The Hispanic Outlook in Higher Education Magazine by Hispanic Outlook on Education Magazine

VOLUME 26 • NUMBER 5 FEBRUARY 2016

TOP 25

COMMUNITY COLLEGES

WWW.HISPANICOUTLOOK.COM

STUDY OVERSEAS IN MADRID

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

Hispanic OutlooK-12 will conduct its fiftieth SUMMER PROGRAM in Madrid, Spain. Based at the International House, it provides an ideal location for travel and study due to Madrid’s close proximity to major centers of Spanish culture, and its easy access to the rest of the country. The program consists of two weeks of Spanish conversation beginning June 26, 2016. You will attend classes in the morning, take part in city visits in the in the afternoon and the early evening as well as Saturday tours, Sunday cultural

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activities and evening “tertulias.”

2 • February 2016

T H E H I S P A N I C O U T LO O K - 12 MA GA ZI NE w w w . k 12his pani c out l ook . c om/ s pain- pr ogr am s um m erinm adri d@ his pa nic out look . c om ( 201) 587- 8800

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

The best new minds to

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

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

UCF is an equal opportunity/affirmative action employer.

www.HispanicOutlook.com • 3

Top 25

Community Colleges

“

for Hispanics

Lone Star College is honored to be ranked a Top 25 Community College for Hispanic enrollment by Hispanic Outlook. LSC is focused on student success and was recently recognized as ranking third among community colleges nationwide for the number of Hispanic students receiving their associate degrees. Today, Hispanics make up 37 percent of the LSC student population, more than any other ethnic demographic, and is recognized by the Hispanic Association of Colleges and Universities as a Hispanic-Serving Institution. It’s an exciting time to be a part of Lone Star College. We’re redefining the community college experience for our students, and our community. LSC created the Honors College for high achieving students and The Center for Civic engagement to increase student civic responsibility and help make our community a better place to live. And LSC continues to expand and refine our workforce education and career training programs in partnership with regional and global employers with a focus on rigorous alignment to meet their needs.

Without a doubt, Lone Star College has better prepared me for my future academic endeavors and the real world. Overall I feel I am prepared to face the world as a future Lone Star College graduate.

Learn how tomorrow starts today at LoneStar.edu.

Tomorrow

— Jeremy Martinez, LSC student

Starts Today

LSC-CyFair • LSC-Kingwood • LSC-Montgomery • LSC-North Harris • LSC-Tomball • LSC-University Park 6 state-of-the-art campuses located across the Houston region. 01.20.16.01

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2/4/16 2:49 PM

Bellevue College is an open access college serving more than 32,000 students per year in the Pacific Northwest. We transfer more students to four year universities than any other college in Washington state. As we grow, we are seeking motivated individuals who will offer diverse perspectives and be role models for our multi-cultural students on their journey to Become Exceptional.

Teaching Opportunities in: Basic Studies ELL, English, Math, Physics, Physical Education/Health Sciences, Interior Design, Early Learning & Teacher Ed, Marketing, Statistics/Business Administration & more.

www.bellevuecollege.edu/jobs/ Bellevue College is committed to increasing culture diversity among our employees. We welcome all applicants with multicultural experience and/or background to add to the richness of diversity at our college. Bellevue College does not discriminate on the basis of race or ethnicity; creed; color; national origin; sex; marital status; sexual orientation; age; religion; genetic information; the presence of any sensory, mental, or physical disability; or veteran status in educational programs and activities which it operates.... Please see policy 4150 at www.bellevuecollege.edu/policies/. www.HispanicOutlook.com â&#x20AC;˘ 5

THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE VOLUME 26 • NUMBER 5

Featured Article

First-generation minority students carry the weight of explaining what college is to their parents...

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

6 • February 2016

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

on the cover Photographer: Fernie Garcia Graphic Design: Luis Flores

AAHHE proudly announces the 2016 Conference Keynote Speakers Invited to the

AAHHE 11th Annual National Conference Hilton Costa Mesa Hotel, Costa Mesa, California March 10-12, 2016 “Latino Attainment: Meeting America’s Equity & Talent Imperatives” “Logro Latino: Realizando Nuestras Metas de Igualdad y Talento"

Conference Keynote Speakers Tomás Rivera Lecture: Antonia Hernandez, President & Chief Executive Officer, California Community Foundation AAHHE Book of The Year Award: Dolores Ines Casillas, Sounds of Belonging Plenary Sessions: "Community Colleges: Overcoming Obstacles & Succeeding” Gerardo de los Santos, President League of Innovations Mark Escamilla,President, Del Mar College Maria Harper Marinick, Executive Vice Chancellor, Maricopa Community College District, AZ “Demonstrating What Works in STEM Student Success” Suzanne Ortega, President of Council of Graduate Schools Alfredo Ayala, Principal Lead, Robotics and Animation Walt Disney Oscar Perez, Diversity Programs Lead, University Recruiting Alicia Abella, AVP, AT&T Labs – Advanced Technologies

Conference registration, AAHHE website: www.aahhe.org

www.HispanicOutlook.com • 7

THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE FEBRUARY 2016

Table of

CONTENTS 10

BLENDING FIRST-GENERATION MINORITIES INTO CAMPUS LIFE AT WILLIAMS COLLEGE

Demanding academic life can be challenging for first-generation minority students by Gary M. Stern

10 TOP 25 Community

13 20

Barrier minority students face in STEM programs is math preparation by Frank DiMaria

FACTORS THAT INFLUENCE ADULT SUCCESS AT COMMUNITY COLLEGE by Elizabeth Dayton, The Community College Enterprise

SCHOLAR’S CORNER

UNCENSORED

Colleges

CALL TO ACTION RECOMMENDS REDESIGNING MATH PATHWAYS TO STEM

by Sarah Y. Chavez, Ph.D. Candidate, Health Outcomes and Policy, University of Florida

Duncan’s farewell, Obama states his case and more by Peggy Sands Orchowski

TOP 25 COMMUNITY COLLEGES FOR HISPANICS These Community Colleges Enroll and Grant the Most Associate Degrees to Hispanics by National Center for Education Statistics

8 • February 2016

NEWS YOU CAN USE

What’s Trending in Higher Education Across the Nation by Associated Press, Pr Newswire And Pr Web

Pima Community College:

Arizona’s Best

PCC is proud to be the only Arizona community college among the top 25 in degrees awarded to Hispanic students in 2014-15.

PCC is a Hispanic-Serving Institution

Affirmative Action/Equal Opportunity Institution

POST A JOB TODAY! CALL

(201) 587 8800

OR VISIT WWW.HISPANICOUTLOOKJOBS.COM

www.HispanicOutlook.com • 9

Blending First-Generation Minorities into Campus Life at

WILLIAMS COLLEGE Written by Gary M. Stern

inority students accepted at Williams College, the academically rigorous liberal arts college located in Williamstown, Mass, have already surpassed several academic hurdles. With high GPAs and SAT scores and first-rate extracurricular activities, they’re already poised for success. But for many first-generation minority students, adjusting to a demanding academic campus can be challenging if not daunting. To make it easier for students to acclimate at Williams College, it established a series of First Generation Initiatives in 2013. The program is multi-faceted and includes three-day pre-orientation, workshops through the year on financial aid and academic life, monthly dinners with first-generation faculty and an advisory board to suggest events. Undergraduates at Williams College for fall 2015 consisted of 54 percent White students, 13 percent Latino, eight percent African American, 12 percent Asian and six percent bi-racial students. Therefore, more than one-quarter of its students are

10 • February 2016

minorities, and that number is on the rise. Rosanna Reyes, associate dean at Williams College who runs First Generation Initiatives, said it launched in 2013 because the college was becoming increasingly diversified and wanted to help students navigate the transition to higher education. Moreover, it aimed to emphasize that “first generation students thrive in the college (inside and outside) and ensure that all students are afforded the same opportunities that all their peers have,” she noted. Reyes said the First Generation Initiatives carried several goals including exposing students to the college campus and the resources it offered and connecting them with classmates to encourage a sense of community. Many, in fact, felt invisible, so letting them know that their numbers were ascending on campus encouraged them to feel less alone and isolated, she suggested. All first-generation students and their parents or siblings are invited to pre-orientation events. About 75

to 80 percent of students invited are minorities, and the remainder consists of first-generation White students. Parents of about half of the students that attended brought their parents or siblings. Many parents from students in the Northeast participated, but most West Coast parents weren’t able to make it. Reyes, a Perth Amboy, N.J., native of Dominican heritage whose doctorate from Rutgers University focused on what it takes for high achieving first-generation students to succeed, said parental engagement is critical to first-generation success. “Looking at ways to engage families is one of our priorities,” she said. First-generation minority students carry the weight of explaining what college is to their parents, so the more parents understand about these issues, the lesser the burden on the undergraduate. To understand these issues better, parents attend workshops on financial aid and academic resources. But pre-orientation is only one of several activities that are part of the First Generation initiative. The

Williams College

advisory committee, consisting of two members of each First Generation class, invites a Williams College faculty on a monthly basis who is a first-generation alumnus to dinner with 25 to 30 students. The goal is to create an intimate setting where the faculty member discusses how he or she overcame any academic barriers to succeed and serve as a role model, Reyes suggested. Since most first-generation students are minorities, how then does Williams College create a cohesive, multi-cultural campus where students of all backgrounds mingle? Reyes said that first-generation students are encouraged to interact with students of all backgrounds on campus in order to create an inclusive campus. Housing brings togeth-

er a cultural mixture of students into dorm rooms. Moreover, she emphasizes that the student body is relatively small, amounting to about 2,000 students, and the environment in the upper Berkshires is mostly rural not citified. “Ultimately, students spend time with who they want,” Reyes acknowledged. Reyes also said that Williams College’s minority population has a very low drop-out rate. “We have a huge retention rate for underrepresented students,” she declared. On the rare occasion when minority students leave campus, it’s attributed to Williams College not being a good fit (difficulty adjusting to a college located 3,000 miles from home or a mostly rural environment).

“We become prouder of who we are and our backgrounds. It helps us to share these experiences with other students.” Velia Moran said of the First Generation Initiatives

www.HispanicOutlook.com • 11

Rosanna Reyes

Velia Moran, a junior at Williams who plans on becoming a physician after college, is serving as Student Coordinator of First Generation Initiatives. Born in Mexico, she immigrated to Deming, N.M. when she was 11 years old. She says the program “allows us to share experiences with each other and with other students on campus that are not first-generation. It provides a more comfortable place for everyone.” In fact, these initiatives instill confidence in first-generation undergraduates. “We become prouder of who we are and our backgrounds. It helps us to share these experiences with other students,” Moran explained. Candidly, Moran admitted that dealing with students that hail 12 • February 2016

from privileged backgrounds can, at times, be challenging. “They can’t understand some of the things we have experienced, and we can’t understand some of the things they’ve gone through,” she acknowledged. But the First Generation program attempts to bridge this gap. Moran said it helps establish “a more comfortable and safe environment for first-generation students and tries to integrate them and transition into the community of Williams.” As student coordinator, Moran is meeting with first-generation alumni to arrange meetings with them and First Generation students. The goal is to have them “talk about their life after Williams and what their experience was like at Williams,” she said. The program encourages firstgeneration students “to be more

resourceful by showing them the different resources on campus, encourages them to reach out and learn how networking is an important skill,” Moran noted. Though the First Generation Initiative has entered its third year and has conducted targeted surveys on particular workshops, it hasn’t yet conducted a full assessment. Reyes said that she wanted to wait until students graduate from the program to determine its effectiveness, thinking that it’s easier to evaluate when students have had some distance on it. When Reyes conducts a full analysis, she’ll focus on what effect the program has had to relieve anxieties about adjusting to campus life and to help students feel connected on campus. What role did the First Generation program play in their academic success from freshman to senior year? In the past, when the number of minority students was relatively small on campus, it was harder to feel connected. Now that minority students are increasing on the Williams College campus, it makes it easier to feel connected, Reyes suggested. Due to the rising number of minority students, first-generation students are more prone to discuss their experiences navigating collegiate life. In fact, students proudly wear t-shirts emblazoned with Williams First to attest to this fact. That encourages a sense of belonging on campus, which Reyes reminded us, serves as the major thrust of the First Generation program. •

Call To Action Recommends

REDESIGNING MATH PATHWAYS TO STEM Written by Frank DiMaria

hen it comes to educating low-income students and students of color, community colleges do the heavy lifting. They educate students for robust jobs that require sub-baccalaureate credentials in middle level STEM (Sciences Technology Engineering and Math) positions and promise premium wages. They open educational opportunities and reduce class and racial imbalances in educational attainment, career advancement and wealth accumulation. “STEM positions are very important for upward mobility, and community colleges play this role of really being engines of upward mobility. STEM fields in particular are associated with having livable wages and above living wage level positions,” said Jenna Cullinane, Ph.D., strategic policy lead for higher education initiatives at The Charles A. Dana Center, The University of Texas at Austin. To ensure that community college and four-year college students who are interested in STEM jobs enter and complete the math courses

required to compete in these fields, Jobs for the Future, The Charles A. Dana Center at The University of Texas at Austin and Achieving the Dream released a call to action. The document was coauthored by Cullinane. It’s called “A Call to Action to Improve Math Placement Policies and Processes: Six Policy Recommendations to Increase STEM Student Aspirations and Success While Decreasing Racial and Income Gaps,” and it encourages states and colleges to revise their math placement policies, processes and supports. “We think it’s really important that all students have access to (STEM jobs), and many students, especially low income and minority students, don’t have the math skills or the background from their K-12 experience to be really competitive and to perform well in some of these STEM programs,” Cullinane said. Redesigning Math Pathways The nation cannot allow placement policies, processes and instruments to undermine promising efforts to increase student success

in mathematics and increase attainment of STEM credentials, Cullinane wrote in the report. She contends that efforts to redesign math pathways can improve the teaching and learning experiences of students who need college algebra—many of whom are STEM students—and help those students persist toward and maintain STEM aspirations. The biggest barrier minority students face persisting in STEM programs is math preparation. “If students are not successful in mathematics early in their programs, they often leave the STEM fields,” Cullinane said. Some leave college altogether. Keeping students interested in STEM has become a priority at many colleges. The more progressive ones have created differentiated developmental and gateway math pathways targeting the math needs of particular academic programs while improving teaching, learning and support in math. Students who need algebra remediation, for example, can enroll in redesigned math classes while those who do not take www.HispanicOutlook.com • 13

an alternative pathway that aligns with their program. Redesigning math pathways, however, is not enough. If placement policies, processes and supports do not keep pace with the change, school place students by using methods that do not align with the content of or that do not effectively predict or support success in differentiated math pathways. When this occurs, the differentiated pathways actually close doors to STEM opportunities. To ensure those doors remain open, schools must modify their placement processes and consider students’ goals, majors, interests, time and capability within that process. “The placement process should be a much more comprehensive, intake supportive process,” Cullinane said.

Jenna Cullinane

14 • February 2016

The Report’s Recommendations Cullinane and her co-author Lara K. Couturier (who leads research and publications for Jobs for the Future’s Postsecondary State Policy work) designed their six recommendations as a roadmap for colleges. To begin with, they encourage schools to begin their placement support process early to ensure freshmen are ready for college-level math. Successful programs assess high school students early to determine their readiness and provide them with information about how much time and money they’ll need to complete a degree. “It’s good to give the students that information early,” Cullinane said. High schools students interested in STEM programs that require algebra should begin work to meet that

requirement early. Colleges should provide high school counselors who can discuss students’ career interests. High schools should allow students to take college placement exams early and provide intensive math courses the summer before they enroll in college. Research suggests that existing placement instruments alone are not good predictors of student success in college. Other measures, like high school GPA, work well if not better to determine student placement into developmental education. Some states and colleges are shifting placement practices to include cognitive and non-cognitive measures, high school performance, holistic advising and acceleration and co-requisite placement. Cullinane recommends that all colleges follow suit. “The Compass test has been discontinued and there have been a variety of studies that have basically undermined the traditional assessments that have been used primarily in community colleges,” Cullinane said. “High school grades are actually a better indicator of success in college level work and could be used in combination with other assessment information.” No assessment fits the needs of all students and educators. Existing assessments often do not reflect differentiated content and especially not content that would help place a student in a statistics or quantitative reasoning pathway. Cullinane recommends that colleges require test makers to align placement tests with differentiated math pathways and improve their predictive value, even as states move toward using multiple measures of placement.

She encourages test makers, mathematicians and representatives of other disciplines to collaborate. “Tests right now focus on algebraic skills students will need if they are going on to calculus. But we know that two thirds of students, nationally and in Texas, are enrolled in programs that do not require calculus. So a great majority of programs would be better served by a statistics or quantitative reasoning type course. Current assessments don’t cover any of that material,” Cullinane said.

“STEM positions are very important for upward mobility, and community colleges play this role of really being engines of upward mobility.” Dr. Jenna Cullinane, The University of Texas at Austin. Orientation, advising and assessment services are key supports for accurate and equitable placements and help students make good program choices, determine their developmental and college-level math needs and select courses within their intended programs. Students’ goals and needs should drive this process, Cullinane wrote. As colleges offer differentiated math pathways, she recommends that schools keep ac-

ademic doors open for all students and eliminate equity implications for students who arrive unprepared. As schools revise their placement processes she wants them to keep an eye on student intentions. During the placement process, schools must prioritize student academic and career goals, making every effort to keep STEM-aspiring students on STEM pathways. Schools should create cohorts of students grouped by program interest, advise students accordingly, provide supplemental help and support differentiated math pathways placement no matter their readiness. Finally, Cullinane and Couturier recommend that schools create a bridging mechanism from non-algebra pathways to algebra pathways. Even with the most robust placement processes and policies, some students switch programs, affecting the required math courses. “Sometimes people raise their aspirations. We want to make sure students (can do this), without having to repeat coursework and spend a lot more time and money moving to a program that would be more STEM intensive,” Cullinane said. Cullinane hopes her Call to Action kicks off an important national conversation followed by state and college changes to assessment and placement policies, processes and supports. “We put out this report as a call to action to say that this is an area that policy makers both at the institution and state level need to really be thinking about. We are seeing more and more momentum and similar calls coming from different entities,” Cullinane said. •

www.HispanicOutlook.com • 15

BOOK MARKS

Factors That Influence Adult Success at Community College

The Community College Enterprise Spring 2005 Written by Elizabeth Dayton Editor’s Note: For more than a quarter of a century The Hispanic Outlook in Higher Education has been at the forefront for reporting the news and views of the higher education community. Book Marks is our throw back feature that demonstrates how predictive some of our past features have been in forecasting upcoming trends. In this issue we look back at Elizabeth Dayton’s piece for The Community College Enterprise. Although it was first published more than ten years ago, it was a harbinger for how community colleges have evolved in the face of a new economy and employment marketplace.

ommunity colleges are quickly becoming the training ground for adults, many of whom are in the minority community, precariously hanging onto the bottom rung of the workforce. Outsourcing, the need for more marketable skills, shrinking public assistance programs and more single-parent family structures have sent adults to community colleges. Elizabeth Dayton examines the challenges faced by these students and explores ways in which students, schools and communities can meet those challenges. For more insight into Dayton’s research and references, which included interviews with returning community college students, instructors, counselors and administrators, read her article, “Factors That Influence Adult Success at Community College” (The Community College Enterprise, Spring 2005). What follows is a brief summary of Dayton’s conclusions based on her research. Dayton begins with the acknowledgement that “many low-end workers need to enhance their skills 16 • February 2016

to earn a living wage. Re-entry educational programs are likely to play a substantial role in promoting the self-sufficiency of such workers, but little research has been conducted on the experience of returning to school.” The author cites the study “Opening Doors: Students’ Perspectives on Juggling Work, Family and College” (Lisa Matus-Groosman et al., 2002) as a must read and “research that the present study builds upon.” Then, Dayton expands upon the often-stated reasons for the increase in adults signing up for community college courses. “Over the past few decades the value of a high school diploma has dropped dramatically as companies turn to cheaper overseas labor, and effective technological advances and immigrants have contributed to the population competing for low-end work. Jobs are available in mid-skilled sectors, but high school-educated workers lack the training to fill them.” That reality is complicated by dropping wages for low-end jobs. Stating that

20 percent of the U.S. work force is at the poverty level, Dayton cites “Low-Wage America: How Employers Are Reshaping Opportunities in the Workplace” (Russell Sage Foundation Publications, Appelbaum and Murnane), “Twenty-nine percent of working families with children earn less than the amount needed to maintain a basic standard of living.” She explains that this crisis was predicted in 1990 when the National Center on Education and the Economy concluded, “America is headed toward an economic cliff, and we will no longer be able to generate economic growth because the education and training levels of our people are noncompetitive.” Other considerations for enrolling in community colleges go beyond the need to make more money or get training for a new career because of outsourced jobs. Adults also enroll to obtain the skills for a fulfilling career, not just a job with a paycheck. But whatever the motivation, students face many challenges to staying in community colleges to get

BOOK MARKS training, a degree or certificate that will enhance their chances in this increasingly competitive job market. Dayton sums up those challenges as “strained finances, limited community college resources, limited English proficiency, uncertain transportation, a general fear of returning to school, and—most prominently—the struggle of balancing work, parenting and school.” Dayton outlines important factors in helping students meet those difficult challenges. She cites friends and family as an important support network for returning community college students since they “provide important interpersonal support networks.” She also notes that “colleges can supplement such support by hosting events to explain the content of student programs to families and friends and the work opportunities that follow, in order to encourage their support.” Traveling outside the circle of friends and family, Dayton acknowledges the importance of peer support within the school. “Colleges can cultivate peer networks among students. On-campus centers for returning students would facilitate student-sharing strategies for meeting challenges. Further, student mentorship programs could link returning students with successful students experienced in overcoming challenges. Such programs could provide an environment in which returning students would feel accepted and supported. In addition to helping entering students, mentors benefit from a supportive employer, the college.”

Students who have jobs while receiving advanced training for that job or training for a new career should be able to count on their current employer to support their self-improvement efforts. Dayton says it’s a no risk proposition for both employer and employee. “Providing mentoring or communication workshops for working students could cultivate more supportive work environments. Finally, colleges can demonstrate that supporting employees returning to school is a win-win circumstance. If there is potential for students to move up in their current field of work, supportive employers could soon find themselves with a more highly skilled and loyal employee pool.” Finally, counselors, administrators and instructors form a vital support system for students. Dayton explains, “Education and training for staff members could also prove a powerful tool. Colleges can raise staff awareness of the degree to which returning students see them as a significant support. Staff can be trained in best practices for addressing the needs of returning students (e.g., research on learning English, serving single parents and balancing school with work). Additionally, staff can be made aware of resources available to students at the college and in the community, and the local job market for community college graduates. Workshops or carefully designed educational materials could serve to disseminate the information.” Dayton concludes with this sobering observation, “In order to pre-

“Over the past few decades the value of a high school diploma has dropped dramatically as companies turn to cheaper overseas labor, and effective technological advances and immigrants have contributed to the population competing for low-end work.” Elizabeth Dayton pare the many Americans struggling with self-sufficiency for higher-end work, a breadth of strategies must be employed. Without a more educated and productive population, the United States may face barriers to remaining competitive in the global economy; serving the needs of students is important not only for them as individuals but for the country as a whole.” Elizabeth Dayton is a junior service fellow at the Agency for Healthcare Research and Quality, Department of Health and Human Services in Washington, D.C. She recently received her master’s degree in sociology from Stanford University where she completed research for the article. • www.HispanicOutlook.com • 17

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SCHOLARS CORNER

Memories of the

AAHHE National Conference Written by By Sarah Y. Chavez, Ph.D. Candidate, Health Outcomes and Policy, University of Florida

he American Association for Hispanics in Higher Education is striving to increase Hispanic involvement and success in higher education. The growing Hispanic population is underrepresented in many professions throughout the United States. AAHHE is committed to increasing awareness and providing Hispanics with the skills to become prominent scholars and strong leaders in their fields. As a 2015 AAHHE Graduate Fellow, I had the special opportunity to travel to Frisco, Texas for the 10th Annual AAHHE National Conference, La Próxima Década: Investigar, Innovar, Impactar. Mentoring is a fundamental part of the graduate fellow program. Each graduate fellow was paired with a faculty fellow to share experiences and allow for an exchange of ideas. AAHHE recognizes that mentoring is a critical part of the education pipeline and is important for overall success. AAHHE faculty fellows had similar research areas as the graduate fellows and lead various sessions providing insight and personal experiences of navigating higher education, which is an important aspect for first-generation Hispanic students. The mentorship also included various opportunities 20 • February 2016

for engagement by setting designated times for dinners and social gatherings. Throughout the entire conference, there were also scheduled open platicás with graduate and faculty fellows. The AAHHE conference also focused on promoting policy and how each person can make a difference. The policy memo workshop with Dr. Fernando Valle from Texas Tech University was helpful in framing how policy can positively impact access and student success in higher education. Another focus of the conference was social media and how important it is to stay relevant with social media posts. There are many avenues in which scholars can post articles and maintain a presence outside of the normal work environment. Another fundamental aspect of the conference was the graduate fellows’ research symposium. Each fellow had the opportunity to present on research being conducted at respective universities. The symposium was a great experience and allowed for feedback from peers. In addition, the concurrent sessions were a highlight experience. I was amazed to learn about the different research initiatives being conducted across the United States and that

many community colleges are working diligently with universities to create opportunities for underrepresented students. Overall, the 2015 AAHHE conference was a significant success. The graduate and faculty fellows programs are a main focus and strength of AAHHE, and I was fortunate enough to be a selected fellow. Each platicá, workshop and group discussion prepared and motivated me to continue on with my journey in higher education. •

UNCENSORED Written by Margaret Orchowski Dem Minorities & Millennials are “Running From Office” The calendar is finally catching up with the news media. 2016, the Year of the Presidential Election, has finally arrived after more than a year of obsessive election race media coverage. With less than nine months till the actual casting of ballots, the focus on specific target electoral groups is changing. Noticeably less is heard about Latino, women and youth voting blocs; more about the faster-growing Asian demographic. But this year, targeting ethnic groups is awkward for Democrats since it’s the Republicans who have serious younger Latino and Asian second-generation-immigrant and African American candidates for President and Vice President – namely Cruz, Rubio, Carson and Haley (and some say Susan Martinez) – while the three Democratic contenders are older Whites. Both parties have serious viable women candidates running for President. But it’s the Millennials who are flummoxing everyone the most. While the media assumes they will vote Democratic, the reality is that the majority are casual independents and libertarian populists, not that invested in party politics. Almost 20 percent of millennials are Latinos, and Latino millennials make up some 25 percent of the Hispanic electorate. That is significant because the fact is neither group – millennials and Latinos – reliably turn out to vote. In 2012, less than 50 percent of the Hispanic electorate voted (in 2008, 51 percent turned out). In a new book “Running From Office: Why Young Americans Are Turned Off to Politics” Jennifer Lawless of American University found that mean-spirited dysfunctional politics has turned off the “overwhelming majority of youths to consider the prospect of running for government office.” With more than 500,000 elected

positions in the U.S., what will happen when this generation is expected to take up the reins of political power in the future? What’s in a Congressional Committee Name? The names and priorities of Congressional committee sometimes change depending on which party is the majority. The House education committee is a good example. In 2003, Republicans called the education committee the HOUSE EDUCATION AND THE WORKFORCE COMMITTEE”. In 2008 after Democrats took over Congress, the education committee was renamed EDUCATION AND LABOR with a new “Higher Education, Lifelong Learning and Competitiveness” sub-committee. In 2011 after Republicans retook Congress, the name was changed back again to the EDUCATION AND THE WORKFORCE COMMITTEE, with the subcommittee re-named “Higher education and workforce training.” Castro Twins Favorite Photo Op at State of the Union Speech For the past six years, it can be said that one of the President’s favorite Cabinet members at the annual State of the Union Speech (SOTUS) was the President’s basketball buddy from Chicago, Secretary of Education Arne Duncan. Education issues always got the most mention. But this January, education issues got only a two minute mention (tho better than immigration at three seconds!), and the tall former professional basketball player Duncan who always sat in a seat in front of the President was gone (no one quite knows why he resigned with a year to go. Maybe it was because his family had moved back to

Chicago last year, and he said the weekend commute – that all Congressional reps do – was just “too hard.” Or maybe it was because the President switched to playing golf). This year, the SOTUS photo op stars were clearly the Castro brothers. Many Congressional reps hung around after the speech to get photos with the identical twins who wore exactly the same suits and ties, had exactly the same hair style and grin and converse in the same friendly open manner. The only way to tell them apart was that Joaquin wore his Congressional pin on his lapel while HUD Secretary Julian was pinless. They are the first twins to serve in Congress and the Cabinet at the same time. If Julian is selected vice president as is rumored, the Secret Service will have a challenge telling which one they are guarding. The New Family Q: Who Will Be The Dominant Wage Earner? Increasingly it seems, the question working couples with children are asking themselves is “who is the dominant wage earner?” according to AFL-CIO official Liz Schuler. As more women than men earn college degrees, as more men than women are laid off and do freelance and entrepreneurial jobs at home and as 98 percent of Americans support mothers working, many families facing costly child care increasingly must decide who most ideally might stay home. Writes NYU sociologist Kathleen Gerson “It’s no longer a gender question.” • Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctorate in international educational administration from the University of California-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education. www.HispanicOutlook.com • 21

EPCC

SERVING HISPANICS AND INCREASING GRADUATION RATES

~ El Paso Community College finished first in both enrollment and degrees granted to Hispanic students attending community colleges. Here are some reasons why:

l Paso Community College (EPCC) leads, educates and serves. As a progressive educational leader, EPCC is committed to creating access to high quality education and the support services necessary to increase the number of college graduates. “EPCC is proud to be ranked once again by Hispanic Outlook as #1 in granting Associate Degrees to Hispanic students,” Dr. William Serrata, President said. “Community Colleges, like EPCC, are improving access to education which is resulting in more students successfully completing their degrees.” Located in West Texas along the border of Mexico and New Mexico, EPCC serves more than 35,000 students in academic, workforce training and continuing education

22 • February 2016

programs where students engage with exceptional professors, utilize cutting-edge technology and experience dynamic learning options. With five campuses, 138 programs of study and more than 350 continuing education programs, EPCC advances opportunities for students. The college fills a vital role, one that offers access to both high quality and affordable academic opportunities, which ultimately impacts economy by educating a skilled workforce,” Art Fierro, Chair of EPCC’s Board of Trustees said. “With its unwavering focus on success for all students, EPCC prepares individuals to achieve their current academic goals, meet tomorrow’s challenges and be competitive in local and global job markets.”

Recognized for its aims to elevate the prospects of first-generation and economically disadvantaged students, in 2015, EPCC was named as one of the Top 10 Community Colleges in the nation by the Aspen Institute for its innovative programs and student support services. College faculty and staff are passionate about engaging in their work with students and as a result, students stay in school and completion is on the rise. “Because of the support and possibilities I found at EPCC, I was able to graduate with an Associate’s Degree, transfer to the University of Texas at El Paso and now am working in my career field,” EPCC graduate Alejandra Martinez said. EPCC continues to build community partnerships with local

K-12 School Districts as evidenced by nine Early-College High Schools and a growing Dual Credit program that provides educational opportunities to high school students throughout El Paso County. In addition, EPCC partners with local school districts, community organizations and other educational entities through the El Paso Area Collaborative for College Readiness consortium in order to increase student participation in higher education. Because of these and numerous other partnerships more students are becoming college-ready, know that a degree is in reach and are completing their degrees.

Besides being consistently recognized for the number of Associate Degrees it awards to Hispanics, EPCC has repeatedly been recognized with the Military Friendly Schools® distinction for its work to enhance the success of America’s military service members, veterans and their families. The college has also been awarded the Higher Education Excellence in Diversity (HEED) Award by INSIGHT Into Diversity Magazine. Additionally, EPCC is an Achieving the Dream Leader College; was previously awarded the Leah Meyer Austin Institutional Student Success Leadership Award for outstanding institutional achievement in equity and

has been recognized by Excelencia in Education with the “Examples of Excelencia” Award for the Early College High School Program. The college says its steadfast commitment to students and their success will continue. “In recent years EPCC has been focusing on engaging students, growing community partnerships and fostering a culture of excellence with measurable success,” Serrata said. “By creating a college-going culture and innovative student success initiatives, EPCC is opening the pathway to higher education and a better prepared workforce in our region and nation.” Visit www.EPCC.edu to learn more about EPCC. •

www.HispanicOutlook.com • 23

TOP 25 COMMUNITY COLLEGES FOR HISPANICS Community College Enrollment

2014 Enrollment Community Colleges 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

El Paso Community College East Los Angeles College Lone Star College System Houston Community College Mt San Antonio College Santa Ana College Tarrant County College District San Antonio College Austin Community College District Central New Mexico CC San Jacinto Community College Cerritos College Rio Hondo College Pima Community College Fullerton College Long Beach City College Los Angeles City College Pasadena City College Bakersfield College El Camino Community College District Riverside City College Santa Monica College Fresno City College Chaffey College Northern Virginia Community College

State

Total

Hispanic

Latino

Latinas

% Hispanics

TX CA TX TX CA CA TX TX TX NM TX CA CA AZ CA CA CA CA CA CA CA CA CA CA VA

39,225 52,110 99,679 87,344 36,770 45,832 76,904 34,369 67,145 41,205 40,943 27,467 24,815 43,552 33,499 30,644 31,207 34,050 24,908 32,178 27,033 41,459 30,162 25,305 77,332

33,051 32,635 29,479 25,912 21,374 20,960 19,632 19,514 19,061 18,853 18,345 17,859 17,765 16,510 16,164 15,685 15,679 15,393 15,071 15,013 14,784 14,777 14,728 14,692 13,545

14,209 14,655 11,938 10,822 9,889 11,242 7,840 7,909 8,163 8,117 7,878 8,022 8,911 7,366 7,441 7,006 6,801 6,959 6,530 7,105 6,330 6,878 6,816 6,031 6,093

18,842 17,980 17,541 15,090 11,485 9,718 11,792 11,605 10,898 10,736 10,467 9,837 8,854 9,144 8,723 8,679 8,878 8,434 8,541 7,908 8,454 7,899 7,912 8,661 7,452

84% 63% 30% 30% 58% 46% 26% 57% 28% 46% 45% 65% 72% 38% 48% 51% 50% 45% 61% 47% 55% 36% 49% 58% 18%

Source: 2014 NCES IPEDS DATABASE FOR COMMUNITY COLLEGE ENROLLMENT 24 â&#x20AC;˘ February 2016

TOP 25 COMMUNITY COLLEGES FOR HISPANICS Associate Degrees Granted

2014 Associate’s degrees 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

El Paso Community College Houston Community College Lone Star College System Central New Mexico Community College CUNY Borough of Manhattan CC East Los Angeles College San Jacinto Community College San Joaquin Valley College-Visalia Tarrant County College District Santa Ana College Mt San Antonio College Citrus College Pima Community College Chaffey College Pasadena City College San Joaquin Delta College Northern Virginia Community College CUNY LaGuardia Community College CUNY Bronx Community College San Antonio College Hillsborough Community College New Mexico State University-Dona Ana El Camino Community College District Rio Hondo College Laredo Community College

State

Total

Hispanic

Latino

Latinas

% Hispanics

TX TX TX NM NY CA TX CA TX CA CA CA AZ CA CA CA VA NY NY TX FL NM CA CA TX

3,422 4,672 4,409 3,179 3,242 1,645 2,944 2,206 4,771 1,821 1,934 1,971 2,633 1,905 2,589 2,513 5,578 2,379 1,480 1,579 3,374 1,172 1,983 989 778

32,895 1,369 1,334 1,292 1,219 1,218 1,198 1,170 1,126 1,092 1,081 1,076 1,002 1,000 979 961 940 889 869 861 808 805 801 764 757

1,092 471 449 428 453 413 468 348 376 453 444 437 406 382 411 326 404 345 313 309 295 299 339 304 272

1,803 898 885 864 766 805 730 822 750 639 637 639 596 618 568 635 536 544 556 552 513 506 462 460 485

85% 29% 30% 41% 38% 74% 41% 53% 24% 60% 56% 55% 38% 52% 38% 38% 17% 37% 59% 55% 24% 69% 40% 77% 97%

Source: 2014 NCES IPEDS DATABASE FOR COMMUNITY COLLEGE ASSOCIATE DEGREES GRANTED www.HispanicOutlook.com • 25

EDUCATION NEWS

REVIEWS WASHINGTON, D.C. (PRWEB) Five years into the jobs recovery, the underemployment rate for college graduates has declined from more than 10 percent to 6.2 percent, according to research from the Georgetown University Center on Education and the Workforce (Georgetown Center). Sharp Declines in Underemployment for College Graduates focuses on underemployment as opposed to the commonly-reported unemployment rate. The analysis shows that underemployment has been lowest for bachelor’s and graduate degree-holders throughout the recession and recovery. The researchers also found strong relationships in underemployment levels by race/ethnicity and the educational attainment levels. For high school graduates, African Americans had the highest underemployment rate at 17.9 percent, followed by Hispanics at 12.4 percent and Whites at nine percent – almost nine percentage points difference at most. For workers with graduate degrees, however, the margins between the racial/ethnic groups were markedly slimmer with Hispanics at 6.1 percent, African Americans at six percent and Whites at 3.8 percent.

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UNDEREMPLOYMENT FOR COLLEGE GRADUATES DROPS FROM OVER 10 PERCENT TO SIX PERCENT, ACCORDING TO GEORGETOWN UNIVERSITY REPORT

OKLAHOMA CITY, OK (PRWEB) -- Immigrants overwhelmingly acknowledge that learning English is crucial to success in America, a new study commissioned by Express Employment Professionals and conducted by Harris Poll reveals. When asked, “In order to be successful in the United States, how important is it to learn English?” 65 percent of immigrants said “extremely important,” and 22 percent said “very important.” Only two percent said it was “not at all important.” “The survey dispels the notion that immigrants do not want to learn nor value the English language and confirms that even in this challenging economic period, people who immigrate here recognize the importance of becoming fluent in English as the foundation for success in the U.S.,” said Bob Funk, CEO of Express Employment Professionals. From the survey, 88 percent of immigrants believe that “In order to be successful in the United States, it’s important to learn English.” 26 • February 2016

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IMMIGRANTS IDENTIFY LEARNING ENGLISH AS KEY TO SUCCEEDING IN US

EDUCATION NEWS RECOMMENDATION ALLOWS YEAR UP GRADUATES TO MORE EASILY TRANSFER COURSEWORK CREDITS AND COMPLETE COLLEGE DEGREES BOSTON, MA (PRWEB) -- Year Up, a workforce development nonprofit that serves more than 2,700 young adults each year, announced that the American Council on Education’s College Credit Recommendation Service (ACE CREDIT®) has evaluated and recommended college credit for 25 Year Up courses. ACE CREDIT helps adults gain academic credit for courses and examinations taken outside traditional degree programs. More than 2,000 colleges and universities consider ACE CREDIT recommendations in determining the applicability of coursework and examination results to their courses and degree programs. For more than 30 years, colleges and universities have trusted ACE CREDIT to provide reliable course equivalency information to facilitate their decisions to award academic credit. For more information, visit the ACE CREDIT website at http://www. acenet.edu/credit. Year Up offers a total of 25 courses nationally that have been recommended for college credit by ACE CREDIT. For a complete listing of these courses, please visit http://www2.acenet.edu/credit/?fuseaction=browse.getOrganizationDetail&FICE=1008396. COACHES’ GROUP CALLS ON NCAA TO REQUIRE MINORITY INTERVIEWS By JON KRAWCZYNSKI, AP Sports Writer -- A group representing minority coaches is calling on the NCAA to adopt a rule that would require its member schools to interview a candidate of color for all head coaching and leadership vacancies. The National Association for Coaching Equity and Development is joining Richard Lapchick in lobbying for an “Eddie Robinson Rule,” which would be the college athletics’ version of the NFL’s well-known Rooney Rule requiring interviews of minority candidates for coach and some other high-profile positions. “It’s not about supply anymore,” Merritt Norvell, NAFCED’s executive director, said. “There are plenty of qualified racial and ethnic minority coaches.” Lapchick’s Institute for Diversity and Ethics in Sport at the University of Central Florida released an annual study that reported 87.5 percent of the 128 head football coaches in the NCAA’s Bowl Subdivision were White. Further, nearly 80 percent of college presidents and athletic directors at FBS schools are White males. CARNEGIE FOUNDATION RECLASSIFIES EASTERN MICHIGAN UNIVERSITY AS DOCTORATE-GRANTING UNIVERSITY YPSILANTI, Mich. PR Newswire -- Eastern Michigan University has been reclassified from a large master’s university to a doctoral university in the 2015 edition of the Carnegie Classification of Institutions of Higher Education rankings system, a nationally recognized framework for identifying and comparing American institutions of higher education. Doctoral universities award at least 20 research/scholarship doctoral degrees each year (exclusive of professional practice doctoral-level degrees, such as JD, MD, DPT). “Our new Carnegie ‘Doctoral’ designation recognizes that EMU doctoral and research programs continue to advance under the leadership of our outstanding faculty and academic administrators,” said Kim Schatzel, interim president and provost of Eastern Michigan University. EMU is now classified by the Carnegie Foundation as a Doctoral University with Limited Research Activities (R3). This new designation comes only a year after the foundation also recognized Eastern Michigan University designating EMU as one of only 240 institutions receiving the Carnegie Foundation’s 2015 Community Engagement Classification. www.HispanicOutlook.com • 27

FACULTY

College of Professional Studies

ANTICIPATED VACANCIES Fall 2016 Located in the New York City metropolitan area, New Jersey City University is an urban institution of distinction dedicated to providing its students with a rich academic experience. A culturally diverse institution serving 9,000 undergraduate and graduate students, NJCU offers more than forty undergraduate degree programs, as well as graduate and teacher certification programs. Emphasis is placed on a strong liberal arts foundation supplemented by career and professional preparation for first-generation college students. The University is committed to the improvement of the surrounding urban region, state, and the nation. NJCU is devoted to expanding the University’s strengths in the academic community. NJCU seeks innovative and visionary faculty who are committed to engaging in an ethnically diverse urban university and its dynamic environment. NJCU invites applications for faculty positions for the 2016-2017 academic year. NJCU has positions in each of its four colleges—the William J. Maxwell College of Arts and Sciences, the College of Professional Studies, the Deborah Cannon Partridge Wolfe College of Education and the School of Business. All faculty positions are tenure-track, unless otherwise listed. Rank is commensurate with experience and credentials. Appointments for faculty will begin September 1, 2016. All positions are contingent upon availability of funding. The following are anticipated tenure-track faculty openings for fall 2016. Expanded information about each opening is available at: http://www.njcu.edu/hr/employment/

William J. Maxwell College of Arts and Sciences • African American Studies • Computational Chemistry • Developmental Mathematics • Director of the Hagan Center (Concurrent Faculty Rank)

• History • Modern Languages • Music, Dance and Theater • Psychology • Women and Gender Studies

• Nursing (two openings)

• Criminal Justice

NJCU School of Business • Accounting (two openings) • Finance (Data Science) • Accounting (Law) • Marketing • Economics (two openings)

STAFF Deborah Cannon Partridge Wolfe College of Education • Director for the Center for Teacher Preparation and Partnerships

Career Planning • Internship Coordinator

Grants Office • Executive Director

Continuing Education • Dean of Continuing Education

Review of applications will begin immediately and continue until the position is filled. Applicants should send letter of application, curriculum vitae with current e-mail address, and full contact information for three professional references to New Jersey City University, 2039 Kennedy Boulevard, Jersey City, NJ 07305. For specific application requirements, please refer to NJCU website at:

http://www.njcu.edu/hr/employment/ Electronic submissions via our website are welcome.

Deborah Cannon Partridge Wolfe College of Education • Counseling • Ed Leadership • Ed Technology

• Elementary & Secondary Ed

New Jersey City University is an equal opportunity employer. Women and minorities are encouraged to apply.

...each issue presents constructive observations on policies, procedures and the meaning of diversity in the field of education... —The Hispanic Outlook In Higher Education Magazine

28 • February 2016

Oakton Community College employs individuals who respect, are eager to learn about, and have a willingness to accept the many ways of viewing the world. Oakton serves the near northern suburbs of Chicago with campuses in Des Plaines and Skokie. Individuals with a commitment to working in a culturally competent environment and who reﬂect the increasing diversity of Oakton’s student body and community are sought for the following tenure track faculty opening: ANTHROPOLOGY AND SOCIOLOGY The full consideration deadline is March 1, 2016. To learn more about these positions and to complete an online application, visit our

Web site at: www.oakton.edu Click on “employment”

Oakton Community College is an equal opportunity employer.

DEPARTMENT OF TEACHING, LEARNING AND CULTURE ASSOCIATE PROFESSOR FACULTY POSITION IN EARLY CHILDHOOD/ELLS AND BILITERACY DEVELOPMENT The Department of Teaching, Learning and Culture in the College of Education and Human Development at Texas A&M University is seeking a tenure-track Associate Professor of early childhood education, with research interests in biliteracy and language development among young English Language Learners. Professional duties will include teaching early childhood education (ECE) and literacy and language courses at graduate and undergraduate levels; developing and maintaining an active research and publication agenda; actively obtaining external grants to support research and elevate graduate programs; working with diverse student populations; chairing and serving on masters and doctoral committees; and working collaboratively with early childhood programs and colleagues on and off campus. In addition, the successful candidate is expected to work closely with faculty members in the areas of ESL and literacy education. This is a nine-month appointment. Candidates will hold a doctorate (Ph.D. or Ed.D.) in an appropriate field with specialization in Early Childhood/ ELLS and Biliteracy development. The salary is competitive and commensurate with experience. A review of applications will begin December 15, 2015, for employment beginning Fall 2016, and will continue until the position is filled. Questions about the position should be directed to one of the two co-chairs of the search committee, Dr. Radhika Viruru (viruru@tamu.edu) or Dr. Zohreh Eslami (zeslami@tamu.edu). Please send electronic copies of the letter of application or nomination, curriculum vitae, two sample articles, and names and contact information of three references to Ms. Tammy Reynolds, email: t-reynolds@tamu.edu. Texas A&M University is an Affirmative Action/Equal Opportunity Employer committed to creating and maintaining a climate that affirms diversity of both persons and views, including differences in race, ethnicity, national origin, gender, age, socioeconomic background, religion, sexual orientation, and disability; veterans are encouraged to apply.

ESROCK RECRUITMENT ADVERTISING HISPANIC OUTLOOK-12 DEPARTMENT OF TEACHING, LEARNING AND CULTURE InsertionTHE Order 63423 MAGAZINE VISIT Newspaper WWW.K12HISPANICOUTLOOK.COM Diverse Client Oakton Community College ASSOCIATE/FULL PROFESSOR FACULTY POSITION IN SCIENCE EDUCATION Dimensions 2.31” x 4.75” The Department of Teaching, Learning and Culture is seeking a tenured Associate/Full Professor of A.E. Helen science education in the College of Education and Human Development at Texas A&M University. Artist Aleksandra The candidate must have earned a doctorate in an appropriate field with specialization in science education. Responsibilities of the position include maintaining an active funding and research agenda in science education of national/international prominence; developing university collaborative partnerships with scientists and/or engineers; advising and mentoring graduate students, including chairing and serving on doctoral committees; securing external funds; assuming leadership at departmental, college, and university levels; and teaching science education and curriculum and instruction courses at graduate and undergraduate levels. The college is especially interested in qualified candidates who can contribute, through their research, teaching, and/or service, to the diversity and excellence of the academic community. All individuals, including women, minorities, individuals with disabilities, and protected veterans are encouraged to apply. This is a nine-month appointment. The position comes with tenure. The salary is competitive and commensurate with experience. Applications are being accepted. A review of applications will begin on February 28 for employment beginning Fall 2016 and will continue until the position is filled. Questions about the position should be directed to one of the two co-chairs of the search committee, Dr. Carol Stuessy (c-stuessy@tamu.edu) or Dr. Bugrahan Yalvac (yalvac@tamu.edu). Please send electronic copies of the letter of application or nomination, curriculum vitae, two sample articles, and names and contact information of three references to Ms. Tammy Reynolds, email: t-reynolds@tamu.edu. Texas A&M University is an Affirmative Action/Equal Opportunity Employer committed to creating and maintaining a climate that affirms diversity of both persons and views, including differences in race, ethnicity, national origin, gender, age, socioeconomic background, religion, sexual orientation, and disability; veterans are encouraged to apply.

www.HispanicOutlook.com • 29

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

Administrative and Executive Positions: Director (Advancement) (College of Business) Sr. Director of Development (Byrd Alzheimer’s Institute) Admissions Team Administrator Alumni Officer Assistant Director (Multicultural Affairs) Clinical Informatics Specialist Assistant Director (HR)

Director of Web Video Content (Intercollegiate Athletics) Director of Student Outreach and Support (Student Affairs) Financial Administrator, Resource Management Development Officer (Diversity Initiatives) International Student Advisor

Faculty Positions: College of Public Health Assistant, Associate, Full Professor (Health Policy Management) Assistant/Associate Professor (Global Health) (2)

Assistant Dean (Teaching Innovation & Quality Enhancement) Assistant Professor (Community & Family Health)

College of Arts & Sciences Open Rank Faculty (Cryptography) AP of Graphic Design (Verbal & Visual Arts) (USF St. Petersburg) Professor/Associate Professor (Health Economics) Assistant Professor (Classics) Assistant Professor (Digital Science) Assistant Professor (Forensic Anthropology)

Assistant Professor (Psychology) (USF St. Petersburg) Assistant Professor (Psychology) Assistant Professor (Graphic Design) Assistant Professor (Functional Materials Chemistry) Instructor (Spanish/Language Pedagogy (French))

ASSOCIATE VICE PRESIDENT FOR HUMAN RESOURCES & CHIEF HUMAN RESOURCES OFFICER The University of Central Florida is conducting a national search for the Associate Vice President for Human Resources & Chief Human Resources Officer. The Search Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to March 11, 2016. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com. Laurie C. Wilder, President Porsha Williams, Vice President Mitchel Bonds, Associate 770-804-1996 ext: 109 pwilliams@parkersearch.com || mbonds@parkersearch.com UCF is an equal opportunity/affirmative action employer. All qualified applicants are encouraged to apply, including minorities, women, veterans and individuals with disabilities. As a Florida public university, UCF makes all application materials and selection procedures available to the public upon request. Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com

College of Behavioral Community Sciences Assistant/Associate Professor (Speech-Language Postdoctoral Research Fellow Associate ProfesPathology) sor (Rehabilitation Counseling) College of Education Instructor (Elementary Education) (2) College of Business Assistant Professor (Marketing)

Instructor of Statistics/Math (Biological Sci) (USF St. Petersburg)

Honors College Instructor I College of Medicine Advanced Registered Nurse Prac Clinical Director Assistant Professor (Pediatric Pulmonology) Human Services Practitioner Nurse/Researcher – Cardiovascular Sciences Information Technologies Assistant Professor (Information Technology) (USF Sarasota-Manatee) College of Engineering Associate/Assistant/Full Professor (Cybersecurity CoE)

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

Assistant/Associate Professor (Civil & Environmental Engineering)

College of Pharmacy Postdoctoral Scholar Research (Pharm Sciences)

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.

30 • February 2016

Hispanic Outlook 1/4 page Issue 2-15-16 Deadline 2-8-16 VICE CHANCELLOR FOR ACADEMIC AND PROVOST $690 includes webAFFAIRS listing and color

Purdue University Calumet and Purdue University North Central invite applications and nominations for the position of Vice Chancellor for Academic Affairs and Provost. These two campuses are currently unifying to create Purdue University Northwest. Once unification is complete, Purdue Northwest will be the fifth largest public university in Indiana, enrolling approximately 15,000 students and offering more than 50 graduate and undergraduate programs of study on two campuses. Purdue Northwest’s larger scale will provide enhanced opportunities for students, such as more choices in programs, a wider variety of shared online courses and more options for community engagement and professional development. The institution serves a wide variety of students, and a significant number of first generation college students. The Search Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to March 16, 2016. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com/punw-provost. Ryan Crawford, Principal 770-307-7031 rcrawford@parkersearch.com Purdue University Calumet and Purdue University North Central are EEO/AA employers fully committed to achieving a diverse workforce. All individuals, including minorities, women, individuals with disabilities, and protected veterans are encouraged to apply. Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com

The Department of Surgery at the University of Pennsylvania Perelman School of Medicine seeks highly qualified candidates for faculty positions in the academic clinician (non-tenure) track, clinician educator (non-tenure) track and tenure track at the Assistant, Associate, or full Professor level. Academic rank will be commensurate with experience. Applicants will have experience in the field of breast surgery or surgical oncology. They will have responsibilities including outpatient, inpatient and operative care of patients with benign and malignant breast disease and teaching of medical students, residents and fellows. Applicants must have an M.D. or M.D./Ph.D. or equivalent degree. They must also be certified by the American Board of Surgery or eligible for such certification. Fellowship training in breast surgery, or surgical oncology with breast emphasis, will be preferred. Academic Clinician track applicants will focus primarily on clinical care and teaching as noted above. No research duties are affiliated with this track. Clinician Educator track applicants will focus primarily on clinical surgery but be expected to perform clinical or translational research in breast cancer or surgical oncology. Tenure track applicants will focus primarily on basic or translational research in cancer biology, with secondary emphasis on clinical surgery. Expertise in the specific area of breast cancer and benign breast disease is required. The clinical practice associated with these positions will be based at the Hospital of the University of Pennsylvania, flagship of the University of Pennsylvania Health System. We seek candidates who embrace and reflect diversity in the broadest sense. The University of Pennsylvania is an affirmative action/equal opportunity employer. Qualified applicants should send a cover letter indicating the specific position to which they are applying, curriculum vitae, three letters of reference, and (when applicable) a statement of research interests to: Academic Clinician: Apply for this position online at: http://www.med.upenn.edu/apps/faculty_ad/index.php/g336/d4204 Clinician Educator: Apply for this position online at: http://www.med.upenn.edu/apps/faculty_ad/index.php/g336/d4215 Tenure Track: Apply for this position online at: http://www.med.upenn.edu/apps/faculty_ad/index.php/g336/d4205

UROLOGIC SURGEON The Department of Surgery at the Perelman School of Medicine at the University of Pennsylvania seeks candidates for an Assistant or Associate Professor position in either the non-tenure clinician-educator track or the non-tenure academic-clinician track. Track and rank will be commensurate with experience. The successful applicant will have experience in the field of general urology with a focus on reconstructive surgery and pelvic floor and lower urinary tract dysfunction (female and male). Responsibilities include surgical and non-surgical care of patients (male and female) with general urological complaints; teaching of medical students and urology residents; and, for a CE-track position, clinical research in a variety of urological disciplines. Applicants must have an M.D. or M.D./Ph.D. or equivalent degree. While evidence of scholarship is required in the clinician-educator track, research is not required in the academic clinician track. They must also have completed a residency in Urology and be certified by the American Board of Urology or eligible to take Part 2 of the certifying process. The clinical practice for this position will be housed primarily at Penn Presbyterian Medical Center, a fully integrated member of the University of Pennsylvania Health System. The successful applicant will have demonstrated expertise in all areas of outpatient and inpatient urology and special facility in the evaluation and management of urinary incontinence, pelvic floor prolapse, overactive and underactive bladder, bladder outlet obstruction, urinary fistula, urethral diverticulum, urinary tract infection, and bladder/pelvic pain syndrome. Fellowship training in female urology, pelvic medicine and reconstructive surgery and/or equivalent experience will be a plus, as will demonstrated enthusiasm for treating general urologic problems in this group of patients. We seek candidates who embrace and reflect diversity in the broadest sense. The University of Pennsylvania is an EOE. Minorities/Women/Individuals with disabilities/Protected Veterans are encouraged to apply. Apply for this position online at: https://www.med.upenn.edu/apps/faculty_ad/index.php/g336/d4180

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The Board of Trustees of Laredo Community College invites nominations and applications for the position of President of Laredo Community College. For more than 68 years, Laredo Community College has provided its students with a commitment to success in academic and workforce education. LCC’s campuses are located in the bicultural and binational city of Laredo, Texas, which is located on the north bank of the historic Rio Grande with a thriving populace of more than 260,000 residents. As the city’s oldest and largest institution of higher education, LCC is highly regarded in the region as a leader in higher learning. The two-campus college district (Fort McIntosh Campus and South Campus) serves the City of Laredo and a three-county area composed of Webb, Jim Hogg and Zapata counties. It annually enrolls more than 8,000 credit students. The district employs 180 full-time faculty and 615 full-time staff. LCC offers one- and two-year educational programs in a variety of academic and workforce programs. LCC is a successful Hispanic-Serving Institution ranked first among the 33 most popular U.S. Colleges for Hispanic Students by Online College Database in 2013, and ranked first for having the lowest student debt in the nation by CreditRepair.com in 2016. For confidential inquiries and nominations please contact:

Julie Golder, J.D.

jgolder@acct.org | 202.775.4466 or 202.384.5816

Narcisa Polonio, Ed.D.

narcisa_polonio@acct.org | 202.276.1983 For more information please visit our website at:

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Laredo Community College www.laredo.edu

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FACULTY/LECTURER OPENINGS for FALL 2016 Lake Michigan College is a comprehensive community college situated on the shores of southern Lake Michigan. The region provides a unique blend of resort-style amenities and a diverse economic base. The College’s district is home to the world headquarters of a Fortune 150 company, nuclear energy production, agriculture, and tourism. Recognized for its many beaches, nationally acclaimed golf courses, a flourishing wine industry, the region also provides a wide range of cultural, educational and professional opportunities for families. The College is within 90 minutes of downtown Chicago. The University of Notre Dame and Western Michigan University are within 45 minutes of the LMC campus. Lake Michigan College is a dynamic institution offering over 100 degree and certificate programs through three campuses and a Technology Center. The College was recently named one of the country’s 50 fastest growing community colleges within its size range and is strongly committed to recruiting and retaining a diverse faculty, staff, and student body. LMC enrolls approximately 7,000 students annually and is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools (HLC). It has an annual budget of approximately $29 million. FACULTY/LECTURER OPENINGS for FALL 2016 • Biology Lecturer • Business/Accounting Instructor • Culinary Instructor • Nursing Instructor • Political Science Instructor Committed to excellence through diversity, LMC seeks applications from a broad variety of qualified candidates. For more information on job openings and for an online application, please visit our website at: http://apptrkr.com/740851 or call (269) 927-8132. All applicants must apply online. (Application screening will begin immediately; positions will remain open until filled)

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Dean, Macaulay Honors College at CUNY The Board of Trustees of The City University of New York (CUNY) seeks an exceptional leader to serve as dean of Macaulay Honors College. Founded in 2001 as the honors college of CUNY, Macaulay sits at the center of a cross-campus community that includes eight of CUNY’s senior colleges— Baruch, Brooklyn, City, Hunter, John Jay, Lehman, Queens, and the College of Staten Island. Macaulay combines the intimacy of a close-knit, small collaborative undergraduate college community with the vast intellectual resources of a world-class urban research university. The Macaulay program combines a rigorous academic experience with significant opportunities for undergraduate research, global study, internships, and civic engagement. Macaulay Honors College enrolled 2,040 undergraduate students and eight graduate students in fall 2014. Macaulay students are among the brightest and most academically gifted and promising students from New York and around the world. They enroll simultaneously as Macaulay students and as undergraduates in one of the eight senior CUNY colleges, and they graduate with a joint degree from their home campus and from Macaulay Honors College. Macaulay students who meet New York State residency requirements receive a full-tuition scholarship; an Apple laptop with technology training and support; intensive mentoring and advisement; priority course privileges; access to world class faculty, visiting professors, and guest lecturers; and a $7,500 Opportunities Fund grant to pursue global learning, research, and service. Macaulay students also receive a “Cultural Passport” that provides full or discounted access to more than 100 of New York’s most famous museums and performance venues. Seventy percent of Macaulay students have completed global experiences, visiting more than 60 countries. Since its inception, the Opportunities Fund has spent more than $20 million in support of Macaulay students’ development. Macaulay Honors College has an annual operating budget of $6.8 million and annually raises more than $2.5 million in gifts to support the Opportunities Fund and academic programs. Over the last five years, Macaulay has raised nearly $10 million through external fundraising. The College has an endowment that is valued at approximately $20 million. Reporting to the CUNY Chancellor and working within policy set by the CUNY Board of Trustees for presidents/leaders of CUNY colleges, the dean is the chief executive officer of the college, providing vision, leadership, and strategic direction to Macaulay’s unique academic program. The dean is responsible for the College’s administrative and financial affairs, for the recruitment of faculty and the support of students, and for the overall success of the Macaulay Honors program. The dean leads an administrative team consisting of the Provost and Senior Associate Dean, the Executive Director of Business and Finance, the Vice President for Advancement, and the Director of Marketing and Communications, and chairs the Directors’ Council, which advises the dean on the policy and operations of Macaulay. The dean is an ex-officio member and works closely with the Board of Directors of the Macaulay Honors College Foundation. The dean will be expected to collaborate with the Board to grow its ranks and make it an even more effective source of philanthropic dollars for Macaulay. The dean is a member of the Chancellor’s Council of Presidents. Within CUNY, the dean operates in a consortial relationship with the presidents of the CUNY senior colleges and functions as a university leader and colleague in discussions around strategic issues. The next dean of Macaulay will chart the future of the college in a time of significant change, when the challenges facing higher education are creating new opportunities for innovation. The new dean will work to develop a cohesive vision to help the college build on program excellence, expand its global reach, maximize internal and external collaboration, and promote the uniqueness of the Macaulay experience. CUNY seeks a dean who will demonstrate a broad understanding of the direction of liberal arts education, a commitment to public higher education, and the ability to articulate a vision that positions the college as a jewel within a complex urban public research university. The successful candidate will have the reputation, stature, and credibility to be an effective leader within CUNY and to garner resources to strengthen the college and enable the achievement of its vision. The successful candidate will likely come from a background of substantive leadership within higher education but may also be drawn from other environments of academic innovation. Candidates must demonstrate evidence of excellent financial and management skills; collaborative skills in working with a strong management team and an innovative and energetic faculty and staff in distributed locations; and a track record of commitment to diversity. Candidates must possess an earned doctorate or professional equivalent from an accredited institution; a distinguished record of academic achievement and credentials warranting appointment to the rank of tenured full professor; at least five years of demonstrated strategic leadership, organizational management, and innovative transformation experience; demonstrated commitment to high quality scholarship, teaching and diversity as important components of academic excellence; and a strong track record of securing financial support from private donors, foundations and corporations. Candidates will demonstrate a commitment to promoting student success; advancing diversity and inclusion among faculty, students, staff and external stakeholders; demonstrating personal and professional integrity, fair and just decision making, keen intellectual capacity and creativity, strategic focus, and exceptional collegiality; with an open and transparent approach, ability to operate within a complex environment and collaborate with multiple stakeholders. Other necessary qualities include a commitment to participatory decision making; exceptional listening skills, communication ability and team-building skills; a passion for communicating the vision and mission of the College; and an entrepreneurial and innovative attitude and orientation. Nominations, inquiries, and applications (including a cover letter, curriculum vitae, and the names of five references should be directed electronically in confidence to MacaulayDean@divsearch.com. Submission of applications is encouraged by March 1, 2016. Kim M. Morrisson, Ph.D. Senior Managing Director Nancy Helfman, Vice President & Senior Associate Diversified Search, 2005 Market Street, Suite 3300, Philadelphia, PA, 19013 (215) 656-3579

57703 CUNY Hispanic Outlook 1/2 pg 4.875” X 7.25” 1.13.16 p1

CUNY encourages people with disabilities, minorities, veterans and women to apply. Applicants and employees will not be discriminated against on the basis of any legally protected category, including sexual orientation or gender identity. EEO/AA/Vet/Disability Employer

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