The Chabot-Las Positas Community College District is seeking a Vice President of Student Services for Las Positas College in Livermore, CA. The Vice President of Student Services is the Chief Student Services Officer and is responsible for the overall design, organization, delivery, supervision, evaluation, and fiscal management of a comprehensive student services program including admissions and records, counseling and advisement, matriculation, financial aid, Veterans’ affairs, assessment, transfer/career center, health services, Extended Opportunity Programs & Services, Disabled Student Programs and Services, CalWORKS, course and program articulation, student outreach and recruitment, international student services, community education, student discipline, student grievances, student scholarships, student government and activities, and the One Stop Career Center. $130,430 - $154,911/yr. Closing date: 11/07/11, 5 p.m. (Pacific Time). For a complete description, the interview schedule, and to apply for this position, visit us online at www.clpccd.org/hr. EOE

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through Blackboard. “Periodically, she went though our accounting material in her class and tested our knowledge of it. It seemed to me that she did all of these things to find out what problems we were having. Usually, she was very creative in her class. She helped us to boost our learning process and English skills by making us read accounting concepts, encouraging us and walking us though every exercise. Undoubtedly, the job she did jointly with our teacher allowed many of us to successfully pass the accounting class and keep moving forward despite all of the English issues we faced in it,” says Blanco. Edmonds was one of five community colleges in the state of Washington that piloted the I-BEST program back in 2006, offering just one computer course. All I-BEST participants must qualify as basic skills students. Washington State’s only requirement for I-BEST eligibility is that students score below a certain cutoff on a standardized basic skills assessment. Individual colleges, however, often have additional academic and personal criteria for student participation. IBEST students are, on average, more likely than other basic skills students to be older, female, to have a GED or high school diploma and to be enrolled in college full time. Further, a higher percentage of I-BEST students are in the lowest quintiles of socioeconomic status. Colleges recruit students for I-BEST from their own basic skills courses and through partnerships with outside organizations and businesses. Still, IBEST programs have varying degrees of success in recruiting enough students to warrant offering all their I-BEST courses every quarter. Blanco was one of those lucky students who was successfully recruited into Edmond’s I-BEST accounting program, and as a result he has blossomed as a student and has set his sights on completing an associate degree. “I strongly believe that the I-BEST program can make people believe in themselves and take them down a path that can give them back the hope of getting a higher education. This program I got into can completely make people dream about reaching a college education they have never gotten, or finish a career they have never been able to complete,” says Blanco.

INNOVATIONS/PROGRAMS

Speaking Out on Campus Addiction and Sexual Assault

The

by Michelle Adam statistics are mind-boggling: One thousand eight hundred twenty-five college students between the ages of 18 and 24 die annually from alcohol-related unintentional injuries, including motor vehicle crashes. Nearly 600,000 students between ages 18 and 24 are unintentionally injured under the influence of alcohol, and about 700,000 between 18 and 24 are assaulted by another student who has been drinking. In addition, 97,000 students between 18 and 24 are victims of alcohol-related sexual assault or date rape, and about 25 percent of college students report academic consequences of their drinking, including missing class, falling behind, doing poorly on exams or papers, and receiving lower grades overall (according to NIAAA, the National Institute on Alcohol Abuse and Alcoholism). Unfortunately, these statistics are worse than those of a decade ago. According to NIAAA, binge drinking, and driving while intoxicated have increased since 1998 (DWI student reports increased from 2.3 million to 2.8 million). In 2001, there were an estimated 1,700 alcohol-related unintentional injury deaths among students 18 and 24, an increase of 6 percent among college students since 1998. In addition, the connection between alcohol abuse and sexual assault on campuses has only become stronger and more evident. What’s different today, though, on a positive note, is that finally people are speaking out on this topic. One such speaker, Elaine Williams, has experienced firsthand addiction, sexual assault and low self-esteem as a college student, and is now traveling across the country to speak to this reality on college campuses. “I like to think that there is a lot more awareness now about addiction and sexual assault issues on campuses than in the ’80s when I went to school,” said Williams, who works with Admire Entertainment, a speakers’ agency out of New York. “Every time I go on stage, I pray that I can help someone. If I can help one kid, then all this travel is worth it.” Williams met Barbara Meyer, president of Admire Entertainment, about a year ago, and since then she’s been speaking to students on addiction, sexual assault and eating disorders. Williams brings to the stage her skills as a New York comedian (including appearances on Saturday Night Live and HBO), and a Certified Ford Institute Life Coach. She shares her personal story with humor and hope. Raised in Dallas, Texas, Williams tells students about her childhood, growing up with a raging alcoholic stepmother, and many incidents of sexual assault from close family members and neighbors. “I tried to tell my stepmother and father, but they said that I was being dramatic. I became bulimic and began abusing laxatives off and on for 12 years,” she said. “When I got to college, I made a deal with myself that as long as I get good grades I could do anything I wanted. I drank every night and took ecstasy on weekends my freshman year. I still abused laxatives, but not as much as before. Also, my freshman year I was part of an attempted date rape. I was

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“I think sexual assault is

occurring much more than before, and it is still not being talked about enough. Many schools want to handle this internally, and there’s still a double standard for women.” Barbara Meyer, president, Admire Entertainment nervous and insecure, so I’d drink extra on dates. On one date, I woke up from blackouts with a guy on top of me.” Williams tells students how her substance abuse continued despite its eventual impact on her grades and its precipitation of harmful events that took place on and off campus. “By my junior year, I was snorting crystal meth. Because I had had a lot of sexual stuff happen to me, I had a lot of shame. I know there’s a strong correlation between shame and addiction,” she said. “I had been an A student with a couple of B’s. But then my grades went down to C’s the semester I was on crystal meth. Also, during my spring break, I had memories of coming in and out of a closet with guys taking turns on top of me. I had been drinking all day, and I know I wouldn’t have been in that situation if I had not been drinking.” Williams’ story is difficult to hear, but her message is highly relevant. With nearly four out of five students (78 percent) having consumed alcohol by their senior year in high school (and one of four females molested by the time they are 18, and one in six males, according to Williams), it’s crucial that students learn to be careful. Williams teaches moderation. “I teach students to breathe and slow down. I show them relaxation techniques so they can learn to deal with the stress of college life. If you come from stress, anger, fear or frustration and then you start to party, that is when dangerous stuff happens,” she said. “I tell them not to leave a drink unattended because of all the date rape drugs. And to always go with a party buddy and a designated driver. I also address what to do if you aren’t driving. Just because you aren’t driving doesn’t mean you don’t need to be safe. All of these assaults happen on college campuses.” Admire Entertainment has been addressing these issues with students in other ways for years now. One specific program the agency has created for students throughout the country is called Playfair. Speakers visit about 350 campuses within a three-week period in the beginning of the school year for orientation. Admire Entertainment President Barbara Meyer calls it “an orientation show that is an icebreaker. We want students to feel secure right away in their communities. They say students drop out of school because they feel isolated and not because of grades. So we want students to know each

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other from the beginning.” “There are lots of studies that show there is a direct link between sexual assault and substance abuse. And there’s a direct link between sexual assault and food disorders. It’s all about stuffing feelings down and selfmedicating to ease the pain,” said Meyer. “The trend is also that students are trying to keep up with the fast pace of technology and what they see in the media, and so they will do anything to keep up. It is even more difficult than before for students to avoid all the media where everything is overly sexualized. It’s also dangerous that on every channel there is always the latest fad. ... There’s a lot of pressure.” While these kinds of issues are less “hidden in the closet” than they used to be – and there are more resources for addressing concerns related to sexual abuse, addiction or eating disorders – Meyer feels not enough is being done to address what’s really happening. “I think sexual assault is occurring much more than before and it is still not being talked about enough. Many schools want to handle this internally, and there’s still a double standard for women,” she said. “Our goal is to encourage students not to be silent.” Hispanic students have their own challenges to deal with on college campuses, said Meyer. “I do a lot of work with schools in the Southwest part of the country, and am especially fond of schools in Southwest Texas. Many of these students are first-generation and bilingual. Many of them stay within 100 miles of their homes,” she said. “These kinds of issues often aren’t talked about in their communities. When I speak to schools with high Hispanic populations or Asian populations, a lot of these topics are rarely out there in the forefront.” In addition to issues of sexual assault and addiction being quieted more in Hispanic or Asian-American communities, Hispanic students often face the challenge of being the first in their family to attend college. Said Meyer, “People who come from Hispanic communities often come from close-knit families and cultures. When they come into a large-school environment, they can be prey.” “The other day, a Hispanic boy came to me and told me that he had just been sexually assaulted when he had been drunk,” she said. “I am amazed with how many students come up to me to tell me about themselves or their mother, brother or sister. I have at least a few people every time come up to

me sharing their stories. Sometimes no one wants to admit to me that they have a problem, so they tell me about family members or others struggling.” Williams says, “I teach students how to party safely. We know that drinking is often a part of the college experience. My goal is to give students some tools to make healthier decisions when they are under peer pressure. I talk about how alcohol affects your ability to reason and affects your inhibitions.” For many students who hear Williams or other speakers addressing these kinds of issues, the words come too late. Yet it’s never too late to heal the wounds inflicted. “My final point is the importance of talking about this with the right person. I would often reach out, but to the wrong person,” said Williams. “There is something so healing about being able to share with those who have had the same experience. You know you are not alone and that it

really happened. I think there is something very powerful about getting this out of our bodies. We carry all of this emotional stuff in our bodies.” With each campus visit, Williams hopes she can open a door that will allow students to heal and feel safer on campus. Her speech prior to The Hispanic Outlook interview was in Las Cruces at New Mexico State University (NMSU). Here she was pleasantly surprised to discover ways in which the school aimed to make campus a safer place for students. At NMSU, students could use a free cab service, and if “you are studying late and need to come across campus, they will pick you up in a golf cart and take you home,” said Williams. “This is a phenomenal service we should have nationwide.” Changing the campus environment so it is safer for all students seems like it will take time, though. First, “universities need to educate their students,” said Williams. And students will need to change their habits and build greater awareness for a safer campus community to develop.

Scholars’ Corner As an aspiring elementary schoolteacher, I once hoped to empower and prepare elementary school students to pursue education beyond high school. However, as I continued through the educational pipeline myself, I realized that there were multiple challenges throughout the pipeline and that not only is access to postsecondary education of high importance, but of equal importance is persistence within higher education. Hispanics are the nation’s fastest-growing minority group, and although a large minority group, Hispanic youths are still less likely than Blacks, Whites or Asian-Americans to graduate from high school, go on to college and earn a degree. Further, the number of Hispanics who apply, are admitted and complete a doctoral program in the United States is smaller than that of almost any other ethnic group. This fact, in conjunction with the challenging educational experiences I have faced along with my community, led me to desire an understanding of how we can inspire Hispanic students to pursue education beyond the bachelor’s degree. Now, with the understanding I gain through my studies and research, I hope to directly inspire undergraduate students to pursue a graduate education. Within my specific graduate studies at the University of California-Santa Barbara, I have focused my interest on examining Hispanic access and persistence through the education pipeline. My teaching, service and research have focused on how institutional and individual factors influence Hispanic undergraduate students’ aspirations to pursue education beyond the baccalaureate degree. Graduate education is a way to facilitate opportunity for the social mobility of Hispanic students. The choice to enroll in graduate education can stem from earlier decisions made through the educational pipeline. I had the opportunity to attend the 2007 and 2009 American Association of Hispanics in Higher Education (AAHHE) conferences. The interaction with a diverse group of scholars greatly benefited me with its focus on improving the quality of higher education, mentorship and peer networking, values I share as a result of their direct impact on my own educational success. In 2011, I had the good fortune of being selected to attend the conference as an AAHHE Fellow. The opportunity to join this circle of trust, support and encouragement inspires me to do better in my own research, mentorship and teaching. Having an education family – a community in which I can share my challenges and my successes and participate in critical dialogue surrounding issues related to Hispanics in higher education with fellow graduate students, professors and administrators from around the country – provides me with a sense of purpose to make a contribution to education policy that affects not only access to higher education, but to persistence and access to graduate education.

By Amber M. González Doctoral Candidate, Child and Adolescent Development, Gevirtz Graduate School of Education, University of California-Santa Barbara, 2011 AAHHE Fellow

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Educators Develop a Bilingual Online INNOVATIONS/PROGRAMS

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by Sylvia Mendoza

many students at Sierra Vista Alternative High School in Whittier, Calif., math courses were more than intimidating. Almost all the students there had failed math classes at one time or another. Math was a sign of personal failure that could be detrimental to any thought of pursuing higher education. Why was there this disconnect from math?

Dr. Gary López, founder and executive director, Monterey Institute for Technology and Education

Sierra Vista staff sought ways to turn around the dismal situation. Online resources seemed like a possible solution, but they knew they had to take into account district assessments and cost. It was frustrating to figure out ways to get their students through algebra and other basic math courses. They all wanted to close the educational gap, as well as the conceptual gap of how students saw themselves. “When you get the ‘I’m terrible at math’ attitude, self-esteem spirals out of control and they perpetuate their own fears with math anxiety,” says

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Carrie Bisgard, math chair at Sierra Vista, and online program coordinator. “We know that all kids don’t learn the same way, but some hadn’t passed a math test in years.” Bisgard knew about National Repository of Online Courses (NROC) and that the Monterey Institute of Technology and Education (MITE) was already working on a bilingual online math resource called HippoCampus (hippocampus.org). With continuous enrollment of about 430-450 students throughout the year because of students’ life circumstances, a hybrid teaching approach seemed perfect and very appealing. “Students can start school in November and not be behind,” said Bisgard. “They would just start at the beginning of the book and work at their own pace. Independent study through online sources for an alternative school is a perfect fit.” HippoCampus could ascertain students’ strengths and weaknesses, and guide them on a path of remediation they could relate to until they could master given math concepts. She wanted in. “I harassed them until they accepted us as part of their pilot program,” she says. Sierra Vista became the first high school to try out the HippoCampus curriculum. This interactive, multimodal, multimedia developmental math program teaches arithmetic and beginning and intermediate algebra – and studies already show that it closes proficiency gaps. The program includes pre- and post-assessments that guide students to use a combination of learning methods that work for them – from enriched videos to word problems. It could include warm-up exercises, presentations, examples, problems, strategies, tutoring, puzzles, projects, reviews and choices for problem solving. “The kids were excited for a new format,” says Bisgard. “It’s like a tutoring program that goes at your own pace. They could try a problem over and over again until they got it right.” Other programs were costly. If they had to pay, they could not do it, says Bisgard. HippoCampus was good quality and flexible; it could pinpoint what the student needed and where she or he was having the most difficulty, taking the guesswork out of it for teachers. “It is set up in such a way that they really don’t fail,” she says. “Each student takes accountability for his own success. Instead of saying I’ve failed, they can say, ‘I haven’t finished yet, or I’m still working on it.’ Any ounce of success helps move them forward.” The difference from using HippoCampus as an online math source proved phenomenal. After finishing one textbook unit, more than 90 percent of the students passed. Only 40 percent to 50 percent had passed prior to that. For many, this was the first time they passed a math test. Success grew. One student got through the whole course in about three months on his own time, Bisgard says. Now the alternative education site is doing as well as comprehensive traditional schools in algebra success. “Some students have to take their time to master the subject,” she explains. “It might take two academic years, but the trade-off is great. They will be solid and most likely won’t have to take remedial math in college. It’s an investment we need to make.”

Math Program that Works The Inception The Monterey Institute for Technology and Education (MITE) created HippoCampus as an online bilingual developmental math curriculum, using Open Educational Resource (OER) guidelines. The website tagline reads: “Teaching with the Power of Digital Media.”

Dr. Francisco Hernández, chancellor for students at University of Hawaii

“It is specifically aimed at increasing the math mastery of students from low-income and minority communities that need to develop additional math skills in order to make progress in their college careers,” said Dr. Gary López, MITE founder and executive director. When López was a graduate student at University of California (UC)-San Diego and later a lecturer there, he knew, with a background in media, software development and education, that online educational resources would be the wave of the future. “I worked on computers that were as big

as a garage, but I watched the whole technology thing evolve from that. I knew the power of this technology would be useful for education.” His goal became clear. “If I could use it as a teaching tool and make it cheap enough and available enough, it could be life-changing,” he says. “The system told students they had failed. Then the idea of failing was selfperpetuating. It was not acceptable.” Dr. Francisco Hernández, currently chancellor for students at University of Hawaii, was the last of nine children, born and raised in El Paso, Texas. By the time he started school, his siblings had already taught him how to read; he also knew his colors and numbers. He had made his way through community college in California, transferred to UC-Berkeley and went on to earn his Ph.D. from Stanford. His mission was always clear: for those who had not had the same opportunities as he had, he wanted to make resources available and accessible, especially for low-income and minority students. He wanted to level the playing field. Fast forward to the 1990s when he met López, who by then had also founded Archipelago Productions, developing award-winning digital products for the education market and documentary films for television, including films for Jacques Cousteau. In 1997, López became president and CEO of NETg, a global leader in providing e-Learning solutions to many of the largest corporations in the world, including Shell, IBM, AT&T, Honeywell and Motorola. He was more than qualified to tackle the challenge of online educational resources. The duo tried to figure out a way to make these resources free and accessible to any student worldwide – no matter where they lived – and to make the high school and college curriculum comply with federal and state standards. It also had to be rigorous enough to fit UC standards. “The field of online learning is rapidly expanding for all levels of education,” says Hernández. “Teachers need to use online technologies and better digital media in order to provide students with access to learning both inside and outside of the classroom so they can have a greater chance of academic success.” It was a huge undertaking. HippoCampus Raises the Bar They scoured the country for content that would align with federal and state standards. HippoCampus was born. The name was the brainchild of MITE’s director of operations, Nancy Cook. “It was a perfect double entendre for the site – for the part of the human brain responsible for our memories and also for a playful academic institution,” explains López. Funded by

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Carnegie Mellon and eventually the Bill & Melinda Gates Foundation, membership fees set up much like PBS make the nonprofit program sustainable. “I knew how to run a business, but here, the financial picture wasn’t the bottom line,” says López. “I had to post our mission over my desk to keep me on track.” Mission No. 1: There was a need to stay financially solvent with sustaining memberships. Community colleges, universities, school districts seemed to be on board with this. Mission No. 2: Reach as many students and teachers as possible. Hippocampus is doing that; it has about 250,000 visitors in a given month, López says. “Eighty-five percent of these are online between 8 a.m. and 3 p.m., so that means they are using it in the classroom, projecting it, and starting students on independent study.” It took time to get to this point. Hernández introduced López to Dr. Blas Guerrero, dean of Medano College in California, who had created a model program called the Algebra Academies. The three worked together on a project Hernández had developed called the University of California College-Prep Initiative (UCCP), designed to provide online AP and honors courses to rural and low-income communities in California. With a focus group that included administrators, teachers and students in 28 states, it took about three years to develop the HippoCampus program. “They piped up on everything from the actor we used and everything associated with him – from his dress, the speed he spoke, to the way he looked and his hand gestures,” says López. “We didn’t get it right, according to the students. The online presenter was talking too fast, his dress was not cool.” They kept fine-tuning it. It took more creative approaches and trials and tribulations. “It was very frustrating, but we needed to get a presenter students could relate to. It had to be saleable to superintendents and school boards because initially these technologies weren’t working for them.” In the end, it had to be a multimedia approach with videos, simulated learning models, game-based learning, and graphics. There had to be a full complement for teachers to learn how to use it effectively as part of their teaching – and correlate it to most textbooks. The focus groups’ input was incredibly valuable, says López. Implementing those changes into the pilot program has led to Sierra Vista’s success to date. Hernández and Guerrero ran pilots in school districts across the United States to see if teachers would use it. Because of his own goals in providing minorities and low-income students access to this online source, it was important to Hernández that Sierra Vista succeed. At Sierra Vista, Hernández says, there were homeless students; 80-90 percent were Hispanic; many were poor. “We wanted to see success. We had a startling response. Halfway during the first semester, there was a 90 percent pass rate using Hippocampus versus being taught traditionally.” Now that they understood it, there was no stopping them from moving forward and going to college with new-found confidence. His vision for equal access to education was becoming a reality.

English with closed captions in Spanish or alternatively testing in Spanish and English with a toggle button. “It is a way to take care of the bilingual, binational population we share,” says Hernández. They share their findings with other Latino educators, like those who attend the annual American Association of Hispanics in Higher Education (AAHHE) conference, because they can be the catalysts of change in their own communities. “That organization brings together the thought and action leaders for Latinos in higher education. It is an opportunity to educate the group about the strengths of online curriculum for Latino students and also to gain information about how best to serve Latino students. We will continue to bring the program up to standards of excellence.” Today’s kids have never known anything different than their lives and education being intertwined with technology, says López. Staying in touch and communicating with students through technology is natural – from Blackboard to e-mail to texting. Online resources are the next logical integration of material. “It definitely does not take the place of a live instructor. A competent instructor who knows and uses this technology can guide students on a course of study that would be unequaled.” López is convinced that if Latino students can get through their math confidently, their market value shoots up. “If you get one student through college, you can elevate the entire culture of a family.” This virtual tutor is one more tool that can help students control the way they best processes information and learn – sometimes beyond what they thought possible, he explains. “Students have a chance to blossom with this,” says López. “The idea of failing at learning is preposterous.”

Online Programs Down the Line Hernández believes online education in math is important to Latino students for two reasons. First, Latino students do not receive the highestquality instruction in math and thus have a high failure rate in math courses. Second, Latinos need access to a rigorous math curriculum in many different forms, inside the classroom, outside of the classroom, and to study on their own. Over the next year or so, University of Guadalajara is working on a translation program with Mexican dialect for the voice/audio parts of the HippoCampus math program. Students will have a choice of audio in

Founded in 1898, DePaul University is a private institution of higher education located in the heart of the city of Chicago as well as on four other campuses in Illinois. The university derives its title and fundamental mission from Saint Vincent de Paul, the founder of the Congregation of the Mission, a religious community whose members, the Vincentians, established and continue to sponsor DePaul. DePaul is the largest Catholic university in the nation and one of the ten largest private universities in the United States.

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VICE PRESIDENT FOR PUBLIC RELATIONS AND COMMUNICATIONS DePaul University seeks an energetic, adept, and engaging communications professional with a demonstrated commitment to strategic planning, strong leadership, and thoughtful collaboration to serve as its next Vice President for Public Relations and Communications. Reporting to the President, the VP will have a broad mandate to oversee and integrate public relations, internal, executive and crisis communications, as well as coordinate with other external communications functions targeting the university's diverse constituencies. By promoting the strengths and accomplishments of DePaul's undergraduate, graduate, and professional schools to national and international audiences, the Vice President plays a critical role in advancing the university and cementing DePaul's outstanding reputation. The Vice President will provide the leadership necessary to plan and implement an effective communications strategy and to ensure the consistent, accurate, and effective representation of DePaul to all important constituencies. This position is a key strategic and leadership role in the DePaul administration. Serving as a member of the President's executive team, the VP will work closely with deans, faculty, and senior administrators to increase DePaul's visibility both nationally and internationally. To be successful, the VP must welcome the unique challenges and rewards of working as part of a leadership team at a major university.

The university has retained Heyman Associates to assist in this search, which will remain open until the position is filled. Nominations and expressions of interest should be sent via email to: pwm@heymanassociates.com. DePaul University is an equal opportunity affirmative action employer and is strongly committed to diversity. Minorities, females, veterans, and individuals with disabilities are strongly encouraged to apply.

HI S PAN I C S O N T H E MO VE Northwestern Names Rodríguez Law Dean Daniel B. Rodríguez, Minerva House Drysdale Regents Chair in Law at the University of Texas School of Law, has been appointed dean of Northwestern University School of Law (Ill.) and Harold Washington Professor, effective Jan. 1, 2012. Rodríguez is a former dean at the University of San Diego (USD) Law School. Before coming to USD, he was a tenured professor at the University of California-Berkeley’s Boalt Hall School of Law. He has been a visiting professor at the law schools at Columbia, University of Southern California, University of Illinois and University of Virginia.

Gutiérrez New VP for External Relations at U. of Arizona The University of Arizona (UA) has named Jaime P. Gutiérrez vice president for external relations. Gutiérrez had been associate vice president for community relations, overseeing neighborhood relations and outreach, local government relations, the UA Visitor Center, University Events and community partnerships. Previously, Gutiérrez was a special assistant to the UA president. He also was an Arizona state senator for 14 years, elected to several leadership positions, including minority whip and assistant minority leader. He served on a number of legislative committees dealing with juvenile delinquency, state budget and revenue issues.

Medina Selected for Prestigious Fulbright Specialist Program Dr. Myra M. Medina, professor in the Department of ESL and Foreign Languages at Miami Dade College’s (Fla.) North Campus, this past summer joined the ranks of notable scholars and professionals in the U.S. recently selected for the prestigious Fulbright

Specialist Program. Medina spent three weeks during July and August at Universidad APEC in the Dominican Republic, where she lectured on languageacquisition theories, conducted workshops on second-language-learning methodology, and consulted with administrators and faculty on the faculty evaluation process.

elementary school. As a participant in the KSTF Fellows Program, she will be empowered to think critically and creatively about the teaching of mathematics and science.

Chávez Performs at Sul Ross Noted author Denise Chávez recently presented “Familia! An Evening of Stories” at Sul Ross State University (Texas). Chávez, who has roots in New Mexico, Texas and México, is the author of the recent memoir A Taco Testimony: Meditations on Family, Food and Culture and the novels Loving Pedro Infante and Face of An Angel as well as a short-story collection, The Last of the Menu Girls. She has published a children’s book, La Mujer Que Sabía El Idioma de Los Animales/The Woman Who Knew the Language of the Animals. The author of many plays, she considers herself a performance writer.

Gutiérrez Wins Award for Diversity Research and Education Félix F. Gutiérrez, professor of journalism, communication and American studies and ethnicity at University of Southern California (USC) Annenberg, was chosen to receive the 2011 Lionel C. Barrow Jr. Award for Distinguished Achievement in Diversity Research and Education by the Association for Education in Journalism and Mass Communication (AEJMC). The Barrow Award recognizes outstanding accomplishment and leadership in diversity efforts for underrepresented groups by race and ethnicity. Gutiérrez holds a journalism diversity appointment in the USC Annenberg School for Journalism & Communication and is a professor in the Dana and David Dornsife College of Letters, Arts and Sciences.

Hispanic Outlook.... There’s an

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KSTF Awards Perea Five-Year Fellowship Valued Up to $150,000

for That!

The Knowles Science Teaching Foundation (KSTF), an advocate for new teachers and the teaching profession, has awarded Tara Marie Eck Perea a fellowship in math valued at up to $150,000 over five years. Perea, a graduate of Albuquerque Academy, an independent day school located in Albuquerque, N.M., is an AmeriCorps volunteer with an underserved

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INNOVATIONS/PROGRAMS

“Early College” Boosts Retention In

by Angela Provitera McGlynn

a new report released by Jobs for the Future (March 2011) titled Unconventional Wisdom: A Profile of the Graduates of Early College High School, authors Michael Webb and Lia Mayka examine characteristics of the 2007, 2008 and 2009 “early college” graduating class. For those unfamiliar with the early college initiative, in 2002, supported by the Bill & Melinda Gates Foundation, Carnegie Corporation of New York, the Ford Foundation and the W.K. Kellogg Foundation, eight organizations launched what is now called the Early College High School Initiative. The initiative was begun to help address one of our nation’s greatest and vitally important challenges, that is, raising college completion rates for the underserved: lowincome, first-generation-to-college students, and minority students. According to this new report, only 21 percent of low- and moderate-income students who start high school actually graduate from college. Previous research shows African-American and Latino students lagging behind their White peers in college graduation rates by wide margins. By now, most educators acknowledge that a college education is a prerequisite for success in the 21st century, both for individuals and for our nation to remain competitive in a global econo-

my. It is also now common knowledge that America cannot achieve its goal of a college-educated work force by 2020 that is competitive on the international stage without educating and graduating more low-income, first-generation and minority students. Within that context, the Early College High School initiative steps in with a bold plan to help young people succeed who are perceived as unlikely to attend college or to earn a college degree. Here’s what began in 2002 and has flourished: the partner organizations of the initiative have started or redesigned 230 schools in 28 states and the District of Columbia – serving more than 50,000 students. The prediction for the next five years is that early college schools will enroll 100,000 students. The schools are designed so that students traditionally underrepresented in college – lowincome, first-generation, English-language learners, students of color and Latinos – can earn both a high school diploma and either an associate degree or up to two years of college credit - tuition free. All the schools include grades nine through 12, and some include middle school grades as well. More than 50 percent of these early colleges are housed on a college campus, most commonly at a two-year college. Five percent are located

on four-year private college campuses, with 19 percent at four-year public colleges, and 31 percent are located on high school campuses. Being housed on a college campus helps students identify with the institution and to see themselves as college-goers. College courses are offered at these various locations, and one school offered college credit through distance learning. States that have more than 10 early colleges are California, Texas, Georgia, North Carolina and New York. The initiative is based on the idea that combining academic rigor with the opportunity to save time and money motivates the underserved to work hard and meet the academic challenges set for them. The program is academically rigorous, but provides support at the same time. It condenses the time it takes to complete a high school diploma and two years of college for students for whom the phrase “time is money’ couldn’t be more apt. Unconventional Wisdom focuses on early college high schools and programs that have been open for four or more years. Some of the schools are known as “conversions” in that they were open before becoming early colleges and underwent restructuring to accommodate the early college design. This report focuses on students who had the chance to enroll in these

Table 1: Four-Year Cohort Graduates, 2007-2009

Year

Number of Schools

Graduates

Percent of Graduates Earning More than One Year of College Credit

Percent of Graduates Earning A.A. or at Least Two Years of College Credit

2007

905

80%

36%

10%

2008

2,258

88%

40%

11%

2009

2,995

91%

44%

24%

Source: 2007-2009 Integrated Surveys

Percent of Graduates Earning College Credits

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early college schools for a minimum of four years from ninth through 12th grade. The students in each graduating year are called “fouryear graduating cohorts.” Based on the data gathered from the cohorts of the initiative, early college schools have demonstrated some remarkable success in educating and graduating traditionally underrepresented students. Here are some of the key findings presented in the report about the early college schools and their students: • Almost all early college graduates earn some college credits • In 2009, 24 percent of graduates who were enrolled for four years earned an associate degree or two years of college credit; 44 percent earned at least a year of college • During the 2009 school year, 70 percent of the students enrolled were students of color, and 59 percent were classified as eligible for free and reduced lunch; nearly half will be the first in their family to attend college • Nearly three-fourths of early college schools partner with two-year colleges; the others partner with four-year institutions; several schools partner with both • A substantial number of college courses taken by early college graduates were in core academic areas; fine-grained data were available for 24 schools; at the vast majority of these schools, graduates took an average of more than one-fifth of their college classes from among the core academic areas of math, science, social studies and English • 73 percent of all early college four-year cohort graduates for whom National Student Clearinghouse data were available enrolled in college the next year; this compares favorably to U.S. government estimates of the proportion of recent high school graduates enrolled in college, which ranges from 63 percent to 69 percent; what makes the enrollment figures especially noteworthy is that most early college students are from groups with lower-than-average national college-going rates In a Jobs for the Future document titled, Early College High School: A Portrait in Numbers, available online at www.jff.org/sites/ default/files/a_portrait_in_numbers_ 110110_0.pdf, the core principles of the early college high school initiative are delineated, giving us a bigger picture of how the initiative operates. All participants adhere to five basic principles of the initiative: 1) Early colleges are committed to serving students underrepresented in higher education. 2) Early colleges are created and sustained by a local education agency, a

higher education institution, and the community, all jointly accountable for student success. 3) Early colleges and their higher education partners and community jointly develop an integrated academic program so all students earn one or two years of transferable college credit leading to college completion. 4) Early colleges engage all students in a comprehensive support system that develops academic and social skills, as well as the behaviors and conditions necessary for college completion. 5) Early colleges and their higher education and community partners work with intermediaries to create conditions and advocate for supportive policies that advance the early college movement. Within these guidelines, early college programs reflect a unique vision and learning envi-

of study so that the transition to college is a smooth one for students. Early College High School: A Portrait in Numbers spells out the commitment to serving the underrepresented. Looking at demographic characteristics of early college students, we see that 25 percent are Black and 37 percent are Latino; 59 percent are eligible for free or reduced lunch, representing a conservative estimate of just how many early college students are low-income; nearly one-third of the early college programs receive Title I funding based on the high percent of low-income students served; 32 schools serve students who dropped out of traditional high schools or were at risk of doing so; and seven schools serve Native American youth and are located in communities where Native

Mixed/Other Native American 1% Asian-American 3% 4% Black 25% White

30%

37% Latino

Race and Ethnicity of Early College Students ronment tailored to a particular community’s young population. Early college students take college-level courses by their junior and senior year of high school. Some schools (17 percent) begin working with students as early as sixth grade. Some schools work with students who dropped out of a traditional high school. And still other schools (about 15 percent) include grade 13, which gives students more time to prepare to do college-level work or to attain an associate degree upon graduation. As mentioned, every early college high school partners with either a two- or four-year college. Some partner with both sectors. Whatever the configuration, the partners work as a team to create a rigorous, coherent program

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American students live. The pie chart “Race and Ethnicity of Early College Students” is found in the paper A Portrait in Numbers. Data for the early college four-year cohort graduates presented in Unconventional Wisdom are encouraging. Although college completion rates for the historically underserved are generally pretty dismal, nearly 50 percent of the four-year cohort graduates leave high school with a year of college credits completed. Even more encouraging is the finding that 86 percent of early college graduates in 2010 enrolled in higher education the following fall. Future data will track their success rates. Table 1: “Four-Year Cohort Graduates, 20072009” from page 8 of Unconventional Wisdom,

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shows more encouraging data. The report is titled Unconventional Wisdom because the data refute the conventional wisdom that these types of students cannot complete high school on time and enter college without remediation. Both Jobs for the Future reports, Unconventional Wisdom and A Portrait in Numbers, explain the logistics of the initiative and describe preliminary data that are indeed encouraging. I wanted to know more about what makes the initiative successful. For that, I turned to an article published in the April 18, 2011, Community College Week, titled “Five Lessons on College Retention from Early Colleges.” Cecilia L. Cunningham, president and founder of Middle College National Consortium, and Roberta S. Matthews, provost and vice president for academic affairs at Brooklyn College, New York, representing the Woodrow Wilson National Fellowship Foundation (two of the 13 Early College High School Initiative partner organizations), describe the basis for the initiative’s success. According to Cunningham and Matthews, it is the intentionality in the links between secondary and postsecondary education embedded in both the Middle College National Consortium and the Woodrow Wilson National Fellowship Foundation that promote college success for these historically underserved students. For institutions committed to raising college completion rates for low-income, first-generation, and minority students, Cunningham and Matthews suggest five practices that are part of the early college initiative success. They are: “being there instead of transitioning into, wraparound support and advocacy, no interruptions or diversions, building family understanding and realistic expectations, and alignment as a given – not a goal.” Early college high school students (ECHS) who attend classes on college campuses are introduced to college resources such as the college library where they participate in orientation sessions. They can then use college resources from the start of their high school years. ECHS students are tutored by college students; they participate in college workshops, attend afterschool college events and even enjoy weekend college experiences, thus facilitating their feelings of sense of belonging – long known to improve college degree completion. ECHS students are the recipients of intrusive guidance and support so there are early interventions if they struggle academically. There is an uninterrupted flow from high school to college, eliminating one of the established risk factors for degree completion. Involving students’

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families helps educate families about what it will take for their children to succeed and coaching them to support their children. Finally, the ECHS structure pulls together secondary and postsecondary faculty to work together in a coordinated system with student success as the goal. Alignment involves curriculum development, with a major focus on college readiness. The success of the ECHS initiative is a product of the integration of the five practices described in this article. Cunningham and Matthews say that although any of the practices will contribute to

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student success, it is the combination and interweaving of the five practices that has the most powerful effect. These strategies may be used by traditional high schools as well; and with a carefully designed dual-enrollment college program, the strategies will result in greater academic success for the underserved. Angela Provitera McGlynn, who taught psychology at a community college for 35 years, is now a national consultant on teaching and learning issues.

REPORTS

Study Examines Retirement Plans for Charter School Teachers

by Paul Hoogeveen eacher retirement systems in public schools are fast approaching a funding crossroads, and are in many cases already there. School districts increasingly contend with having to inject a larger and larger slice of their budgets into state retirement systems that often have unfunded liabilities. Meanwhile, elected officials in states like Wisconsin, facing protracted budget shortfalls in a difficult economic climate, have begun passing controversial legislation aimed at reducing costs related to teacher compensation and retirement. On the other hand, public charter schools, which often have more flexibility in terms of retirement plan offerings, have been able to avoid at least some of these issues – and might provide a laboratory environment from which mainstream public schools systems can take valuable lessons. Charting a New Course to Retirement: How Charter Schools Handle Teacher Pensions, a recent report from the Thomas B. Fordham Institute, presents a study of the topic. And while it notes a few clear patterns, it raises far more questions than it answers. The report’s authors, Michael J. Podgursky of the University of Missouri-Columbia and Amanda Olberg, a Fordham research assistant, focused their study on two basic questions: When given the option, how many charter schools choose to participate in their regular state (or local) teacher pension plans, and how many do not? And in the case of charter schools that do not participate in state plans, what do they offer instead? Of the 40 states that currently have charter programs, 16 allow charter schools to either opt in or opt out of state pension systems. To maximize study participation, Podgursky and Olberg concentrated their study on six of the most charter-heavy states: Arizona, California, Florida, Louisiana, Michigan and New York. (The 2,270 charter schools operating in these states in the 2008-09 school year comprised about 75 percent of all charter schools that met the opt-in qualifications for inclusion in the study.) Charter school lists were obtained from the National Center for Education Statistics’ Common Core of Data. The National Alliance for Public Charter Schools (NAPCS) provided further data on charter management. Podgursky and Olberg then merged this with participation data obtained from the states’ annual reports (as well as direct requests from some charter schools). In their report, Podgursky and Olberg point out that charter schools offer more than the opportunity to examine the various retirement systems being utilized. Because of their historically intended role as magnets for high-quality teachers, they might also act as case examples as to how these differing retirement systems can affect such issues as teacher quality, turnover rate/retention, and job satisfaction. While such issues lie beyond the focus of the report, it does raise these kinds of important questions. As the authors suggest: “A continuing study of the alternatives employed by such schools could instruct the reform of traditional pension systems, while also informing issues of teacher recruitment, retention, and quality.”

Michael J. Podgursky, University of Missouri-Columbia

Retirement Options and Findings Because state laws that deal with public school retirement systems vary to a significant degree, it is perhaps not surprising that state pension opt-in rates vary widely among the states included in the study. California has the highest participation rate at more than 90 percent, followed by Louisiana at 71 percent; Arizona at 41 percent; Michigan and New York, both at 28 percent; and Florida at 23 percent. (It should be noted that in most cases, state laws do not allow charter schools to opt out of state retirement once they have opted in.) By far, the most popular alternative retirement systems chosen by charter schools that opted out of state pension are 401(k) or 403(b) plans, with employer matches closely resembling plans for private-sector professionals. The popularity of these plans varies greatly from state to state, but perhaps even more surprisingly, Podgursky and Olberg found that many charter schools have no retirement plans at all for their teachers. This phenomenon also appears to vary greatly depending on the state. Whereas Michigan has only one charter school with no retirement plan, 18 percent of Florida’s charter schools and nearly a quarter of Arizona’s have no such plan. Overall, 14 percent of charter schools in the states studied offer no retirement plan. A number of other sometimes stark differences emerged among charters in the states studied. Employer contributions for schools not participating in state plans vary, for example. While a solid majority (77 percent)

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of the schools studied have plans with employer contributions, straight contributions to these plans range from 4 percent to 10 percent, while dollar-for-dollar matches range from 2 percent to 15 percent (for employees who work for 15 or more years at one school). Employer contribution rates for state pension plans differ even more, ranging from a high of 15.5 percent of an employee’s annual salary in Louisiana to a low of 6.19 percent in New York. Confusingly, however, New York has two pension systems, a statewide system (NYSTRS) and one for New York City (TRSNYC); charter schools in the city may opt for either. The contribution rate of schools in NYSTRS is 6.19 percent, while those schools in TRSNYC contribute an astonishing 30.8 percent – nearly twice Louisiana’s statewide rate. Despite these and other differences, a few clear patterns have emerged. For example, state retirement plan participation rates also vary by locale (rural, town, suburb and city). While rates once again differ among states, the general trend is for state pension opt-in rates to be higher in rural and town locales than in suburbs or cities. The report suggests it is possible this trend might indicate that charter schools in smaller communities have less access to a diverse teacher recruitment base and therefore must compete directly with mainstream public schools for teachers already vested in the state system. Perhaps more significantly, states in which charter schools that are allowed to opt out of Social Security (Louisiana and California) generally show a higher state pension participation rate than states in which teachers in the state pension plan also participate in Social Security (New York, Florida, Michigan, Arizona). Thus, in California and Louisiana, the ability to opt out of Social Security appears to provide some incentive for charters to favor state pension systems. “The pattern is clear,” remarked Podgursky. “In states where teachers are not in Social Security, charters tend to stay in the state plan. In conversations with charters, there was some aversion to joining Social Security; teachers would have to pay FICA, for example.” In California’s case specifically, it appears as though the combined cost of Social Security plus alternative defined contribution plans – 401(k) or 403(b) – might be higher than state retirement alone. According to Podgursky, however, the report is not definitive on this point. “It is not likely that the case going forward since the California State Teachers’ Retirement System (CalSTRS) rate is rising,” he explained. “As we noted in the report, this is conjecture and needs further research.” The report also pointedly notes that state laws in the states studied do not allow charter schools to opt out of state pension plans once they have opted in, which raises yet another question: given the option to opt out of state pension, what percentage of charter schools – particularly those in states where a cost savings might be realized under 401(k) or 403(b) plans – might choose to opt out of state retirement? Unique Cases As already noted, the report demonstrates that state laws governing teacher retirement policies differ from state to state in many regards. Some states have unique circumstances that have significantly muddied the waters for charter schools, further affecting state pension participation rates. According to the report, Florida’s charter school law, enacted in 1996, allows charter schools to self-identify as either public or private employers. Those charter schools operating as public are allowed to participate in the Florida Retirement System (FRS), while privates are not; as with other

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states, schools that have opted into state retirement are not allowed to opt out. Florida does not as yet have centralized data indicating employer status of charter schools, but charter operators indicate that most charter schools are private – which would to a large extent seem to explain why Florida has the lowest state pension participation rate of all the states studied. Meanwhile, the Teacher’s Retirement System of Louisiana (TRSL) has put some teachers in pension limbo, the study found. In the ongoing aftermath of Hurricane Katrina in 2005, the state passed a temporary law allowing teachers who worked in districts affected by storm damage to take a leave of absence while staying enrolled in TRSL; after the law expired in 2010, Act 999 was passed, which permanently extended state pension opt-in for charter school teachers provided they had been enrolled in TRSI prior to their current employment. But the law requires approval by the IRS – and as of June 2011, the state’s request for a ruling from the IRS remains pending. Arizona’s high percentage of charter schools with no retirement plan at all (24 percent) presents a bit of a mystery. State law requires charter schools to participate in Social Security whether or not they participate in the Arizona State Retirement System (ASRS); meanwhile, the employer contribution rate – which increased from 2.66 percent to 9.45 percent between 2001 and 2009 – is projected to continue spiraling upward over the next decade. Consequently, charter schools can reduce payroll costs by opting for 401(k) or 403(b) plans. According to the report, charter school leaders have indicated that many charter schools participating in ASRS opened in the early years of the charter school movement and were either unaware of or did not consider the alternatives. What’s Next? As the first study of its kind, the report, while offering some significant insight into the widely varying ways in which charter schools in different states approach retirement plans, raises a number of significant questions that bear further investigation, such as: If charter retirement benefit costs for teachers are lower, are other benefits or salaries higher? What effect, if any, is there of charter pension policies on teacher recruitment, retention and quality? How can the lessons gleaned from charter school experimentation with alternative retirement systems inform ongoing reform efforts in traditional public schools? And perhaps more profoundly, how do salaries and retention rates at charter schools that offer no pension plan at all compare to those at schools that offer state pension or 401(k)? Podgursky isn’t waiting for the dust to settle. “These questions can be addressed if researchers can get access to state administrative data files on educators,” he commented. “We are now working to secure data in a couple of states, and we have begun research on Florida.” The report’s conclusion alludes to public charter schools as being a laboratory of sorts for the various pension plans currently being utilized, and presents the idea that by examining the effectiveness of these plans, “perhaps it is possible to restructure retirement options in a way that enhances the growth of human capital at all our schools.” Toward that end, charter schools might serve as a bellwether of sorts for possible future pension system changes at mainstream public school systems. On this, Podgursky concludes: “Some states are considering defined contribution plans for new teacher hires. Utah implemented such a plan. Charter schools are public schools that need to recruit and retain qualified teachers; the charter school experience would certainly seem relevant in this regard.”

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HIGH SCHOOL FORUM

New Study Links Bullying to Lower High School GPAs – Especially Among Hispanics

by Mary Ann Cooper igh schools and colleges are making strides to ensure that high school students, particularly those who are Black and Hispanic, pursue and complete a degree in higher education. Remedial courses are made available to them, as well as counseling and advanced placement courses. But one deterrent to higher education success might be off the radar screen. An inability to deal with bullies does more than just make for an uncomfortable at best and dangerous at worst atmosphere. Bullies can cause otherwise high-achieving Black and Hispanic students to get lower grades and post a lower grade point average than they would in a bully-free environment. Research backing up that assertion was presented at the 106th Annual Meeting of the American Sociological Association in Las Vegas. The authors of a paper titled The Impact of School Bullying on Racial/Ethnic Achievement acknowledge that bullying impacts the GPAs of all students, but is particularly impactful for Hispanic and Black students who would otherwise be exemplary students. The sample used in the study consisted of 9,590 students from 580 schools and included 1,150 Asian-American, 1,360 African-American, 1,470 Hispanic and 5,610 White students. Co-author Anthony A. Peguero, assistant professor of sociology at Virginia Tech, said that the study suggests “bullying has implications for achievement regardless of racial and ethnic background, but seems to be especially detrimental for subsets of certain racial and ethnic groups.” Lead author Lisa M. Williams, a doctoral student in sociology at Ohio State University, explains there is no doubt that other things affect GPAs, but bullying shouldn’t be ruled out as a contributing factor. “Although academic achievement is largely influenced by family background and school characteristics, our study suggests that the experience of being bullied also influences students’ grades.”

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Williams and Peguero began their study using information from the Educational Longitudinal Study, which asked students if they suffered school bullying when they were in 10th grade. The authors compared the GPAs of the participants in the study in ninth grade, before suffering bullying, with the results obtained by the same group of students when they were in 12th grade. According to the authors, one of the most significant findings of this study was the dramatic negative effect bullying had on the GPAs of highachieving Black and Latino students. The intimidation factor amounted to the loss of half a grade point in Hispanics. According to the authors, “Those that had achieved a 3.5 GPA in ninth grade and were bullied the following year saw their GPAs drop 0.5 points in 12th grade.” They also found that Black students who had obtained a GPA of 3.5 in ninth grade and were bullied in the 10th had a GPA 0.3 points lower in the 12th grade. White students, on the other hand, had their GPA far less affected by bullying. In the same circumstance, White students saw their GPAs drop 0.03 points. “Stereotypes about Black and Latino youth suggest that they perform poorly in school. Highachieving Blacks and Latinos who do not conform to these stereotypes may be especially vulnerable to the effect bullying has on grades,” Williams said and explained that school boards and local officials should consider investing in resources that would provide greater security and safety for students from bullying because of its correlation to decreased academic performance. It is, he says, one of the most productive ways to have a positive effect on the grades of all students, racial and ethnic minorities, in particular. In a government study titled Measuring Bullying Victimization, Perpetration, and Bystander Experiences: A Compendium of Assessment Tools posted by www.stopbullying.gov, the prevalence of bullying and the need to treat it as seriously as any other impediment to academic

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success is borne out in statistics. According to the study, “Bullying, particularly among school-age children, is a major public health problem both domestically and internationally. Current estimates suggest that nearly 30 percent of American adolescents reported at least moderate bullying experiences as the bully, the victim, or both. Specifically, of a nationally representative sample of adolescents, 13 percent reported being a bully, 11 percent reported being a victim of bullying, and 6 percent reported being both a bully and a victim.” According to a website for parents, children and educators, teenshealth.org, created by Nemours, a nonprofit organization devoted to children’s health and established in 1936 by Alfred I. duPont, caring directly for 250,000 children annually, bullying is often difficult for adults to spot because of the wall of silence surrounding it from its victims and those who witness it and maintain silence because of fear of retaliation. But teenshealth.org offers a pattern to look for in accessing whether bullying is a problem in a particular community or school. It states that there are two primary reasons students are bullied in school – their appearance or lifestyle. Appearance can mean something physical such as the race of the individual. It can also refer to the attractiveness of the person or how they act. Students who are shy or withdrawn make easy targets. Lifestyle can include religion or sexual orientation. Bullies, both boys and girls, isolate students who seem not to be part of the school’s mainstream and target them for abuse, which can be verbal or physical. In this techno society, verbal abuse can include the use of instant or e-mail messages as well as posting devastating messages about the victim on websites. This practice is known as cyberbullying. As Teenshealth.org explains, the effects of bullying go far beyond a lower GPA. “Studies show that people who are abused by their peers are at risk for mental health problems, such as

low self-esteem, stress, depression or anxiety. They may also think about suicide more.” The website also offers advice to schools trying to root out and eliminate bullying in their districts. It recommends that schools target areas where a bully can isolate a victim, such as unpatrolled stairwells and courtyards. It also recommends creating an anti-violence program in each school to raise the profile of prevention. The damage to the bully is sometimes even more devastating than the damage he or she

inflicts on a victim. Teenshealth.com reports, “It’s estimated that 1 out of 4 elementary-school bullies will have a criminal record by the time they are 30. Some teen bullies end up being rejected by their peers and lose friendships as they grow older. Bullies may also fail in school and not have the career or relationship success that other people enjoy.” Measuring Bullying Victimization, Perpetration, and Bystander Experiences: A Compendium of Assessment Tools concurs

with the assessment that the worst victims of bullies are the bullies themselves. “Adolescents who bully others tend to exhibit other defiant and delinquent behaviors, have poor school performance, be more likely to drop out of school, and be more likely to bring weapons to school. Victims of bullying tend to report feelings of depression, anxiety, low self-esteem, and isolation; poor school performance; suicidal ideation; and suicide attempts.”

Theory into Practice As an adult supervising students in your care, you can’t always count on students revealing that they have been or are the victims of bullies. But you can give students a blueprint for dealing with this troubling problem that plagues our schools and neighborhoods. Teenshealth.org has come up with seven helpful hints to defuse a dangerous and threatening situation. Passing these tips along to your children or students can make a difference. Encourage those in your charge to spread the word and tell their friends how to cope and overcome a difficult situation. 1. Just Walk Away – The conventional teenage wisdom is that if you back away from a fight things will get worse. A bully will see this as a sign of weakness and come after you that much more. Bullies also crave attention. They feed off the fear they receive from the people they bully. But remember to walk away without emotion. According to teenshealth.org, Sooner or later the bully will probably get bored with trying to bother you. “Walk tall and hold your head high. Using this type of body language sends a message that you’re not vulnerable.” 2. Anger Management – Many victims of bullying believe in fighting fire with fire. They match angry rhetoric with even angrier talk. But experts say once you lose your temper, the bully wins. They know that they have control of your emotions once you get that upset. Teenshealth.com also recommends that you use humor and distractions, not anger, to make your point. “It can throw the bully off guard. Work out your anger in another way, such as through exercise or writing it down, but make sure you tear up any letters or notes you write in anger.” 3. Hands Off – Students need to understand that they can’t match physical violence with that of those who would bully them. Bullies count on physical superiority in the choosing of their victims. Being goaded into fighting back allows victims to fall into the bully’s trap. Teenshealth.com notes, “Some adults believe that bullying is a part of growing up (even that it is character building) and that hitting back is the only way to tackle the problem. But that’s not the case. Aggressive responses tend to lead to more violence and more bullying for the victims.” 4. Put Your Best Foot Forward – Students need to anticipate what they would do if approached by a bully. Encourage a little role-playing so students can master verbal or behavioral reactions and defenses to bullying. Students should also “act as if.” What that means is to exude self-confidence even if you are putting on an act and don’t really have those feelings initially. 5. Take Control – Students need to know that they can only control what they do and how they react. They can’t change the behavior of the bully. The idea here is to encourage students to evaluate how they are perceived and take steps to be the best they can be while remaining true to their own positive core beliefs and standards. The stronger and more self-confident they are, the more likely to be less attractive to a potential bully. Teenshealth.org advises students, “Exercise is one way to feel strong and powerful. (It’s a great mood lifter, too!) Learn a martial art or take a class like yoga. Another way to gain confidence is to hone your skills in something like chess, art, music, computers, or writing. Joining a class, club, or gym is a great way to make new friends and feel great about yourself. The confidence you gain will help you ignore the mean kids.” 6. Say Something – It sometimes might seem easier to the student to just keep quiet about being bullied, hoping that in time his antagonist might move on to another victim and forget about him. But that is rarely the case. Bullies expand their circle of victims; they don’t replace one for another. So, students should be encouraged to speak up and let people know what’s going on – especially to those adults they can trust to be discreet and help them without exacerbating the problem. Teenshealth.org explains, “It may help to talk to a guidance counselor, teacher, or friend – anyone who can give you the support you need. Talking can be a good outlet for the fears and frustrations that can build when you’re being bullied.” 7. Strength in Numbers – Having one or two good friends to talk to can make a big difference to the student on the receiving end of vicious gossip or insults. Teenshealth recommends, “Set the record straight by telling your friends quietly and confidently what’s true and not true about you. Hearing a friend say, ‘I know the rumor’s not true. I didn’t pay attention to it,’ can help you realize that most of the time people see gossip for what it is – petty, rude and immature.

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The Hispanic Outlook In Higher Education

www.hispanicoutlook.com

43 Percent of 2011 College-Bound Seniors Met SAT College and Career Readiness Benchmark NEW YORK, N.Y.

The College Board recently announced that 43 percent of 2011 college-bound seniors met the SAT College and Career Readiness Benchmark. The benchmark represents the level of academic preparedness associated with a high likelihood of college success and completion. “The SAT is the national leader in assessing college readiness, and students who meet the College Board’s College Readiness benchmark are more likely to enroll in,

College Spending Impacted by Recession: Cost Cutting, Tuition Increases and Growing Gaps WASHINGTON, D.C.

Analysis of revenue and spending patterns in higher education for 1999-2009 shows growing gaps between public and private institutions,with the public community college sector falling behind in efforts to meet enrollment demand in the face of deep budget cuts. The 20-year trend toward students and families paying ever-larger share of costs continued in all types of institutions. In most cases, these tuition increases were the result of cost-shifting as other revenue sources declined, rather than new spending. The report Trends in College Spending 1999-2009: Where Does the Money Come From? Where Does It Go? What Does It Buy? examines national college spending

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succeed and graduate from college,” said College Board President Gaston Caperton. “Ensuring that students are ready to attend and complete college provides them with the competitive advantage they need to successfully compete in the global economy, which is critical to the future of our nation.” The College Board also announced that more college-bound students in the class of 2011 took the SAT than in any other high school graduating class in history. Nearly 1.65 million students from the 2011 graduating class participated in the college-going process by taking the SAT. It is the most diverse class in history, underscoring the College Board’s continued commitment to access, equity and minority participation.

“In today’s knowledge-based, global economy, it’s more critical than ever that American students are adequately prepared to pursue advanced degrees and compete for the jobs of the future,” said U.S. Secretary of Education Arne Duncan. “Growing participation in the SAT is an encouraging sign that more students are taking the necessary steps toward enrolling in higher education. But the overall preparedness rate from these SAT results reinforces the need to invest in reforms that prepare more students for success in college.” To read more about the SAT College and Career Readiness Benchmark and 2011 College-Bound Seniors, go to www.collegeboard.org/SATPress.

and revenue trends in the years leading up to and including the beginning of the current recession. Focusing on 1999 to 2009, the report uses the most recent data available to identify several ongoing and new patterns in how institutions get and spend their money. The recession’s effects are visible in all types of institutions, from declines in funding per student in public institutions, and large losses in private gifts and endowment returns. Public research and comprehensive colleges were able to offset state funding cuts through increases in tuition, resulting in spending levels per student that are virtually unchanged between 2008-09. Analyses of the relation between tuition and state funding shows that tuition increases were entirely fueled by revenue shifts, rather than increases in spending. Community colleges, however, saw absolute declines in spending, down by nearly 2.5 percent per student in

2009. The reductions are likely to continue for several years, as public revenues continue to lag and federal stimulus funds will be spent. Despite these signs of the recession, the report did find some positive trends in 2009. Unlike the across-the-board cuts seen in past recessions, public four-year institutions maintained spending on instruction and student services by shifting spending away from administration and deferring maintenance. This approach indicates a more strategic approach to budget cuts than in previous recessions. Also, colleges and universities in all sectors became more productive in producing degrees from 1999 to 2009 – even with the rapid growth in enrollments. Private nonprofit research and master’s institutions still have the highest number of degrees relative to enrollment.

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The Hispanic Outlook In Higher Education

Hispanic Heritage Awards Honor Significant Latino Leaders During 25th Anniversary Event WASHINGTON, D.C.

The Hispanic Heritage Foundation (HHF) honored seven significant Latinos for achievements in their respective fields during the Annual Hispanic Heritage Awards at the John F. Kennedy Center for the Performing Arts last month. The Hispanic Heritage Awards are considered the highest honor given by Latinos to celebrate cultural pride, accomplishment and the promise of Hispanics in America. This year marks the 25th anniversary of the awards. Among the honorees was Dr. Elizabeth “Betty” Molina Morgan, who received the Science, Technology, Engineering and Math

AAU Announces Major Initiative to Improve Undergraduate STEM Education WASHINGTON, D.C.

The Association of American Universities (AAU), an organization of leading U.S. public and private research universities, has announced a five-year initiative to improve the quality of undergraduate teaching and learning in science, technology, engineering and mathematics (STEM) fields at its member institutions. “In recent years, researchers, many of them at our universities, have learned a great deal about the most effective methods of teaching specific STEM subjects,” said AAU President Hunter R. Rawlings. “We now

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(STEM) Education Award, created by ExxonMobil as part of the company’s commitment to advance STEM education in the United States. Morgan has spent more than 30 years working in all facets of public education – inner-city, rural and suburban. She was superintendent of Washington County Schools, in Maryland, for nearly a decade and led the high-poverty district to increase its graduation rate from 78 percent to 92 percent. At the same time, she improved the dropout rate from one of the highest of any district in the state to one of the lowest. Before that, she was chief academic officer with Baltimore city public schools during its first major reform effort – and also a teacher, principal and senior administrator in other school systems. Additional honorees included:

• Columbian singer Juanes, “Vision” • Singer and songwriter Rubén Blades, “Arts” • Coach, Olympian and World Cup player Hugo Sánchez,”Sports” • Writer, actor and humorist Roberto “Chespirito” Gómez Bolaños, “Legend” • Dr. Juan Andrade, “Leadership” • Jorge Vergara, “Business” “We are thrilled to honor yet another class of inspiring Latino leaders, including Dr. Morgan,” said José Antonio Tijerino, president and CEO of the Hispanic Heritage Foundation. “The Latino community throughout history has made a positive impact in America; going forward, there is no greater priority than education. We are proud to work with ExxonMobil to highlight the important work and lifelong commitment of great Latino Americans like Dr. Morgan and the other honorees.”

need to disseminate these methods widely among universities so that more faculty members will adopt the best teaching practices in their classrooms. AAU is not conducting another study or research project on STEM education. We are moving to implement the results of the latest research into science and math pedagogy.” “To be sure,” he added, “a number of our universities are already leading the way in developing and implementing these new ways of teaching. But there is a long way to go, and there is an urgent need to accelerate the process of reform.” Rawlings said that AAU would work with experts in the field, AAU member universities and scientific disciplinary societies to find ways to encourage faculty members and departments to employ new teaching tech-

niques in the classroom. “Our work will build on the research university model that has served our country so well,” he added. “A singular strength of U.S. research universities, one that has contributed to this nation’s global leadership in higher education and innovation, is the synergy between teaching and research,” he said. “Bringing these together in the classroom benefits education as well as research.” In a description of the plan, AAU noted the increasing importance of STEM education. “The STEM fields are critical to generating the new ideas, companies and industries that drive our nation’s competitiveness, and will become even more important in the future. Improving undergraduate STEM education is both a national need and a longterm challenge.”

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DEAN OF FINANCIAL AID The Dean of Financial Aid will be responsible for providing hands-on efficient operations, strong leadership, and superior service to 15,000 financial aid applicants, their families, and members of the university community; oversee an $85 million dollar financial aid program annually and administer Title IV and institutional loans, grants, and scholarships to a diverse population of students. This position will also coordinate and oversee audits, compliance review and account reconciliation, and ensure institutional compliance with relevant regulations, codes and statutes; conduct regular meetings with staff to inform them of program policies, procedures, and deadlines as needed; and provide the strategic direction and leadership for a results-oriented financial aid program of considerable skill and innovation that is consistent with the goals and mission of the College. Requirements include a Masterâ&#x20AC;&#x2122;s degree, 5+ years progressive managerial experience in Financial Aid administration, comprehensive knowledge of federal and state higher education aid programs, along with Scholarship, Veterans, and Federal and Institutional work student programs. Knowledge of and experience working in a high-volume, large college environment is also required. Candidates must thoroughly understand compliance with Federal, State, and Institutional guidelines while maintaining a high level of customer service. In addition, candidates must possess comprehensive knowledge and management experience with all aspects of the financial aid operations and experience with administration and maintenance of various financial aid systems. This is a twelve (12) month administrative position with a competitive salary dependent upon knowledge, skills and experience. For detailed information and to apply online now, please visit: http://www.daytonastate.edu/hr/ If unable to see us online, call Human Resources at 386-506-4505. Equal Opportunity/Equal Access Employer

Dean, School of Public Health Georgia State University, a leading research university located in the heart of downtown Atlanta, is conducting a search for the founding Dean of its new School of Public Health. Georgia Stateâ&#x20AC;&#x2122;s Institute of Public Health was established in 2001 and received a full accreditation from the Council on Education for Public Health in 2007. The Search Committee invites letters of nomination and applications (letters of interest, complete CV, and references) to be submitted to School of Public Health Dean Search, c/o Dana R. Carter, Office of the Provost, PO Box 3999, Atlanta, GA 30302-3999. Confidential review of materials will begin November 18, 2011 but position will remain open until filled. For a complete position description, refer to Current Opportunities on http://jobs.gsu.edu. Georgia State University, a unit if the University System of Georgia, is an equal opportunity educational institution and is an equal opportunity/affirmative action employer.

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Established in 1885, the University of St. Thomas is located in the major metropolitan area of Minneapolis-St. Paul, and is Minnesotaâ&#x20AC;&#x2122;s largest private university. Its more than 10,000 students pursue degrees in a wide range of liberal arts, professional and graduate programs. Positions are available in: Accounting; Biology; Chemistry; Computer and Information Sciences; Economics; Engineering; English; Finance; Health and Human Performance; History; Law; Leadership, Policy and Administration; Management; Marketing; Mathematics; Music; Organization Learning and Development; Philosophy; Physics; Professional Psychology; Psychology; Special Education; Social Work; and Teacher Education. Applications are accepted online: www.stthomas.edu/jobsatust.com. Inspired by Catholic intellectual tradition, the University of St.Thomas educates students to be morally responsible leaders who think critically, act wisely, and work skillfully to advance the common good. Successful candidates will possess commitments to the ideals of this mission. The University of St. Thomas has a strong commitment to the principles of diversity and inclusion, to equal opportunity policies and practices, and to the principles and goals of affirmative action. The university welcomes nominations and applications from a broad and diverse applicant pool.

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EOE

Tufts University

Owens Community College

School of Arts & Sciences School of Engineering

President Owens Community College invites nominations and applications for the position of President/CEO.

Tufts University, located in the Boston area, is seeking candidates for the following full-time positions to begin September 2012. Tufts is committed to excellence in scholarship and teaching, and to building a faculty that reflects the diversity of both its students and the world for which it is preparing them. Tufts is an Affirmative Action/Equal Opportunity employer. Members of underrepresented groups are strongly encouraged to apply.

With a commitment to providing small classes, personal attention and unmatched affordability, Owens Community College offers rigorous, highquality career and transfer programs and prepares students to achieve advanced degrees in a learner-centered environment. The College’s Workforce and Community Services provides for the workforce development and training needs of local businesses and industries.

NOTE: All positions are tenure-track unless noted otherwise. Full-text position announcements can be found at http://ase.tufts.edu/facultypositions.

Owens Community College is a fully accredited, comprehensive state community college in The University System of Ohio. The College has unique and modern facilities with locations in Perrysburg (main campus), Findlay, downtown Toledo, and Maumee, Ohio, as well as a strong on-line presence. Owens serves 20,000 students while being one of Ohio’s lowest cost providers. Owens offers associate degrees that transfer to baccalaureate degrees in the Arts and Sciences and over 130 technical program areas in Agriculture, Business, Health Sciences, Nursing, Public Safety and Emergency Preparedness, Skilled Trades, Engineering and Transportation Technologies. The success of Owens Community College students, graduates, and alumni is the essence of our mission. Together, we transform our communities into vibrant places to live and work in Northwest Ohio. Reporting to the Board of Trustees, the President serves as chief executive officer of the institution and as professional advisor to the Board of Trustees. Serving as the visionary leader for the College, the President should have at least 10 years of senior-level administrative experience in higher education or equivalent corporate executive experience, an advanced degree from an accredited institution and experience teaching. The ideal candidate will bring a commitment to student success, fostering diversity, and engaging the campus community as well as successful experience collaborating with external stakeholders. Initial screening of applicants will begin by October 31, and continue until the position is filled. Owens Community College will be assisted by Matthew Stencil and Tracie Smith of Heidrick & Struggles. For confidential inquiries, please contact us at 404.682.7316. Nominations and applications should be directed to:

Department

Field

Rank

ARTS & SCIENCES Anthropology

Anthropology of the Environment Assistant Professor

Chemistry

Chemistry/Biology Interface OR

Assistant Professor

Energy and New Materials Drama and Dance

Dance/Director of the

Lecturer/Director (NTT)

Dance Program Drama and Dance

Lighting Design

Lecturer (NTT)

Economics

Environmental Economics

Asst/Asso/Full Professor

Economics

Applied Econometrics OR

Assistant Professor

Economic Growth and Development Education

Cultural and Social Foundations Assistant Professor of Education

English

Eighteenth-Century British

Assistant Professor

Literature History

Chinese History

Assistant Professor

Music

Director of Orchestral Activities

Lecturer/Director (NTT)

Occupational Therapy

Occupational Therapy with

Lecturer (NTT)

Children and Adolescents Philosophy

Environmental Ethics

Assistant Professor

Political Science

International Relations

Assistant Professor

Psychology

Social Psychology

Asst/Asso/Full Professor

Psychology

Cognitive and Brain Sciences

Asst/Asso/Full Professor

Romance Languages

Latin American Studies

Assistant Professor

Romance Languages

Spanish Language

Lecturer (NTT)

Sociology

Open

Asso/Full Professor and Department Chair

Owens Community College Presidential Search Committee Heidrick & Struggles, Inc. 600 Superior Avenue East Suite 2500 Cleveland, OH 44114 Email: owens@heidrick.com

EEO: Owens Community College is an equal opportunity employer and does not discriminate on the basis of race, color, religion, sex, age, or discriminatory factors. Applications are welcomed from candidates who want to become part of our inclusive culture that embraces and celebrates diversity.

ENGINEERING School of Engineering

Engineering Education

Asst/Asso Professor

(McDonnell Professorship) Chemical and Biological Engg

Biological Engineering;

Asst/Asso Professor

Sustainable Energy Civil and Environmental Engg

Environmental Health

Asst/Asso Professor

Electrical and Computer Engg

Signals and Systems

Asst/Asso Professor

Mechanical Engineering

John R. Beaver Professor and

Full Professor

Department Chair

Ohio’s Sunshine Law: The presidential search process will comply with Ohio’s Sunshine Law. http://www.ohioattorneygeneral.gov/Legal/Sunshine-laws

www.owens.edu

Tufts is an Affirmative Action/Equal Opportunity employer. Members of under represented groups are strongly encouraged to apply. NOTE: All positions are tenure-track unless noted otherwise. Full-text position announcements can be found at http://ase.tufts.edu/facultypositions.

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Life Sciences Open Rank Faculty Search The Division of Life Sciences (www.lifesciences.ucla.edu)

in the UCLA College of Letters and Sciences announces a

special initiative to recruit excellent research scientists

with a history and commitment to the mentorship of students

from

underrepresented

and

underserved

populations. We seek individuals who will lead and

facilitate Life Science programs focused on providing

research and professional development opportunities for

our diverse student body. Candidates should have outstanding records of scholarly publications, research

support, and teaching. Successful candidates will have the

same opportunities and expectations for a successful research program as other UCLA faculty, but with teaching

loads and service adjusted for participation in this special

initiative. These positions will have an Academic Senate appointment in one of five Life Science departments

(Ecology and Evolutionary Biology; Microbiology,

Immunology, & Molecular Genetics; Molecular, Cell, and

Developmental Biology; Integrative Biology and

Physiology; and Psychology) at a professorial rank commensurate with current academic standing and

achievement. UCLA offers competitive salaries, research

set-up funds, and recruitment allowances.

Nominations and questions should be sent to: Dr. Paul Barber (paulbarber@ucla.edu) or Dr. David O. Sears

(sears@psych.ucla.edu). Application packages should contain 1) a cover letter that specifically details his or her philosophy and record of mentoring of underrepresented

and underserved students, 2) curriculum vitae and 3) a statement of research and teaching interests and 4) the names of three references. Submit these materials as

attachments to diversity@psych.ucla.edu. Review of the

applications will begin on November 15, 2011, and will continue until the positions are filled (Job #: 0875-1112-03).

UCLA is ranked the 2nd best public university in the U.S.

by US News & World Report and is California's largest university with an enrollment of nearly 38,000

Montclair State University is an Equal Opportunity/AďŹ&#x192;rmative Action institution with a strong commitment to diversity

CARLETON COLLEGE Carleton College has a tenure-track position open in the Department of Educational Studies for Fall 2012. The position is at the Assistant Professor level (with Ph.D. completed or substantially completed by time of appointment). In extraordinary cases, higher rank will be considered. Carleton is a highly selective liberal arts college with 1950 undergraduates located 45 miles south of Minneapolis and St. Paul. Carleton College does not discriminate on the basis of race, color, creed, ethnicity, religion, sex, national origin, marital status, veteran status, actual or perceived sexual orientation, gender identity and expression, status with regard to public assistance, disability, or age in providing employment or access to its educational facilities and activities.

undergraduate and graduate students. The UCLA College

of Letters and Science and the university's 11 professional schools feature renowned faculty and offer more than 323

degree programs and majors. The Biomedical, Behavioral and Life Sciences areas at UCLA have more than 300

faculty members, includes many top ten ranked departments, and is consistently in the top ten in NIH

funding. The UCLA College has a tradition of outstanding

teaching and mentorship of undergraduates, which the Division of Life Sciences hopes to enhance through this

special initiative. As a campus with a diverse student body,

we encourage applications from women, minorities, and individuals with a history of mentoring underrepresented

minorities in the sciences.

UCLA is an affirmative action/equal opportunity employer with a strong institutional commitment to the

For a full description of this position, visit Carletonâ&#x20AC;&#x2122;s web site at https://jobs.carleton.edu/.

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achievement of faculty and staff diversity.

ounded in 1956, the University of South Florida is a public research university of growing national distinction. The USF System is comprised of member institutions; USF Tampa, the doctoral granting institution which includes USF Health; USF St. Petersburg; USF Sarasota-Manatee; USF Polytechnic, located in Lakeland, separately accredited by the Commission Colleges of the Southern Association of Colleges and Schools (SACS). USF is one of only four Florida public universities classified by the Carnegie Foundation for the Advancement of Teaching in the top tier of research universities. More than 47,000 students are studying on USF campuses and the University offers 228 degree programs at the undergraduate, graduate, specialty and doctoral levels, including the doctor of medicine. USF is a member of the Big East Athletic Conference. And, USF is listed in the Princeton Review as one of the nation’s 50 “Best Value” public colleges and universities. The university is currently recruiting for the following positions; the number in parentheses represents the number of positions available to that specific title:

Administrative Positions:

Assistant Vice President & Executive Director (Alumni Association) Director (Student Affairs-Marshall Ctr)

Director of Development (Health Development) Director of Housing Facilities (Student Affairs)

Director of Strategic Community (Provost Office)

Faculty Positions: College of Arts and Sciences

Center for Community Partner

Assistant/Associate Professor (1)

Assistant Professor (1)

Assistant Professor (8)

Associate/Full Professor (1)

Engineering

Business

Associate Professor (4)

Associate Professor (2) Dean (1)

Associate/Full Professor (1)

Education

PolyTechnic Campus

Assistant/Associate Professor (1)

Associate Professor (1)

Assistant Professor (4)

Assistant Professor (1)

Dean (1)

College of Arts Dean (1)

University College

Pharmacy

Assistant/Associate (1)

Dean (1)

Assistant Professor (1)

Sarasota

Assistant/Associate (1)

Florida Center for Drug Dis & Innovation Associate/Full Professor (1)

For a job description on the above listed positions including department, disciple and deadline dates: (1) visit our Careers@USF Web site at https://employment.usf.edu/applicants/jsp/shared/Welcome_css.jsp; or (2) contact The Office of Diversity and Equal Opportunity, (813) 974-4373; or (3) call USF job line at 813.974.2879. USF is an equal opportunity/equal access/affirmative action institution, committed to excellence through diversity in education and employment. www.usf.edu • 4202 E. Fowler Ave,Tampa, FL 33620 10/31/2011

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CLINICAL ASSISTANT PROFESSOR IN THE VISUAL ARTS THE GALLATIN SCHOOL OF INDIVIDUALIZED STUDY The Gallatin School of Individualized Study at New York University invites applications from visual artists for the position of Clinical Assistant Professor in the Visual Arts, a full-time teaching position to commence on September 1, 2012. The position is a non-tenure track but renewable contract line, and includes all the rights of full-time faculty within the Gallatin School. We encourage applications from artists who work at the intersections of various media, especially painting, drawing, and new media. The successful candidate will contribute actively to the School’s interdisciplinary curriculum and teach both studio courses and courses that focus on thematic topics, problems, and questions pertaining to artistic production as a form of cultural work and mode of expression. We are seeking an artist-scholar who can conceptualize and develop innovative ways of linking Gallatin’s studio arts curriculum to its theoretically and historically grounded interdisciplinary curriculum. The ideal candidate will have experience and a strong interest in interdisciplinary teaching and in advising individualized B.A. and M.A. research and arts programs. Qualifications: Demonstrated excellence in teaching at the university level. MFA required; Ph.D. desirable. Founded in 1972, Gallatin is an experimental college of 1,350 undergraduate students and 180 Masters students which forms a part of NYU, a major research university. Its innovative, nationally recognized B.A. and M.A. programs in individualized study encourage students to develop an integrated, multidisciplinary program of study that combines courses taken in the various schools of NYU with independent studies, internships, and Gallatin’s own interdisciplinary seminars, writing courses and arts workshops. The School emphasizes excellent teaching, intensive student advising and mentoring, and a unique combination of program flexibility and academic rigor. All application materials must be submitted electronically. To apply, please visit www.nyuopsearch.com/applicants/Central?quickFind=51014 Please submit a letter of application, curriculum vitae, a writing sample (of up to 30 pages), three letters of recommendation, a statement of your teaching philosophy, and a brief description of three dream courses. For questions, please contact Amber Pritchett at amber.pritchett@nyu.edu . Review of applications will begin Thursday, December 1, 2011 and will continue until the position is filled.

NYU is an Equal Opportunity/Affirmative Action Employer.

Assistant Professor, Chicana/Latina Studies University of California, San Diego (UCSD) Department of Literature Effective 7/1/12 The Department of Literature within the Division of Arts & Humanities at the University of California, San Diego (http://literature.ucsd.edu) seeks candidates for a faculty position in the area of Chicana/Latina Studies, whose research, teaching, or service has prepared them to contribute to our commitment to diversity and inclusion in higher education. Applicants are asked to summarize their past or potential contributions to diversity in their personal statement. Preference will be given to scholars at the tenure-track assistant professor level.

Faculty members teach and supervise students at the undergraduate and graduate level. The level of appointment will be commensurate with qualifications and experience. Successful candidates will demonstrate strong or potential accomplishments in areas contributing to diversity, equity, and inclusion, and a desire to play a leadership role in advancing UC San Diego’s commitment to achieving excellence and diversity. In addition to having demonstrated the highest standards of scholarship and professional activity, or for junior scholars to have the potential thereof, we welcome candidates to teach in a world literatures program. Candidate should have a welldeveloped methodology rooted in historical contexts for the interpretation of 20th- and 21st-century Chicana/Latina cultural production in the United States. Ability to teach courses on Latin American topics is also required; candidate must be able to teach courses in Spanish and English. Special interests such as the history of gender formations and comparative studies across ethnic groups are welcome. Salary: Salary will be based on published UC pay scales. Closing Date: November 15, 2011

To Apply: Submit all application documentation using UCSD’s online Recruit web page https://apol-recruit.ucsd.edu/apply

Please apply to the following job posting:

Required documents include: 1) a cover letter (include job ad code, 152OUT) at the top of your cover letter, 2) CV, 3) add contact names and requested information, then click on the prompt to contact references as this generates an email to references, with instructions, and 4) writing samples.

Assistant Professor (12-004)

DEAN OF THE COLLEGE OF NATURAL SCIENCES The University of Texas at Austin invites applications and nominations for the position of Dean of the College of Natural Sciences (http://cns.utexas.edu/). We are seeking an intellectual leader with a strong academic background and reputation, an ability to think and plan strategically, demonstrated administrative and management skills, and a proven interest in and commitment to the University’s strategic priorities of world-class research, innovative undergraduate education, and interdisciplinary studies. For more information see: http://cns.utexas.edu/about-the-college/dean-search The Dean of the College of Natural Sciences reports to the Executive Vice President and Provost and oversees a vibrant academic community of 9 academic departments and schools, and 43 institutes, centers, and programs. The Dean is responsible for the identification and implementation of a long-range vision, strategic planning for the College, as well as developing detailed administrative and fiscal procedures to ensure the excellence of the faculty, students, and curricular and research programs. Working with the University’s administration, the Dean is responsible for the recruitment, retention, appointment, reappointment, and promotion and tenure of a worldclass faculty. The Dean is responsible, as well, for ensuring the diversity of the faculty. The Dean will ensure stakeholder involvement in governance, including their participation in strategic plans, major budgetary priorities, and other important activities and issues that affect the well-being of the College and University. In addition to strong support from the University's administration, the College of Natural Sciences at The University of Texas at Austin benefits greatly from a robust endowment portfolio. Working with the College’s advisory councils, its national and international constituencies, students, faculty, alumni, friends of the College of Natural Sciences, foundations, and the senior leadership team of the University, the Dean is responsible for the stewardship of these resources along with the development of additional funding. Qualified applicants and nominees for this exciting leadership opportunity should forward an electronic version of their curriculum vitae (using Microsoft Word or PDF files as attachments) to: Dr. Ilene H. Nagel, Consultant to the Search Committee, Leader, Higher Education Practice, Managing Director, Not-for-Profit Sector, Russell Reynolds Associates, Inc., Phone: 805-699-3050 (PST), UTCNS@russellreynolds.com.

If you wish to send hard copies of original books, please mail these items to the following address so they arrive in the office before November 15, 2011.

Security sensitive; conviction verification conducted on applicant selected. The University of Texas at Austin is an Affirmative Action/Equal Opportunity Employer committed to diversity

(http://diversity.ucsd.edu/)

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Applicants should include in their cover letters a personal statement summarizing their contributions to diversity as well as summarizing teaching experience and interests, and leadership efforts, or their potential to make contributions in the field. Immigration status of non-citizens should be stated in CV. The deadline to apply is November 15, 2011.

Chicana/Latina Search Committee Chair #152OUT Department of Literature 0410 University of California, San Diego 9500 Gilman Drive La Jolla, CA 92093 UCSD is an Equal Opportunity/Affirmative Action Employer with a strong institutional commitment to excellence through diversity

Willamette University (WU), founded in 1842, is a nationally recognized liberal arts school with graduate programs in law, business and education. WU has earned a national reputation for its academic standards and exemplary citizenship, values that have defined the culture of this campus for more than 160 years. The Willamette University motto, “Not unto ourselves alone are we born,” captures the essence of this distinguished university. It speaks to our commitment to community service, to the extraordinary collaboration between faculty and students, and to the tradition of service and civic engagement that is typical of our alumni. WU is in Salem, the capital city of Oregon, one hour from Portland, the Pacific Ocean, and the Cascade Mountains. To learn more about our university, mission, faculty, staff and students visit us at www.willamette.edu.

College of Liberal Arts We are seeking candidates for the following faculty positions to begin August 2012: Assistant Professor of English: 18th Century British Literature (Tenure Track) Review begins November 7, 2011. Interviews will be conducted at the MLA in Seattle, Jan. 2012. Assistant Professor of Exercise Science (Tenure Track) Application Deadline is January 16, 2012. Visiting Assistant Professor of French Application deadline is November 22, 2011. Interviews will be conducted at the MLA in Seattle, Jan. 2012. Visiting Assistant Professor of German Application deadline is November 22, 2011. Interviews will be conducted at the MLA in Seattle, Jan. 2012.

Atkinson Graduate School of Management Faculty Positions Due to the success of its MBA programs Willamette University’s Atkinson Graduate School of Management invites applications for several tenure-track faculty positions to begin August 2012 in the following areas: s

Global Management, Global Strategy, or Global Entrepreneurship

Quantitative Methods

Applications will be considered until the positions are filled. Please apply immediately.

Administrative/Professional Assistant/Associate Dean and Director of Admission MBA for Professionals – Atkinson Graduate School of Management Open until filled, please apply immediately. Director of Special Projects & Events – President’s Office Application deadline is Nov. 1, 2011. Desired start date is Jan. 2012. Senior Associate Dean - Atkinson Graduate School of Management Open until filled, please apply immediately.

For complete job announcements and application guidelines visit our website at http://apptrkr.com/210838. Believing that diversity contributes to academic excellence and to rich and rewarding communities, Willamette University is committed to recruiting and retaining a diverse faculty, staff and student body. We seek candidates, particularly those from historically under-represented groups, whose work furthers diversity and who bring to campus varied experiences, perspectives and backgrounds.

Anticipated Faculty Positions Spring 2012 Kean, a comprehensive New Jersey state University, is committed to excellence and access and to developing, maintaining and strengthening interactive ties with the community. Kean University takes pride in its continuing effort to build a multicultural professional community to serve a richly diversified student population of almost 16,000. The University sits on three adjoining campus sites covering 180 acres, two miles from Newark Liberty International Airport and thirty minutes from New York City. All open faculty positions are at the rank of Assistant/Associate Professor. Positions are ten-month, full-time tenure-track assignments, effective January 3, 2012 unless otherwise indicated. Teaching assignments and related responsibilities may include day, evening, weekend and online courses. Courses are taught at the Union campus but some positions may include assignments at Ocean County College in Toms River, New Jersey or other locations. All faculty are expected to demonstrate a commitment to teaching excellence and an on-going program of research and publication or creative and performance activity. Participation in curriculum development, student advisement and service at the departmental/school, college and university level is also required. Interest or experience in using advanced instructional technologies to improve the teaching/learning process is highly desirable. All positions are subject to availability of funds, due to financial exigencies. Nathan Weiss Graduate College Department of Counselor Education - to teach a variety of core courses in master's degree program options. Earned doctoral degree in Counselor Education and Supervision (CACREP accredited preferred); LPC or NJ license-eligible; strong counselor identity; and counseling professional involvement required. ABD considered with completion by January 1, 2012. Contact Dr. J. Barry Mascari, Chairperson at jmascari@kean.edu. Please specify course expertise/preferences. Department of Graduate Management Studies - International Management To teach graduate courses in both the Global MBA and Executive MBA options. The candidate must have a strong focus and background in International Business/Global Management. The new faculty is expected to be active in expanding the department's global network to new regions with priority given to South America and Africa. Preference will be given to applicants that can demonstrate a research and teaching record at the graduate level in the areas of International HR Management, Cross Cultural Management or Global Leadership. Doctorate from an accredited school and a proven research record required; ABD considered with completion by January 1, 2012. Contact Dr. Veysel Yucetepe, Program Director at vyucetep@kean.edu. Application, Salary and Benefits Information Review of applications will begin immediately and continue until position is filled. Send letter of interest, up-to-date resume and names and contact information for three professional references. Apply directly to the Program Director/Department Chair as identified to: Kean University, 1000 Morris Avenue, Union, NJ 07083. Official transcripts for all degrees and three current letters of recommendation are required before appointment. Salary is competitive and commensurate with qualifications and experience. Comprehensive benefits program included. Contingent on Budgetary Approval and Appropriated Funding. Kean University is an EOE/AA Institution

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Montclair State University is an Equal Opportunity/Aï¬&#x192;rmative Action institution with a strong commitment to diversity

Dean, Joan B. Kroc School of Peace Studies The University of San Diego seeks a dynamic leader to serve as the next Dean of the Joan B. Kroc School of Peace Studies.

The University of San Diego (USD) is dedicated to providing a values-based education grounded in Catholic social thought and practice. Located on 180 acres overlooking the city of San Diego, Mission Bay and the Pacific Ocean, its campus buildings feature 16th century Spanish Renaissance architectural style. With an enrollment of approximately 7,800 students and 400 fulltime faculty members, the university has six academic divisions including the College of Arts and Sciences, the School of Law, the School of Business Administration, the School of Leadership and Education Sciences, the Hahn School of Nursing and Health Science, and the Joan B. Kroc School of Peace Studies (KSPS).

Since its inauguration in 2007, KSPS has worked for sustainable peace and justice through innovative education, interdisciplinary scholarship, advanced practice and policy engagement. The Masterâ&#x20AC;&#x2122;s curriculum is interdisciplinary and involves faculty from USDâ&#x20AC;&#x2122;s other schools as well as utilizing the schoolâ&#x20AC;&#x2122;s own core faculty, curriculum, dedicated facility and students, and areas of focus include conflict analysis and resolution, human rights, development and human security. In addition to the graduate academic program, the school also includes the Joan B. Kroc Institute for Peace & Justice and the Trans-Border Institute. The school is located in a 90,000 square foot facility in the middle of the USD campus which provides students, dignitaries, stakeholders, faculty and visitors with an auditorium, classrooms, and space for a range of events. As KSPS moves forward into the next decade, it has the opportunity to serve as a nexus of engagement, drawing together scholars and practitioners, political leaders and civil society experts, religious and laypeople who will inform, challenge, support and inspire each other with the idea that peace can be imagined and built.

The dean of KSPS must be committed to peace and justice through both practice and education. The next dean will build upon the strong foundation at the school and expand opportunities as its growth continues. The successful candidate will have leadership experience in a related field of higher education and/or have attained distinction in a related area of policy or practice. The next dean will provide the leadership for the academic enterprise of the school and will play a lead role in resource development and expanding the external visibility of KSPS. For additional information on the University of San Diego and the Joan B. Kroc School of Peace Studies, please reference the website at

http://www.sandiego.edu/

Initial screening of applicants will begin immediately, and continue until the position is filled. The University of San Diego will be assisted by Ellen Brown, Dale Jones, and Mark Caldwell of Heidrick & Struggles, Inc. Nominations and applications should be directed to: KSPS Dean Search Heidrick & Struggles, Inc. 303 Peachtree Street, NE Suite 4300 Atlanta, GA 30308 Email: ksps@heidrick.com The University of San Diego is an Equal Opportunity Employer and seeks gender, cultural, and ethnic diversity in its administration, faculty, staff and student populations.

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10/31/2011

DEAN OF THE COLLEGE OF EDUCATION AND HUMAN SERVICES

Lock Haven University of Pennsylvania invites applications and nominations for the position of Dean of the College of Education and Human Services. THE UNIVERSITY Lock Haven University is one of fourteen institutions in the Pennsylvania State System of Higher Education, enrolling approximately 5,200 undergraduate and 300 graduate students. Lock Haven University has an emphasis on professional and applied programs with a strong liberal arts foundation. The University is a dynamic, progressive institution committed to shared, collaborative leadership; we seek candidates who share this commitment. The University employs approximately 290 faculty and offers more than 50 programs of study at 4 campus sites.

The main campus is located in rural north central Pennsylvania in the scenic Appalachian mountains along the banks of the Susquehanna River. The city of Lock Haven has a population of approximately 9300; State College (42,000) and Williamsport (30,000) are each less than an hourâ&#x20AC;&#x2122;s drive away. The main campus is located within a 210 mile radius of Philadelphia, Pittsburgh, New York, Toronto, and Washington, DC. Other campus sites are in Clearfield, Coudersport and Harrisburg. RESPONSIBILITIES Reporting to the Provost, the dean will provide leadership to professionally oriented academic departments. Approximately 100 faculty have primary appointments in the College. The College includes the departments of Academic Development & Counseling, Pre K - 4 and 4-8 Education programs, Special Education, Health & Physical Education, Health Sciences, Nursing, Sport Studies, Recreation Management, Physician Assistant Studies, and Graduate Studies. The dean will have responsibility for overall academic quality, including teaching, research, service, and assessment. In collaboration with the department chairs and directors in the College, the dean ensures a commitment to student success, faculty development and innovative contributions to broader university goals and initiatives. The dean works closely with the Dean of the College of Arts & Sciences to coordinate general education, secondary education, and other shared program areas. The dean devotes a significant portion of time on the efficient management of the collegeâ&#x20AC;&#x2122;s human and financial resources.

The dean serves as a member of the leadership team for Academic Affairs and represents the university in state-wide system initiatives. The dean is also responsible for building relationships with school districts, health care organizations, and other businesses and agencies which support the Collegeâ&#x20AC;&#x2122;s initiatives. The institution is at a critical juncture in the expansion of graduate programs, and the dean will serve a pivotal role in this process.

QUALIFICATIONS: The following qualifications are required: A terminal degree in an education or human service discipline; exemplary teaching experience; significant scholarly achievement; a record of increasing level of responsibility in leadership with service at the level of departmental chairperson or equivalent; demonstrated knowledge of program accreditation processes and assessment of learning outcomes; effective oral, written and interpersonal communication skills and a commitment to promoting and embracing diversity. Preferred qualifications include; evidence of entrepreneurial leadership skills; creative problem-solving in previous work experiences; knowledge about grants and grantwriting; experience in a union environment; a commitment to engaging the community; knowledge about professional aspects of programs such as clinical supervision; student teaching and external field experiences as well as demonstrated skills in technology, including experience teaching in an online learning platform. Selected candidates will be invited for a two-day campus interview involving a public presentation and interaction with students, faculty, administrators, staff, trustees, alumni, and community members. The successful candidate must pass a background investigation prior to employment. SALARY Salary is competitive and commensurate with qualifications and experience. A generous benefits package is included. Under current policy, state system administrators may attain faculty status, rank and tenure.

NOMINATIONS AND APPLICATIONS Applicants must provide the following: a letter detailing administrative philosophy and a brief statement of accomplishments in teaching, research and service; a CV; official transcripts of all graduate work; and a list of at least five (5) references. These references will not be contacted without applicantâ&#x20AC;&#x2122;s approval. Application deadline Monday, November 28th, 2011. Anticipated starting date is July 2, 2012.

Applicants can apply online at http://jobs.lhup.edu/postings/636 Learn more about LHU at http://www.lhup.edu Submit nominations to: Human Resource office - Attn: Albert Jones Dean of Education and Human Services Search East Campus J205 Lock Haven University of Pennsylvania Lock Haven, PA 17745

***No hard copy/mail/fax applications will be accepted for this position***

Lock Haven University is a member of Pennsylvaniaâ&#x20AC;&#x2122;s State System of Higher Education. Lock Haven University is an equal opportunity/ affirmative action employer and encourages applications from persons of color, women, veterans, and persons with disabilities. For more information visit our web site at www.lhup.edu.

4ENURE 4RACK &ACULTY %MPLOYMENT /PPORTUNITIES Subject to Budgetary Approval

COLLEGE OF APPLIED SCIENCES & ARTS Kinesiology s !THLETIC 4RAINING 3PECIALIST

For Full Consideration: 10/31/11

School of Social Work s $IRECTOR

1/20/12

COLLEGE OF EDUCATION Child & Adolescent Development s #HILD !DOLESCENT $EVELOPMENT

10/17/11

Educational Leadership s %DUCATIONAL ,EADERSHIP !DMINISTRATION

12/15/11

Elementary Education s 'ENERALIST IN 4EACHER %DUCATION +

1/10/12

Counselor Education s #OUNSELING FOR (IGHER %DUCATION

1/17/12

COLLEGE OF ENGINEERING Aviation s !VIATION

1/15/12

Mechanical & Aerospace Engineering s !EROSPACE %NGINEERING

2/1/12

COLLEGE OF HUMANITIES & THE ARTS Design s )NTERACTIVE AND 5SER /RIENTED %SIGN

1/30/12

Music & Dance s !NIMATION )LLUSTRATION $ -ODELING s 3OUND $ESIGN 4ECHNOLOGY

2/3/12 2/15/12

COLLEGE OF SCIENCE Biological Sciences s -ICROBIOLOGY s .EUROPHYSIOLOGY

11/4/11 11/4/11

Physics & Astronomy s #ONDENSED -ATTER 0HYSICIST s #OMPUTATIONAL !STROPHYSICS

1/1/12 1/1/12

Mathematics s 3TATISTICS s !PPLIED -ATHEMATICS

1/11/12 1/11/12

Science Education s 3CIENCE %DUCATOR 0HYSICAL 3CIENTIST

1/30/12

COLLEGE OF SOCIAL SCIENCES Political Science s 0UBLIC !DMINISTRATION

11/18/11

Dr. Martin Luther King, Jr. Library s ,IASION ,IBRARIAN

12/1/11

For more information, including complete job descriptions and application procedures, please visit

http://www.sjsu.edu/facultyaffairs/jobs

SJSU is an Equal Opportunity/Affirmative Action Employer committed to nondiscrimination on the bases of race, color, religion, national origin, sex, sexual orientation, gender status, marital status, pregnancy, age, disability, or covered veteran status consistent with applicable federal and state laws. This policy applies to all SJSU students, faculty, and staff as well as University programs and activities. Reasonable accommodations are made for applicants with disabilities who self-disclose.

10/31/2011

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Non-Tenure Track Clinical Assistant Professor Position In Planning and Economic Development The Department of Public Management and Policy at Georgia State University seeks a strong teacher to fill a non-tenure track Clinical Assistant Professor position in planning and economic development, beginning fall 2012. The successful applicant will be expected to teach up to eight courses per year, but with course load reductions available for activities such as new course preparations, curriculum development, outcome assessment activities, and teaching large sections. Candidates for this position must bring a strong background and commitment to teaching in the area of planning and economic development. The department offers a NASPAA-accredited MPA program, master's and undergraduate degrees in public policy, and a doctorate in public policy. The Andrew Young School of Policy Studies ranks 27th nationally among schools of public affairs and public policy, according to the U.S. News & World Report. The school also houses the departments of Economics, Criminal Justice, The School of Social Work, and several outstanding research centers in fiscal policy, nonprofit studies, health policy, experimental economics, and public performance and management. The school is located in downtown Atlanta at the heart of a vibrant public and nonprofit sector. The school is committed to graduating students who can improve policy-making and management at all levels of government and the nonprofit sector.

Candidates should submit a letter of interest, curriculum vitae, graduate transcripts, three letters of recommendation, and teaching evaluations to: Dr. Harvey Newman, Chair, Faculty Search Committee, Department of Public Management and Policy, P.O. Box 3992, Georgia State University, Atlanta, GA 30302-3992. The position requires a doctorate in an appropriate field. Candidate must be eligible to work in the USA. At the time of offer, a background check will be required. Review of applications will begin immediately and will continue until the position is filled. Information about the Andrew Young School is available at www.aysps.gsu.edu. Georgia State University, a unit of the University System of Georgia, is an equal opportunity educational institution and an equal opportunity affirmative action employer. The position is subject to budgetary approval.

Promoting academic quality by enhancing learning, teaching, scholarship, and service and by celebrating MTSU’s distinctive strengths. We are currently seeking applicants for 57 faculty positions for the 2012-2013 academic year. For current position listings, please visit our website https://mtsujobs.mtsu.edu

BUSINESS MANAGER (Financial Services Manager II) Position 00002 Christanna Campus, Alberta, VA SVCC is currently accepting applications for Business Manager. This is a college-wide position, primarily located on the Christanna Campus, Alberta, VA. The Business Manager supports the Vice President of Finance by managing and supervising all accounting and budgeting functions for educational, general and restricted funds, foundation and local funds of the college. Supervises the business office, purchasing and bookstore operations and coordinates financial and administrative operations for the Christanna and John H. Daniel campuses, Southside VA Education Center, Pickett Park, and other off-campus sites. Requires experience with spreadsheets, accounting software, supervision, and knowledge of accounting principles and theory, automated systems, and purchasing principles. Bachelor’s degree, MBA or CPA preferred; fund accounting experience preferred. Visit www.southside.edu/about/employment for more information on duties and requirements. Position is full time; Pay Band 6; minimum starting salary: $53,510, commensurate with education and experience; and includes State and VCCS benefits. To apply, submit a complete State Application and electronic transcripts through the RMS website at http://jobs.virginia.gov. Applicants must create an RMS user account to apply. Satisfactory reference and criminal background checks are a condition of employment. Position is dependent on available funding. Review of candidate materials commences November 15, 2011. Position is open until filled. SVCC does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Peter Hunt, Vice President of Finance and Administration, 109 Campus Drive, Alberta, VA 23821, 434-949-1005. Women, minorities, and those with disabilities are encouraged to apply. In compliance with the Americans with Disabilities act (ADA and ADAAA), SVCC will provide, if requested, reasonable accommodation to applicants in need of access to the application, interviewing and selection processes. SVCC is committed to Diversity, Equal Employment Opportunity and Affirmative Action.

HISPANIC

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10/31/2011

The Hispanic Outlook Magazine® is also available in a digital format

www.hispanicoutlook.com for additional information

Teaching Faculty Position Announcement The George Washington University School of Business invites applications to fill teaching faculty positions, to begin Fall 2012, in the following disciplines: Accounting, Business Communications, and Management.

Basic Qualifications: Applicants must have either 1) a doctoral degree in the teaching area, or 2) a master’s degree in the teaching area and professional experience significant in duration and the level of responsibility. Applicants must have evidence of an excellent record of teaching. Preference will be given to candidates who demonstrate a strong commitment to teaching excellence and a willingness to actively participate in non-teaching activities the School.

The successful candidate will be appointed to an academic rank and salary commensurate with qualifications and experience. Remuneration package includes fringe benefits and medical and dental benefits. The appointment will be made on a fixed-term contract lasting at least two years.

Application Procedure: To be considered, please send (or email) an application letter that specifies the field(s) of interest, resume, record of teaching and summary teaching evaluations to: Vice Dean for Faculty and Research, School of Business, The George Washington University, Washington, DC 20052 (e-mail: GWSBTfac@gwu.edu). Only complete applications will be considered.

Review of applications will begin on November 7, 2011 and will continue until the positions are filled. The George Washington University is an Equal Opportunity/Affirmative Action Employer. The University and the GW Business School seek to attract an active, culturally and academically diverse faculty of the highest caliber.

UTSA Electrical and Computer Engineering Department Chair The Department of Electrical and Computer Engineering at the University of Texas at San Antonio invites applications or nominations for the position of Department Chair at Full Professor rank. The Department has 26 full-time faculty (3 endowed chairs) and enrolls some 200 graduate and 540 undergraduate students. It offers accredited B.S. and M.S. degrees in Electrical Engineering and Computer Engineering, and a Ph.D. degree in Electrical Engineering. Current annual research expenditures of the department amount to over $ 3.2 million. Applicants for the position should have an established research record, interest in teaching excellence and preferably strong leadership and administrative skills. They must also demonstrate a clear vision for expanding the research enterprise of the department, and the ability to build strong relationships with local industry and other academic departments. In addition they must have a clear view of the future of electrical and computer engineering education. The required qualifications of the successful candidate are a Ph.D. in electrical or computer engineering or other related areas and a sufficient research record to warrant an appointment at the Full Professor rank with tenure. The position is available July 1, 2012 or earlier and will remain open until filled. Please refer to the full advertisement for this position. For more information please visit http://ece.utsa.edu/. UTSA is an EO/AA employer. Interested candidates should send a letter of interest, their curriculum vitae, and three references to Chair, Department Chair Search Committee, ECE Department, 1 UTSA Circle, San Antonio, TX 78249 or electronically at EESearch@utsa.edu.

VICE PRESIDENT FOR UNIVERSITY ADVANCEMENT SEARCH Savannah State University (SSU) invites nominations and applications for the position of vice president for university advancement. The University is the oldest public historically black institution in the state of Georgia and a fully accredited unit of the University System of Georgia. It is seeking a dynamic, accomplished, and creative leader who will oversee the development and implementation of the University’s advancement goals as well as direct the integrated university advancement units which include fundraising, development, alumni relations, and marketing and communications. Embracing the university’s mission of developing productive members of a global society through high quality instruction, scholarship, research, service, and community involvement, the vice president for university advancement must be highly motivated and a collaborative strategist with skill sets for transforming the University’s advancement program into a distinctive model for securing resources to fulfill SSU’s educational mission.

The vice president for university advancement reports to and advises the president on matters of fundraising and development of the institution’s external resources. As the chief advancement officer, the successful candidate will serve as executive director of the University Foundation. The vice president is responsible for the orchestration of the University’s comprehensive capital campaigns, cultivation and solicitation of major gifts, prospect research and management, alumni relations, and the coordination of communication with internal and external institutional constituencies. The vice president for university advancement represents and acts for the president on matters of fundraising and philanthropy. He/she is expected to maintain collaborative working relationships with internal and external University constituencies.

Founded in 1890 as a land-grant institution of higher education, SSU serves more than 4,500 students who are enrolled in a nurturing educational environment that embraces social and intellectual diversity and prepares them to perform at higher levels of economic productivity, social responsibility, and excellence in their chosen fields of endeavor in a changing global community. Located minutes from the famed historic district of Savannah, Georgia, SSU offers academic programs in the College of Business Administration, the College of Liberal Arts and Social Sciences, the College of Sciences and Technology and the School of Teacher Education, which lead to baccalaureate and master’s degrees; a strong athletic program with NCAA affiliation; and an array of extracurricular and recreational activities for students.

The successful candidate for the position must have senior level experience and a successful record of fundraising in a university or related non-profit organization; a minimum of a Master’s degree in an appropriate field; excellent oral and written communication skills; exceptional public relations skills; strong analytical and organizational skills; skills for conducting a successful capital campaign; understanding of and the ability to manage a university foundation; the ability to interact effectively with internal and external constituencies; experience in donor cultivation, solicitation, and stewardship; and the ability to define a vision, set goals and strengthen the culture of philanthropy at the University.

A confidential review of nominations and applications will begin immediately and continue until the position is filled. For best consideration, materials should be provided by November 25, 2011. Nominations should include name, address, telephone number, and email address. Application materials should include a letter explaining relevant experience, a resume, and the names, addresses, telephone numbers, and email addresses of five references. Nominations and applications, which will be kept confidential, should be sent electronically to: AYERS & ASSOCIATES, INC. Savannah State University - Vice President for University Advancement Search 2001 Jefferson Davis Hwy., Suite 503, Arlington, Virginia 22202 Telephone: 703-418-2815 Fax: 703-418-2814 Email: contactus@ayersandassoc.com The President expects to make an appointment by December 2011 with a reporting date in January 2012. Savannah State University is an Equal Opportunity/Affirmative Action Employer.

10/31/2011

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Faculty Openings Fall 2012

President The Board of Regents of the University System of Georgia and the Presidential Search and Screen Committee of Georgia College & State University invite nominations and applications for the position of President.

As the state's designated Public Liberal Arts University, Georgia College is committed to combining the educational experiences typical of esteemed private liberal arts colleges with the affordability of public higher education. Founded in 1889, Georgia College has its main campus in Milledgeville with additional locations in Macon and Warner Robins. Milledgeville was the former capital of Georgia, and the beautiful and historic campus also features the recently restored Old Governor's Mansion which serves as an educational center and museum.

Georgia College enrolls approximately 6,700 students across a range of 40 undergraduate and 30 graduate programs in the College of Arts & Sciences, College of Business, College of Education and College of Health Sciences. The Center for Graduate and Professional Learning in downtown Macon focuses on business, education, health services, public service, and nonprofit management, and three graduate degrees are also offered in business administration and logistics management through the Robins AFB location.

With over 300 tenure-track faculty members, Georgia College provides its students with an exceptional learning environment that extends beyond the classroom, with hands-on involvement with faculty research, community service, residential learning communities, study abroad and a myriad of internships. Georgia College places a high priority on small class sizes and student-centered learning.

The President serves as the chief executive officer of the institution which is part of the University System of Georgia. Providing visionary leadership for Georgia College, the next President should have significant leadership experience in an academic institution or other complex organization, a commitment to students and academic excellence, a collaborative management style committed to shared governance and successful experience engaging external stakeholders. For additional information on Georgia College, please reference www.gcsu.edu.

Founded in 1840 by Horace Mann, Daniel Webster and John Quincy Adams, Bridgewater State University today is a dynamic, vibrant community of students and scholars, with excellent facilities, an outstanding range of academic programs and a broad array of undergraduate learning experiences.The University is home to over 11,200 students and over 315 faculty members. It is situated on an idyllic, 270-acre campus, and is approximately 45 minutes from Cape Cod and Boston, to which it is linked by commuter rail.The cultural and intellectual resources of the greater Boston area are world class. Full-time, tenure track positions are available in the following departments:

• Accounting and Finance (Accounting) • Communication Studies – (Multimedia Journalism) • Criminal Justice – 2 positions (Homeland Security or Violence and Victimization, Quantitative Data Analysis) • English (Contemporary British and Anglophone World Literature) • History – 2 positions (Medieval Europe, World History: History of Africa or India) • Mathematics – 2 positions (Mathematics) • Management – 2 positions (Marketing) • Movement Arts, Health Promotion and Leisure Studies (Teacher Licensure) • Philosophy (Applied Ethics) • Psychology (Statistics and Research Methods) • Sociology – 2 positions (Methods and Data Analysis, Globalization and Social Justice) • Special Education and Communication Disorders (Special Education) Bridgewater State University is an affirmative action/equal employment opportunity employer which actively seeks to increase the diversity of its workforce.

Initial screening of applicants will begin immediately, and continue until the position is filled. Georgia College will be assisted by Ellen Brown and Tracie Smith of Heidrick & Struggles, Inc. Nominations and applications should be directed to: Georgia College Presidential Search and Screen Committee Heidrick & Struggles, Inc. 303 Peachtree Street, NE Suite 4300 Atlanta, GA 30308 Email: georgiacollege@heidrick.com Georgia College is an Equal Opportunity, Affirmative-Action Institution committed to cultural, racial, and multi-ethnic communities and compliance with the Americans with Disabilities Act. It is expected that successful candidates share in this commitment. Persons who need reasonable accommodations under the Americans with Disabilities Act to participate in the application process should contact the Office of Human Resources at 478-445-5596.

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Delivering the breadth, depth and quality programming of a university for more than a century

For a complete listing of all available positions, and to apply online visit Scan QR Code with smartphone for more information.

http://jobs.bridgew.edu

Washington State University Department of Teaching and Learning Literacy Education, Assistant Professor Tri-Cities Campus

We request applications for a scholar with research and teaching expertise in literacy for a tenure track faculty position. The candidate will have an earned doctorate at time of employment in literacy or related field, a demonstrated record of or potential for scholarly productivity, extramural funding, and excellence in teaching. Commitment to working with underrepresented, multilingual, and culturally-diverse students.

Desired Qualifications: Commitment to working in culturally-diverse communities. Familiarity with Title I school districts, minority education programs, and second language acquisition processes. Ability to establish effective partnerships with a variety of school districts and state agencies. Preferred: Demonstrated ability to teach literacy in K-12 or college settings.

Responsibilities include publishing based on a focused program of research, pursuing external funding, teaching graduate and undergraduate courses, mentoring graduate students, and teaching an array of undergraduate and graduate literacy courses, specifically in early literacy, upper elementary literacy, and literacy in multilingual schooling environments, as well as courses in reading and writing, critical literacy studies, childrenâ&#x20AC;&#x2122;s literature, and biliteracy development utilizing face-to-face, online, and/or teleconferencing formats.

Screening will begin on November 15, 2011, and continue as applications are received. Applicants should apply online at www.wsujobs.com and submit a letter of application addressing the qualifications, two samples of scholarly work, graduate transcripts, and a current comprehensive vita including the names, addresses, and phone numbers of at least three references. For additional information, contact Helen Berry at hberry@tricity.wsu.edu.

10/31/2011

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Vice President

for Learning and Student Success

Heartland Community College invites applications and nominations for the position of Vice President for Learning and Student Success. This position is responsible for the planning, development, implementation and evaluation of academic programs and student services.

Since its founding in 1991, Heartland Community College has been dedicated to providing access to higher education and excellence in teaching and learning for residents of Central Illinois. The College has experienced considerable growth in the past two decades, with more than 5,600 credit students and approximately 20,000 community members engaged in a diverse range of continuing education offerings each year. The College places strong emphasis on student success as evidenced by its comprehensive student support initiative – Heartland GPS: Guided Path to Success. Located in the vibrant, growing community of Bloomington-Normal, the College’s permanent main campus opened in 2000, making it one of the newest community college campuses in the country. The college is equipped with leading classroom technology and incorporates sustainable designs and operations. Two extension centers broaden Heartland’s support throughout the district. Heartland area residents enjoy a tremendously high standard of living, as HCC’s district is home to outstanding K-12 schools, top healthcare providers, business/industry leaders, and fantastic university partners. Application Process Heartland Community College seeks a dynamic leader who embraces the community college mission and demonstrates genuine enthusiasm for student success. For a complete profile of the position and application instructions, please visit the HCC website at www.heartland.edu. Screening of applicants will begin on December 1, 2011. Applications will continue to be accepted after that date, and the position will remain open until filled.

Heartland Community College strategic goals affirm the value of diversity among students and employees. Heartland Community College is an equal opportunity employer.

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ADVERTISING INDEX POSITIONS CALIFORNIA

The Department of Classics at the University of North Carolina at Asheville invites applications for a tenure track position at the rank of Assistant Professor to begin fall semester of 2012. Applicants should have the Ph.D. in hand. Those who are in the very last stages of completing the dissertation may also be considered, but the ideal candidate will display evidence of accomplished teaching and scholarship.

Applicants should be prepared to teach all undergraduate levels of Latin and Greek and a range of Classical civilization courses, especially history, as well as contribute ancient art and archaeology courses to the Art History department. A sub-specialization in the study of socio-economics, ethnicity, or marginal groups in the ancient world would be welcomed. Teaching in our Integrative Liberal Studies program-UNC Asheville’s interdisciplinary liberal arts curriculum required of all undergraduates-is also expected, including introductory (freshmen) colloquia, writing and diversity intensives, Arts and Ideas seminars, and/or our Humanities Program. The position may include other duties as assigned by the Chair of the Department.

The teaching load is four courses per semester. Applications, accompanied by a current curriculum vitae and three letters of recommendation, should be sent to Lora L. Holland, Chair, Department of Classics, CPO 2850, University of North Carolina at Asheville, Asheville, NC 28804 (email: lholland@unca.edu; fax: 828.251.6820; telephone: 828.251.6466). UNC Asheville is the designated Liberal Arts institution in the UNC public university system and is located in the Blue Ridge Mountains in Western North Carolina. We encourage applications from traditionally underrepresented minorities. UNC Asheville is committed to increasing and sustaining the diversity of its faculty, staff, and student body as part of its mission and its commitment to excellence in the liberal arts. UNC Asheville is an Affirmative Action/Equal Opportunity Employer.

California State University, Long Beach Las Positas College San Jose State University University of California, Los Angeles University of California, San Diego University of San Diego

4; 35 14 41 34 38 40

George Washington University

FLORIDA

Daytona State College University of South Florida

32 35

GEORGIA

Georgia College Georgia State University Savannah State University

44 32; 42 43

ILLINOIS

DePaul University Heartland Community College

20 46

KANSAS

Kansas State University

MARYLAND

University of Maryland, College Park

MASSACHUSETTS

Bentley University Bridgewater State University Tufts University University of Massachusetts, Boston

45 44 33 47

MINNESOTA

Carleton College University of St. Thomas

34 32

NEW MEXICO

New Mexico Junior College

NEW JERSEY

Careers with Mass Appeal

Kean University Montclair State University

39 34; 40

NEW YORK

The University of Massachusetts Boston was established in 1964 to provide the opportunity for superior education at moderate cost and is nationally recognized as a model of excellence for urban universities. The University is proud of its diverse, culturally rich and progressive work environment and of its beautiful campus on Boston harbor, minutes from downtown Boston. We are currently beginning searches for tenure-system faculty in the following academic colleges:

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Cornell University New York University

10 38

NORTH CAROLINA

University of North Carolina at Asheville College of Wooster Owens Community College

40; 42; 45 33

OREGON

Willamette University

PENNSYLVANIA

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Lock Haven University of Pennsylvania

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TENNESSEE

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OHIO

Middle Tennessee State University

TEXAS

University of Texas at Austin University of Texas at San Antonio

38 43

VIRGINIA

To learn about specific positions available within these academic colleges, or to apply online, please visit our website at http://umb.interviewexchange.com

Southside Virginia Community College

UMass Boston offers a comprehensive benefits package that includes medical and dental plan options, long-term disability, life insurance, fixed and optional retirement plans, flexible spending accounts for health and child care expenses, dedication to employees’ work/life balance with generous paid time off, healthy workplace and lifestyle programs, and generous tuition benefits.

WISCONSIN

UMass Boston is an Affirmative Action, Equal Opportunity, Title IX employer.

*To see all our “Employment and other Opportunities,” including all Web Postings, visit our website at www.HispanicOutlook.com

WASHINGTON

Washington State University - Tri Cities

University of Wisconsin-Platteville

24; 36-37; 45

CONFERENCES/FELLOWSHIPS/SCHOLARSHIPS

American Association of Hispanics in Higher Education, Inc.

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P.O. Box 68 Paramus, NJ 07652-0068 CHANGE SERVICE REQUESTED

P ri min g the Pump. .. UNDERSTANDING MARRIAGE AND PARENTHOOD MIGHT HELP LATINO YOUTH COMPLETE HIGHER ED FIRST

Tomarriage and having a family.

Miquela Rivera, Ph.D., is a licensed psychologist with years of clinical, early childhood and consultative experience. She lives in Albuquerque, N.M.

help Latino teens prepare for higher education, talk to them about

Marriage and parenthood are a ways off for many adolescents. With the high rates of teen marriage and parenthood among Latinos, higher education moves off their radar of possibilities. If Latino adolescents are choosing marriage and parenthood early (and, for most, postponing or not considering higher education), they should know what successful marriage and parenthood require. Money is inevitably involved, and higher education often arises as a way to greater income. It seems logical that youth would consider school first, and marriage and parenthood later, but many don’t. Imagine how Hispanic girls feel when family asks them first if they have a novio instead of inquiring about school or career plans. Consider the pressure to conform to friends who are already having children. Witness the media barrage that pushes early (and often very casual) sexual involvement (typically omitting the dangers or challenges that can result). And don’t forget the multimillion-dollar celebrity weddings with over-the-top arrangements that might whet the appetite of any young girl contemplating her future. Teen girls don’t think about the cost of those lavish affairs and the future of those brides. They only think about the dress and the romance. So the Latina might have a boyfriend (good choice or not), unclear future plans and little guidance in figuring out the choices. By default, higher education takes a backseat. How can we encourage Latino teens to pursue higher education first? First help them learn what the options mean. Instead of talking with Latino teens about marriage and parenthood, talk about relationships and commitment. Most Latino teens have two templates for understanding marriage: their parents’ marriage and what is seen via media. If a teen has seen unhealthy relationships among family, they might follow the same path. Since many young Latinas pondering their future think about what their wedding (not their marriage) will be like, encourage looking past a oneday ceremony to lifelong decisions. A lasting marriage requires commitment to a relationship, not simply

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to a person. Committing to a person might seem romantic, but it can be risky because humans inevitably disappoint. A Latino in love is typically their partner’s biggest fan (and for an immature or self-centered partner needing adulation, that seems perfect). Marriage, though, requires two who persist beyond disagreement, disappointment or other challenges, determined to continue relating to one another. This shifts the focus from the partner to the relationship with the mate, and that shift means the difference between fault-finding and blaming an individual to finding ways to get along through the tough times. Essentially, it transforms what can feel to a young, frustrated Latino like a daily grind into a spiritual journey of growth with another. The former beckons to forget the hassle and move on; the latter says stick with it. Latino teens need to understand that parenthood requires a similar yet different type of commitment – a lifelong promise to set oneself aside for the well-being of one’s child. Since the template for child rearing is usually one’s own parents, the quality of that relationship is mirrored in the young parent’s relationship with his own child. The toughest part is that developmentally teens are self-centered and cannot fully imagine what being other-centered requires. So while teens can become parents physically (intentionally or not), they might still lack the emotional maturity and judgment it takes to be a good parent. Once Latino teens understand more fully what the commitments to marriage and parenthood require and what it would take to sustain them, many might figure that pursuing higher education first makes more sense. They can begin to consider the quality of their relationship choices and what they would offer their own children. Beyond increased earnings that come with higher education, the selection of partners and lifestyles broadens, and so do the options for sustaining those relationships. The here-and-now romance or pressures can perhaps be deferred until one is actually prepared – via higher education, experience and personal growth – to commit to lifelong relationships in a deeper, more meaningful way. Marriage and family – the best things in life – can then be even better.

These articles appeared online only in the 10/31/11 Issue

Vermont Academy Launching INNOVATIONS/PROGRAMS

Satellite Campus in Spain

by Rosie Carbo

ermont Academy, a private co-ed high school in scenic Vermont, recently started a Spanish-language immersion program in Santiago de Compostela, situated in the Galicia region in northern Spain. The Vermont Spain program, aimed at a select group of high-achieving, college-bound high school students determined to learn Spanish, is different from many Spanish-language immersion study abroad programs. For one, the program’s ultimate goal is to establish a year-round satellite campus within the ancient city of Santiago, which, together with its 12th-century cathedral and monastery, is a UNESCO world heritage site. “In an initiative like this you can’t have just one goal, so we have several goals. The main goal is to improve the quality of global education. But our ultimate goal is to open a permanent, year-round campus in Santiago, where our American students will stay,” said Ricardo Carreño, the program’s founder and director, who also teaches Spanish at Vermont Academy. Another factor that sets this total Spanish immersion program apart from other foreign-language study abroad programs is that students remain connected to their own school’s curriculum back at home. “There are lots of programs, like School Year Abroad (SYA), but what we like about our program is that students use our own curriculum,” said Vermont Academy Head of School Sean P. Brennan. “So when the students get back, they’re right on par with our school curriculum. And I think this is the unique nature of our program.” SYA, which offers foreign-language immersion programs around the world, opened its first school in Spain in 1964. SYA receives hundreds of applications and accepts hundreds of students. Vermont Spain’s program, however, prefers to focus on its own small group of students. It’s tailored toward a maximum of 15 students, grades 10 through 12. The new 10-week-long immersion program began last March and ended in mid-May. Students were housed with host families in and around the city, famous for its hallowed Santiago de Compostela Cathedral. Brennan said that he and Carreño began laying the groundwork well in advance of the arrival of the 13 qualified students. Carreño, a native of Madrid, had many friends and business connections in Galicia. “Ricardo had the vision for this program and brought it to me. He spoke with some people he knew down there about courses and housing, and that’s how it all began,” Brennan said. While Vermont Academy (VA) is also steeped in history, having been established in 1876, neither Brennan nor the students had envisioned that Santiago, with approximately 100,000 residents, had an unparalleled medieval history. “I’ve been there twice now, and Santiago is an amazing and incredibly ancient city. And since it’s not a large city like Madrid or Barcelona, we thought it would be a great place for these students to grow and learn,” Brennan said.

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Cathedral Santiago de Compostela

Carreño, an attorney who gave up his law practice in Spain to become a teacher, has been at the co-educational private school for the past six years. During his tenure, he also launched another language program in southern Spain. “We had a language program in Cadiz, which we held during the annual spring break. But after five years, I realized that a one-week program was not nearly enough time to prepare our students for globalization,” said Carreño, adding that no decision has been made on whether to keep the Cadiz program. “Every day, it is clear that globalization is a reality. We realized this years ago, so we felt that we needed to offer a quality program that offered more. The reason for this is that we want our students to become citizens of the world,” said Carreño. To that end, a satellite campus in Santiago de Compostela is the ultimate goal. The city, built around the 16th-century University of Santiago, is revered as Christianity’s third-most sacred site after Jerusalem and Rome. Students saw a throng of pilgrims from all over the world converge on the medieval city daily. The pilgrims take a path called the “Way of St. James” annually to see Santiago’s cathedral, where a crypt is believed to hold the remains of the apostle St. James. “I had never been there. But when I saw this ancient city of Santiago, it more than surpassed my expectations. I think it’s truly an amazing city,” said Brennan, who has been at VA for two years. “The second time I went over was in April when our students were still

there. I met the host families and attended a reception. And to me, our students seemed worldly and more confident after this experience.” But Brennan pointed out that an enriching language-immersion program like this one, where the 12th-century San Martin Pinario monastery served as the educational center, is not for every student at VA. “These are mostly 11th- and 12th-graders who are goal-oriented and self-motivated. We don’t allow every student to go. Those who apply and are accepted are kids who have to earn the right to go,” Brennan said. Jack Aitken was one of those students. He graduated from VA when he returned home in May. But he spoke to host families and fellow students before he left Santiago. Aitken said he had grown, changed and matured as a result of the Vermont Spain program. “Thanks to Mr. Carreño, I’ll go to college with a new world view, different from the United States. I have learned a lot about Europe and Spain. ... To understand the world, people should leave their environment and learn about other countries,” Aitken stated on the group’s VA Spain Blog. Built in 1494, San Martin Pinario Monastery fulfilled the need for classroom space. Then, the 13 visiting students – five seniors, six juniors and a sophomore – were dispersed among seven host families. Anna Brown, now a senior at VA, had never studied abroad. For her, Santiago was love at first sight. “For me, one of the best things about the program was the location. I fell in love with Santiago. My host family’s home looked out over the city, and I started each day watching the sun rise behind the cathedral,” said the 17-year-old Brown. “The enchanting streets of the old town and the safe feeling of the entire city made me feel comfortable and never want to leave. I also really enjoyed our weekend trips, getting to know both the local area and other cities,” said Brown. She added that being submerged in the unique culture of Galicia, and the daily life with her host family, enhanced her ability to speak Spanish by the end of the program. “My Spanish improved a lot while I was there. I was able to communicate basic ideas when I arrived, but by the end of the program, I was able to have full conversations with my host family. I think living with host parents who did not speak English was the reason my Spanish improved the most,” she said. Brown said that since local Spanish-speaking teachers were hired as tutors, the curriculum could be improved in that area for next year’s program. “I think the curriculum could be improved. It was challenging to keep up with some of my courses that our Spanish tutors were unfamiliar with,” she said. The Vermont Spain program is subsidized by the school and the board of trustees. As with any new program, the curriculum will be changed as needed. Carreño and Brennan said future plans include the program’s expansion from three to five months. Starting in 2012, the program will be offered from January through the end of May. Thomas Savoca, a senior this year, called the 10-week experience of living in Santiago a once-in-lifetime opportunity that will stay with him for the rest of his life. “I learned the language, I lived the culture, and I acquired both academic and nonacademic skills which I’ll have with me forever. Specifically, I learned the language through both my host family and the country in general. It was impossible to walk around every day without learning new

Students at San Martin Pinario Monastery

vocabulary, grammar, et cetera,” said Savoca, 17. Brennan takes pride in relating to prospective students and their parents that much is expected of them at VA, especially regarding the school’s study abroad programs. “We believe in setting the bar high, while also securing a safety net to catch those who fall short of their goals,” he writes on the school’s Web page. Magda Blakeson, also a senior this year, said she has always loved and recognized the value of knowing a universal language such as Spanish. “I have always loved Spanish. It is a very practical language to learn and one that can be used in many places of the world,” said Blakeson, who has traveled overseas, but had not studied abroad. The Vermont Spain program, she said, “helped me to become totally immersed in the language because we were constantly surrounded by it. It was a great learning experience, and an opportunity to practice our Spanish in real situations,” she said. Savoca lauded the day-to-day experiences of exploring Santiago, whose street musicians retain their Celtic heritage by wearing kilts and playing bagpipes. “In this city, we were able to live and explore the Spanish lifestyle while enjoying the beautiful city around us – without being taken over by the stress that comes with a modern city,” he said. “I loved experiencing Spanish culture. They have a fascinating and complex history. I loved trying new foods, meeting the outgoing people, and living on a completely different time schedule,” said Blakeson. Carreño said that with some 400 million Spanish speakers worldwide, the school is on the cutting edge of offering an education experience that will prepare high school students for a global world beyond college. “Vermont Academy chose Spain as its first destination for its expanding international program. So while San Pinario Monastery is and always will be the starting point, we need a year-round campus in order to better prepare our students for globalization, and Santiago’s historic center will serve that purpose,” he said.

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Interesting Reads Bolitas de Oro: Poems from My Marble-Playing Days By Nasario García Written in Spanish, then translated to English, these poems paint García’s youth and the lives of his family members and neighbors in the town of Guadalupe, which was located in west central New Mexico in the mid-20th century. 2010. 126 pgs. ISBN: 978-0-8263-4791-6. $24.95 cloth. University of New Mexico Press, (505) 277-2346. www.unmpress.com.

Reinventing Higher Education: The Promise of Innovation Edited by Ben Wildavsky, Andrew Kelly and Kevin Carey The editors document a rising chorus of concerns about business schools gleaned from extensive interviews with deans and executives, and from a detailed analysis of current curricula and emerging trends in graduate business education. 2011. 288 pgs. ISBN: 978-1-934742-87-7. $29.95 paper. Harvard Education Press, (617) 495-3432. www.harvardeducationpress.org.

U Chic: The Girl’s Guide to College By Christie Garton U Chic gives an edge to today’s high achieving college girl. It’s not just about good grades or being at the top of the class, but having a great social experience. Written by a group of 50 students and journalists, this book covers everything from birth control and eating disorders to how to maintain that all-important GPA. 2011. 412 pgs. ISBN: 978-140224-398-1. $16.99 paper. Sourcebooks, (630) 961-3900. www.sourcebooks.com.

Territories of Difference By Arturo Escobar Escobar offers a detailed ethnographic account of AfroColombian activists of Colombia’s Pacific rainforest region, revealing their strategies and practices. He chronicles and analyzes the movement’s struggles for autonomy, territory, justice and cultural recognition. 2009. 456 pgs. ISBN: 978-0-8223-4327-1. $24.95 paper. Duke University Press, (919) 688-5134. www.dukeupress.edu.

The Nanotech Murders by Lee Gimenez Double Dragon Publishing, Markham Ontario, Canada, 212 pages. $12.95, paper, 2011, ISBN 10: 1-55404-854-0

“The

year is 2071, and there’s a serial killer loose in Atlanta. Lieutenant Jak Decker, a homicide cop, is on the case, but is getting nowhere. As the body count mounts, his boss assigns him a partner, the smart and beautiful Detective Cassandra Smith. Decker, a tough, wise-cracking loner, doesn’t want a partner, especially when he finds out she’s an android.” I preface this review by stating that I do not as a usual course read either science fiction or detective stories. I grew up, however, on television shows like Star Trek, Lost in Space and Battlestar Galactica. I also watched the old detective movies with Humphrey Bogart and James Cagney. I am no stranger to the irreverent unorthodox tough-guy detective. The Nanotech Murders is a detective mystery set in 2071. It is part science fiction, part old-style detective story. This is Lee Gimenez’s fifth science fiction book. He is one of the very few published Hispanic science fiction writers in the United States. The Nanotech Murders is a quick read. The dialogue moves the story along effectively, and unlike so many books written today, here there is no profanity, gruesome descriptions or X-rated sex. It is therefore appropriate for adolescents who like this genre. The number of pages will not dissuade the less-enthusiastic reader. The book has “shoot’em-ups,” flying cars, lasers and androids. There are heartless villains and beautiful damsels in distress. The book has its flaws, but none ruin the story. There are errors in editing such as typos or incorrectly written Spanish words. Some of the technology we have today seems to have been lost by the year 2071 with no replacement. Sometimes the reader might think he’s reading Mickey Spillane since the main character Decker is aptly named – he likes to “deck” the bad guys. I like to think detectives would have evolved beyond that. In spite of this, the story has some very creative parts. It also has an android that quickly gets your attention and wins your heart. Even Decker, who doesn’t like machines, is no match for her innocent charms. When she goes down, the reader along with Decker cries out “Please, Cass. Wake up.” For all of Decker’s heroism, and there’s plenty of that, it is Cass whose logic, deliberateness and detective work crack the case and keep the reader enthralled. Like Robbie, the first “Robot” in The Forbidden Planet, Cassandra has a dignity about her that is rich and powerful and comes across clearly in this book. The Nanotech Murders begins with a serial killer, and what starts out as a simple murder mystery quickly turns much more complicated and interesting while remaining straightforward and appealing. Reviewed by Myrka A. González

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