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

VOLUME 26 • NUMBER 6 MARCH 2016

Student Leaders Take Flight WWW.HISPANICOUTLOOK.COM

LATINO KALEIDOSCOPE HA, HA, SEAN PENN’S EL CHAPO PIECE SCOOPS MEDIA Written by Carlos D. Conde

ournalists, particularly the U.S. type, can be a pretentious bunch coming off as the final authority on what they deem to be the paragons of objectivity and media values. Or to put it another way, “it’s tainted if it ‘taint mine.’” Many had a hissy fit over Hollywood actor Sean Penn’s article in the journal, Rolling Stone, on Mexico’s fugitive drug lord, “El Chapo,” Joaquin Guzman. Some newsmen would have killed— sorry for the double entendre—for the opportunity, but Penn got it through some enterprising moves that required the entreaties of a femme fatale, a fellow actor with whom El Chapo was infatuated. Sounding like a Dick Tracy comic strip, a voluptuous lady leads Penn to El Chapo in his hideaway, and he does a seven-hour exclusive interview for the Rolling Stone, but then finds himself getting hammered for his clandestine meeting with a notorious outlaw, which many of our marquee journalists said resulted in an innocuous fluff piece. They said that wasn’t journalism in castigating Penn for his attempts at ferreting out a story. It wasn’t even good acting in impersonating a journalist. Law enforcement officers, particularly the Mexicans, would have better welcomed the opportunity to kill El Chapo whose hideaway was supposedly compromised by Penn’s interview pursuits. Penn who between acting jobs seems to make journalism his pastime, pursuing international scamps in such destinations as Cuba, Venezuela and Iraq, said he figured the world’s most sought drug

fugitive would make an interesting interview and contributor to the conversation on the war on drugs, particularly in the U.S. It created a lot of antipathy and scorn among journalists who said Penn’s efforts served only to glorify a wanton international criminal through an obsequious article devoid of substance. It rings more like envy toward Penn’s scoop from journalists who never imagined such enterprise and boldness from an interloper who makes no pretense about being one of them. As a former Washington and foreign correspondent and reporter in Texas, I’d have to agree with my envious brethren who say Sean Penn’s interview with El Chapo was pretty lame, but I’d add also revealing about an international outlaw who like the Godfather, Don Corleone, considered his nefarious activities as only business. Journalists, particularly the Washington and big city crowd, can be pretty pretentious about believing that they are the final authority on journalism standards and pursuits. “My only interest was to ask questions and deliver his responses to be weighed by readers whether in balance or contempt,” Penn said in defense. “This simple man from a simple place, surrounded by the simple affection of his sons and his toward them does not initially strike me as the big bad wolf of lore,” Penn wrote. “He pulls me into a compadre hug, looks me in the eye and speaks a lengthy greeting too fast for my ears. El Chapo laughs as he served up tacos, enchiladas, beans and carne asada.”

Penn continues, “He’s clean cut, well dressed and well mannered. As has been said of many notorious men, he had an indisputable charisma.” El Capo told Penn that he could later submit a list of written questions thru the woman in the saga, Mexican actress Kate del Castillo who set up and attended the meeting and unwittingly led the federales to El Chapo. The mainstream media and critics may have been impressed with Penn’s audacity but not his media skills. They would rather he had pursued questions about El Chapo’s annual drug volume and how many people he’s accused of wiping out. Penn shot back at those belittling his media credentials, “Well, I want to see the license that says they are journalists.” He had some defenders among the journalism society including Steve Coll, dean of Columbia University Graduate School of Journalism who said he was concerned about giving El Chapo editorial approval but added “scoring an exclusive interview with a wanted criminal is legit journalism no matter who the reporter is.” Penn said his efforts on the El Chapo interview failed because the purpose was to contribute to the dialogue on the war on drugs, and he turned out to be the dialogue. Nevertheless it’s a great story—not the substance but the events that produced it—and for this my fellow journalist, Sean Penn, take a bow. • Carlos D. Conde, an award-winning journalist, former Washington and foreign correspondent, was an communications aide in the Nixon White House. Write to him at CDConde@aol.com. www.HispanicOutlook.com • 3

THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE VOLUME 26 • NUMBER 6

FEATURED ARTICLE

Photo by depositphotos.com/ Dmyrto_Z

It’s very difficult to look at the bigger picture when your whole life has revolved around family. I was fortunate...

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 SYLVIA MENDOZA, MIQUELA RIVERA, CATHERINE OLIVAREZ, CHICK JACOBS

4 • March 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 Photo by courtesy of Gocivilairpatrol.com

UCF is a leader in the research of ultrafast lasers and condensed matter physics. We are focused on helping our students succeed through dedication and teamwork. â&#x20AC;&#x201D; MADHAB NEUPANE

The best new minds to

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THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE MARCH 2016

Table of

CONTENTS 8

KALEIDOSCOPE

CIVIL AIR PATROL CADET PROGRAM: STUDENT LEADERS TAKE FLIGHT

Ha, Ha, Sean Penn’s El Chapo Piece Scoops Media by Carlos D. Conde

Using aviation as its educational cornerstone, this cadet program offers leadership and physical agility challenges. by Sylvia Mendoza

PROGRAM DIRECTOR USES HIS PAST TO HELP OTHERS Ramon Zepeda understands devotion to family struggling with dreams for a better life. by Chick Jacobs, The Fayetteville Observer For Associated Press

12 14

TARGETING HIGHER EDUCATION The State of Higher Education by Gustavo A. Mellander

16 18

BOOK IT!

Great Reads from University of North Texas Press by North Texas Press

SCHOLAR’S CORNER

by Catherine Olivarez, Doctoral Candidate, Counseling and Higher Education, University of North Texas

PRIMING THE PUMP

Guidance Counselors Aid Latino Students by Miquela Rivera

6 • March 2016

NEWS YOU CAN USE

What’s Trending in Higher Education Across the Nation by The University Of Southern Mississippi And California State University Northridge

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

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

Hilton Costa Mesa, Costa Mesa, California

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

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

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

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

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

For conference registration, please visit the AAHHE website: www.aahhe.org

Civil Air Patrol Cadet Program

Student Leaders Take Flight Written by Sylvia Mendoza

n seventh grade in 2004, Nataly Rivera was a natural athlete, track and field material and an average student who like thousands of other middle schoolers wanted to find her place in Shelby, Texas. Then she saw an elective class that spoke to her - the Civil Air Patrol Cadet Program. An Air Force Auxiliary Program, the Civil Air Patrol—CAP—was created in the late 1930s as a volunteer organization to aid in aviation missions for the United States. The more than 150,000 volunteers answered the call to service with the attack on Pearl Harbor. Today, the Civil Air Patrol (CAP) continues in a different capacity as a nonprofit. It is composed by three parts: the cadet program for youth ages 12-21, aerospace education and emergency training services. Using aviation as its educational cornerstone, the cadet program offers classes in leadership and developmental training; physical agility challenges; time management skills and a glimpse at the integrity that comes from discipline, planning and accountability. There are more than 24,000 cadets nationally. They 8 • March 2016

participate in all three of CAP’s missions, including disaster relief and search and rescue missions. Rivera got over the first self-conscious hurdle of having to wear a uniform—and started to thrive in the program. “CAP gives you confidence,” she said. “I always felt older, felt in charge. I was allowed to be responsible, got to plan and run events. My opinion mattered.” Rivera stayed with the program through high school, learning how to balance all her activities—working part-time, national honor society, drill team and volunteering with special needs children. She made a mini-career out of her time as a cadet, and leadership skills took root. “We could work our way up the ranks from airman to senior airman and make actual progress. If I do this, then I can move up, get more markers, so I kept getting promoted.” The challenges helped her set other goals. “I somehow did things I never thought I could do. I’d ask, ‘How am I supposed to lead all these people?’ But I did. I was a drill team commander for two years, and we even went to nationals.”

She is convinced her experience with CAP got her into to Baylor University where she eventually graduated with a degree in communication sciences and disorders and now has a career as a speech pathologist for children.

“The officer school is really the perfect program for college prep mentality. It’s competitive from an academic standpoint, but it’s the total package with physical, leadership and hands-on activities.” Lieutenant Colonel Joseph Winter, CAP COS Director and Acting Commander, Maryland Wing.

Arthur G. “Gerry” Levesque, Lieutenant Colonel, Usa (Ret) Senior Cap Instructor C.e. King Middle School Squadron Commander - Tx802

www.HispanicOutlook.com • 9

Regimens Build Character Retired Army Lieutenant Colonel Arthur Gerry Levesque now serves as Senior CAP instructor and Squadron Commander at C.E. King Middle School in Houston, Texas. He sees CAP is an alternative to limited resources or outlets for students. “When you have a thousand kids and only 24 spots on the basketball team, what happens to talented students who don’t make the cut?” CAP can fill that need with its physical agility tests as well as educational and leadership building skills. There are challenges and competitions, expectations and goals to set. Regimens are important and build character, explained Levesque. They write weekly papers and learn to take pride in raising the flag, wearing a uniform and being organized. At the end of the day, they are called to attention and are dismissed. Reinforcement, parameters and expectations become inherent. They excel with goals they can reach. There are hands-on experiences at space camp, national drill team, free flight school and Cadet Officer School. In a school where 74 percent of the students are Hispanic, Levesque also sees CAP as another advantage in building a future college app or resume. “They can take our course for a semester as an elective, but often, they stay for the duration,” he said. “A number of kids go on to the Air Force Academy, some join the military, some join the reserves, others go on to train and others go on to higher education. The bottom line is that it teaches discipline and opens eyes to possibilities of leadership and avenues in aerospace study.” 10 • March 2016

Civil Air Patrol Flight 4 - 2056

Cadet Officer School—The Next Level For students who choose to continue with the CAP Cadet Program, Cadet Officer School (COS) is a premier leadership program for cadets ages sixteen and older. The extremely competitive school is held every summer at Maxwell Air Force Base in Alabama, the site of CAP National headquarters and home of Air University and professional military education for the U.S. Air Force. Approximately 500 applicants vie for 120 slots annually. A labor-intensive screening at the state and national levels begins the deliberate

selection from diverse geographic, socio-economic, gender and ethnic areas. Puerto Rico has historically had the largest cadet base. This year, 121 cadets from 35 states—the top 15 percent of all CAP cadets accepted—are participating in the 10-day, college-level course. “The officer school is really the perfect program for college prep mentality,” said Lieutenant Colonel Joseph Winter, CAP COS Director and Acting Commander, Maryland Wing. “It’s competitive from an academic standpoint, but it’s the total package with physical, leadership and hands-on activities.”

Civil Air Patrol Staff - 2082

In addition to classes and seminars, a wide variety of top military and industry leaders share their experiences with the cadets. Cadets are guided through the Air Force approach to the psychology of leadership, problem solving techniques, effective writing, speaking and group dynamics. Topics include human relations, critical thinking, leadership and national security issues. The cadets also get a dose of reality. “For many, it’s the first time they’re thrust into this type of environment,” Winter said. “They’re used

to being first and best in their squadron. Now, they’re among the first and best of many squadrons. They’re used to being the top dog and leading. Now, they’re the follower, which is good. Just like in life, at times, they’ll see the importance of being both follower and leader.” Small group seminars also bring out the best of the cadets, Winter explained. “The level of intelligent questions asked is surprising. Topics span from war games to emotional intelligence to leading small groups. It’s amazing in 10 days how quickly they grasp and apply leadership skills.”

Whether cadets are at middle school or officer school level, Levesque and Winter believe they are on the right track. Character development can lead to more—the potential to become the brightest of the nation’s future leaders. “They become part of something bigger,” Levesque said. “This is the price of admission: core values of integrity, respect, excellence and volunteer and community service.” For more information, check out Gocivilairpatrol.com •

www.HispanicOutlook.com • 11

PROGRAM DIRECTOR Uses His Past to Help Others Written by Chick Jacobs, The Fayetteville Observer for Associated Press

12 • March 2016

his immediate family to hold a college degree. He’s also the first to earn a high school degree. That dedication to study masked the stress of a young man who dealt with the dissonance of long-term goals and the immediate need to work and help the family.

“It’s very difficult to look at the bigger picture when your whole life has revolved around family. I was fortunate. I had opportunities that many never get. And still, for me, it was very difficult to break away.”

Ramon Zepeda

Photo courtesy of SAF

URHAM, N.C. (AP) — Ramon Zepeda looks in the young eyes and sees a familiar struggle: duty and devotion to family struggling with dreams and desires for a better life. It’s a battle that haunted Zepeda as a teen in Hoke County. It’s a battle that children of farmworkers fight every day across the South. And now, as the program director of Student Action with Farmworkers, Zepeda shares his struggle — and his success — with a new generation of students. The nonprofit organization helps farmworkers and college students build coalitions for social change through the arts and storytelling. “It’s a huge change, both in their lives and in their futures,” Zepeda said from the SAF offices at Duke University. The nonprofit has offices on campus, but it is not part of the school. “It’s very difficult to look at the bigger picture when your whole life has revolved around family.” “I was fortunate. I had opportunities that many never get. And still, for me, it was very difficult to break away.” Zepeda knows how difficult that break can be. He is the first person in

Life had been that way for generations in his family. He was born in a small village in central Mexico, the middle child of Panfilo and Cecilia Zepeda. Immigration amnesty in the late 1980s allowed his family to move into the United States. At the age of 10, they moved to Boyle Heights, a Latino community in Los Angeles. While it didn’t feel that way at the time, it was the best place for Zepeda. “Looking back now, I was fortunate. I was young enough to learn English and adapt,” he said. In 2002, his father’s meat-packing job disappeared. With relatives already in North Carolina, Zepeda’s family migrated to Hoke County. The rural surrounding was like a breath of home for him. “Things were green like I remembered,” he says. “I didn’t like the big city. In East LA, nothing was green.” His parents worked in agriculture, tobacco and blueberries while Zepeda attended Hoke High School and worked odd jobs. He was a solid student and soon began helping other Latino students who were struggling in their new home. Zepeda’s leadership was recognized in school, and he was selected

Image licensed by Ingram Image

to attend a SAF summer high school workshop his junior year. He returned to Hoke High that fall with a different outlook. “They urged us to have a plan for the future,” he said. “I hadn’t thought that way before. They supported us and mentored us.” Zepeda helped create the school’s first Action Inspiration Motivation (AIM) program, open to all students. Hoke High officials were supportive, he said, with mentoring and study

programs aimed at helping students in need of motivation and guidance. “If it weren’t for the mentoring I received, I would have just dropped out and gone to work,” he said. “I honestly needed that someone to hold my hand. I needed to have someone tell me I could do it.” Zepeda paused, then paraphrased a quote by philosopher John Allston: “‘If you don’t use your mind, someone else will.’ I realized that the value in education is far beyond money. It

is something that can never be taken away.” His education stretched beyond the classroom. In 2005, after his freshman year in college, Zepeda took part in the SAF’s Into the Fields program. The internship places students in farmworker legal and health service positions. The next summer, Zepeda documented stories from workers at processing plants, including the huge Smithfield pork plant in Tar Heel. It’s those stories that he shares with college-age students now in SAF. About half the students, he said, come from farmworker families. “It is not very glamorous, but the work is vital,” he said. Zepeda travels to colleges across the South as a lecturer on immigrant worker issues, often visiting his alma mater. Zepeda, himself a naturalized citizen, said he also hopes to open the eyes of people who see immigrant labor as stealing American jobs and “sponging off the government.” “The jobs most are doing American workers won’t touch for the pay and the conditions they must endure,” he said. “And because of the Free Trade Agreement, millions of families in Mexico can no longer keep their farms. “Here, there are jobs. There is hope. There is survival for families in work that needs to be done. The fields go to rot if we aren’t here.” Ridicule and ranting, he said, should be replaced by respect. “We must force people to see beyond the easy stereotypes and see the issues that must be addressed. We must look beyond what others want us to think.” • www.HispanicOutlook.com • 13

TARGETING HIGHER EDUCATION

The State of

Higher Education Written by Gustavo A. Mellander

very year, nearly half of all college Freshmen drop out. Some, homesick beyond reason, have to move to a college closer to home. Others transfer to smaller institutions hoping to retain their individuality. Some just can’t cope. Unfortunately, however most dropouts never return to higher education. Dropout realities Some community colleges have been dubbed “revolving door” institutions because of their very high dropout rates. It’s an embarrassment and very frustrating. Now, not everybody need attend college, and far too many who do are ill-prepared to survive the rigors of higher education. Many Hispanic students are further burdened knowing that their presence in college denies their families much needed income and assistance, so many work part-time and some full-time to be able to send money home. The added obligation and stress frequently interferes with their studies. Yet, these valiant Hispanic students persevere, women more so than men. America’s record Even with these shortcomings, this country provides more higher education opportunities than the vast majority of other nations. Many of which love to boast they have low tuition, but they fail to mention that only 8 to ten percent of high school graduates attend college. Most of the world has a caste system. In Great Britain, preteenagers take rigorous examinations, which determine the schools they attend and their future

14 • March 2016

careers. In Japan the parents of elementary school children scrimp and save, so their children can have tutors every day after classes and all day Saturday. They cram, cram and cram to do well on college entrance examinations. One’s score determines which college you attend. No second chance — excel or be relegated to a second or third tier school and subsequent diminished existence. It’s a harsh actuality. American colleges can be cold, but far more opportunities exist there for a wider variety of students than do in other countries. State of Education The National Center for Education Statistics issues a bulky state of education report every year. It’s has more information than anyone needs. It evaluates everything from preschool enrollments to college degrees granted. Some highlights. 1. The United States continues to lead the world in access and attainment The number of 25- to 29-year-olds with at least a bachelor’s degree rose to 35 percent in 2014, up from 23 percent in 1990. It is above average compared with other developed countries. In 2014, 34 percent of Americans age 25 to 34 had at least a bachelor’s degree, compared with an average of 29.5 percent among all countries in the Organization for Economic Cooperation and Development. Disturbingly, the gap between Caucasian and Hispanic bachelor’s-degree

holders grew from 18 percentage points to 25. 2. Post college income Recent graduates continue to suffer the effects of the recession. The median annual earnings of those with bachelor’s or higher degrees between the ages of 25 and 34 were the lowest in 2014 in more than a decade. Median income for the group was $49,900 in 2014, below the pre-recession high of $54,020 (in 2014 dollars) in 2002. The gender pay gap continues to exists among college graduates. Women ages 25 to 34 with a bachelor’s degree or higher earned $46,800, about 15 percent less than their male counterparts at $54,800. 3. State support for higher education continues to plummet Funding from state and local governments dropped across all sectors from 2006-07 to 2013-14. Public institutions, the most dependent on those sources, suffered the most. Revenue from state and local grants per full-time-equivalent (FTE) student at four-year public institutions dropped nearly $10,000 in 2013-14 from $12,366 in 2006-07, a 22 percent decline. Nonetheless, public four-year colleges still received approximately 40 percent of their income from government sources in 2013-14. 4. Part-time faculty comprise half of all faculty Half of all instructional faculty members worked part-time in the fall of 2013, up from 35 percent 20 years ago. Their

numbers rose 167 percent from 1991 to 2014, while the number of full-time faculty members rose only 41 percent. Average salaries for faculty members of all ranks increased from 1992-93 to 2009-10. But since then, average salaries across all ranks decreased from 2009-10 to 2013-14. Women made up almost half of the faculty in 2014, up from 36 percent in 1991. However, a large percent of full professors are still White men: 60 percent in 2014. 5. Student debt continues to rise as do default rates Over half of all first-time, full-time undergraduate students who received financial aid in 2013-14 needed student loans, an increase of 12 percent from 2000-01. The total amount of loans to first-time, full-time undergraduates increased 53 percent over that period at four-year public colleges (from $4,200 to

$6,550 in constant 2013-14 dollars) and 44 percent at four-year private nonprofit colleges (from $5,285 to $7,710). Repayment A new phenomenon has appeared. Of the 4.8 million students who began to repay their loans in the 2013 fiscal year, 11 percent defaulted before the end of that fiscal year. The default rate was higher for that cohort than for the previous two cohorts: 9.1 percent of borrowers who entered repayment in the 2012 fiscal year defaulted, compared with 8.8 percent of those who began payment in the 2011 fiscal year. 6. Over 60 percent of students take 6 years to graduate Whether or not a student graduates from a four-year institution correlates highly with the type of institution that student attends. At the most selective four-year colleges (those where fewer than

25 percent of applications are accepted), 86 percent of students graduate within six years. At open-enrollment institutions, only 33 percent of students graduate in that time frame. The overall six-year graduation rate is over 60 percent. It’s 67 percent at private nonprofit institutions, 58 percent at public institutions and 32 percent at private for-profit institutions. Bottom line With high costs, prolonged graduation realities, increasing student debt and decreasing support from state governments, the world of higher education has changed and leaves a lot to be desired. But opportunities continue to flourish, and the ultimate rewards are worthwhile. • Dr. Mellander was a university dean for 15 years and a college president for 20.

Here Are a Pair of Great Reads from

University of North Texas Press RAZA RISING: CHICANOS IN NORTH TEXAS

by Richard J. Gonzales ased on articles written for the Fort Worth Star-Telegram, author Richard J. Gonzales draws on his educational, inner-city and professional life experiences to weave eyewitness testimony into issues facing Chicanos, including economic, health, education, criminal justice, politics, immigration, and cultural issues. Raza Rising offers first-hand observations, supported by well-documented scholarly research, of Chicanos’ growth and subsequent struggles to participate fully in North Texas’ political and economic life. Raza Rising takes the reader to the organization of an immigration reform march, to the actual march with 20,000 people, to a protest demonstration of the City of Farmers Branch’s attempt to prohibit renting to the undocumented immigrant, to the author’s awakening in Chicago on the importance of learning, and to his poignant experience as a guest speaker in a Fort Worth public school classroom. “Gonzales’s account as a history is of great significance because he documents important events and views in the recent history of Mexicans in Dallas and Texas, and he does it with the authority of a first-hand observer. His keen understanding of the Mexican American history that he has lived gives the narrative a high level of originality.”—Emilio Zamora, author of The World of the Mexican Worker in Texas “Richard skillfully chronicles who we are, where we have been, and our continued struggles.”—Dr. Robert M Munoz, President of the Hispanic Wellness Coalition.

TRAQUEROS: MEXICAN RAILROAD WORKERS IN THE UNITED STATES, 1870-1930

by Jeffrey Marcos Garcílazo Foreword by Vicki L. Ruiz erhaps no other industrial technology changed the course of Mexican history in the United States and Mexico as much as the arrival of the railroads. Tens of thousands of Mexicans worked for the railroads in the United States, especially in the Southwest and Midwest. Extensive Mexican American settlements appeared throughout the lower and upper Midwest as the result of the railroad. Jeffrey Marcos Garcílazo provides the first and only comprehensive history of Mexican railroad workers across the United States. “Traqueros is the first large-scale investigation of the substance and breadth of traqueros’ experiences at work and in their ‘boxcar’ communities. . . . [Garcilazo’s] years of dedicated research have yielded an intimate yet comprehensive portrait of Mexican immigrant track men and their communities.”—Journal of American History “Garcilazo has made a powerful contribution to the historiography of the railroads as well as the history of Mexican workers in the United States.”—H-SHGAPE, H-Net Review

www.HispanicOutlook.com • 15

SCHOLARS CORNER

My Doctoral Studies Journey

Written by Catherine Olivarez, Doctoral Candidate, Counseling and Higher Education, University of North Texas

remember the first national academic conference I attended. It was March 2012, and I was in Costa Mesa, California at the American Association of Hispanics in Higher Education (AAHHE) conference. The September before, I had just begun my first year of doctoral studies in higher education at the University of North Texas. I had also become part of a research team where I met Mayra Olivares-Urueta, an AAHHE fellow at the 2012 conference. She encouraged the Latina/os in our team to go to the conference and learn about AAHHE. I did not know what to expect as I had never attended a national conference prior to AAHHE. Once I was at the conference, a sense of pride rushed over me as I watched the Latina/o faculty members and professionals gathered promote the professional, educational and political advancement of Latina/os in the U.S. I realized at that conference that I wanted to be a faculty member and mentor other Latina/ os like myself. In 2015, I participated in the annual AAHHE conference as a graduate fellow. This experience challenged me to think about the 16 • March 2016

experiences of other Latinas/os across the nation and understand how to build lasting connections with my peers, faculty fellows and other attendees. These connections and friendships have been and will continue to be an immeasurable source of support. I am also grateful that AAHHE paired me with Professor Desiree Vega, a fellow Nuyoriqueña, as a faculty mentor. Her presence and kind words are a source of encouragement to other Latinas succeeding and pushing forward. Through AAHHE, I have been able to present my research and gain critical feedback on improving my research and scholarly endeavors. I understand how to better cultivate my presence both through social media outlets and through networking opportunities provided through the fellowship. More than anything, this has become my academic familia. Graduate school can be overwhelming, especially when there are few Latina/o faculty members at my institution with whom I can connect. My AAHHE familia is comprised of those I can call upon for assistance or when I just need a shoulder to lean on.

As I prepare to complete my doctorate this year and prepare to transition to a career after graduate school, I am ready. Being an AAHHE fellow has equipped me with the skills, knowledge and support to tackle the journey ahead. AAHHE has not only provided me the support of fellow Latinas/os going through a similar journey but also an understanding of how to achieve my goals. •

PRIMING THE PUMP GUIDANCE COUNSELORS AID LATINO STUDENTS Written by Miquela Rivera, Ph.D

“He who opens a school door closes a prison.” - Victor Hugo

here are at least seven reasons Latino college-bound students can use a good high school guidance counselor. To get to college you must finish high school, hopefully with adequate preparation to excel in high education. A guidance counselor can assure that students get and stay engaged in high school until the end. That means knowing how students are doing academically and helping the student reach out to faculty to help the student wherever help is needed. Waiting to see “who qualifies for college” senior year is too late; the job is to get them qualified beginning at the outset. The high school guidance counselor is in a strong position to show Latino students what possibilities lie ahead. The opportunities, advantages and challenges await, but Latino students can’t access them if they don’t know about them. Show Latino students the options for a bright future, and they can decide. If the guidance counselor knows the Latino student personally, she can help search and match colleges or other training to the student’s skills, abilities and interests. This assumes that a guidance counselor has a positive opinion of Latinos and the potential they hold. Negative stereo-

types or tracking students into paths that have low expectations are an age old story; try directing students towards options that will serve them well even if no one in the group has done it before. A committed guidance counselor must explain the options in higher education and the process clearly to Latino students. Once the process is demystified, it becomes doable. And setting the tone and direction for college must start early (like the day the Latino freshman student steps into the high school). Once the process is explained and clarified, the guidance counselor should work directly with Latino students to develop the college-bound process of study, exploration, examination and application. If a student knows that the counselor is committed to helping and holding him accountable for taking the right steps at the right time, they will more likely make the right choices. For students who choose to follow the path and prepare for higher education, the guidance counselor should then help them look at the options and find resources to make going to college feasible. That step is crucial in turning the Latino student’s dream into reality – and the guidance counselor should know where to look

for resources, including unconventional places. Applying to colleges is the next obvious step. No one should assume that Latino students will simply know to do it and follow through on time independently. Working step-by-step with the student will help assure that the higher education application is complete and timely. And once the acceptance by the college is received, and the student commits and prepares to go, celebration is in order. Essentially, the high school guidance counselor is in a crucial position to serve as a Latino student’s mentor, role model, trusted adult, invaluable resource and biggest advocate. It isn’t an easy job, but it is an important one. In the face of contemporary challenges that schools and Latino students face, the guidance counselor is the voice of hope and reason reminding Latino students sí se puede. Many adults in a Latino teen’s life need to tell students that; the skilled, committed high school guidance counselor will assure that students not only can succeed but will. • Miquela Rivera, PhD is a licensed psychologist in Albuquerque with years of clinical, early childhood and consultative experience. Dr. Rivera’s column, “Priming the Pump” appears in each issue of Hispanic Outlook in Higher Education. She lives in Albuquerque.

www.HispanicOutlook.com • 17

EDUCATION NEWS REVIEWS CSUN TEAMS UP WITH UNIVERSITY OF PENNSYLVANIA TO INCREASE

LATINO FACULTY IN THE HUMANITIES

and get doctorates in humanities-related fields. The program comes as colleges and universities across the country struggle to develop faculty that reflect the nation’s growing ethnic and cultural diversity. “Cal State Northridge was honored to be selected to participate in the Pathways to the Professoriate initiative,” said Elizabeth Say, dean of CSUN’s College of Humanities. “We know well the quality of our students — what they sometimes lack is opportunity. This partnership with the Penn Center for Minority Serving Institutions and the Mellon Foundation will provide unparalleled opportunity for our

Photos Courtesy of Csu By Lee Choo.

fficials at California State University, Northridge are teaming up with their counterparts at the University of Pennsylvania to launch an unprecedented program to increase the number of Latino professors working in the humanities. The program, Pathways to the Professoriate, is supported by a $5.1 million grant from the Andrew W. Mellon Foundation to the University of Pennsylvania for its Graduate School of Education’s Center for Minority Serving Institutions. Over a five-year period, the program will prepare 90 students from Hispanic Serving Institutions (HSIs) across the United States, including CSUN, to move forward

students to achieve their educational goals. Together with our other institutional partners, we can begin to transform the professoriate to better reflect and serve the next generation of university students.” The problem of not having enough minorities in the professor pipeline cannot be fixed overnight said Marybeth Gasman, director of the Penn Center for Minority Serving Institutions, which will oversee the project. “We see this program as a way to begin a fundamental change,” Gasman said. “We hope this creates a strong pathway to graduate school for Latino students that will grow over time with these students supporting one another and one day becoming mentors themselves.” Mariët Westermann, vice president at the Andrew W. Mellon Foundation, said that as the demographic profile of the United States changes, the country has a

18 • March 2016

Photos Courtesy of Csu By Lee Choo.

compelling interest to obtain the full participation of previously underrepresented communities. “The past decade has seen considerable gains in doctoral attainment for Latinos, yet these gains have not kept up with the growth in the U.S. Hispanic population,” she noted. Over the course of the five-year program, the Penn Center for Minority Serving Institutions will partner with CSUN, Florida International University and the University of Texas, El Paso — all Hispanic Serving Institutions — and five research institutions — New York University; the University of California, Berkeley; the University of Pennsylvania; Northwestern University and the University of California, Davis. As part of Pathways to the Professoriate, selected CSUN undergraduates in the humanities, social sciences and related fields will take part in intensive summer research programs and cross-institutional conferences while also receiving mentoring and support for applying to and en-

rolling in graduate school. CSUN faculty mentors will work closely with each student beginning in the second semester of his or her junior year, and the relationship will continue as the student matriculates into Ph.D. programs. The summer research programs at CSUN will focus on an exploration of humanities-based methodological approaches as well as professional skills, including academic writing, graduate school application writing and preparation for taking the GRE. The standardized admissions test is required by most graduate schools in the United States. Say noted that in the academic year 2012-13, CSUN awarded 1,143 bachelor’s degrees in the humanities and social sciences. Thirty-three percent of those went to Latinos. “We have the students, and now, we have a way to help them go on to Ph.D. programs that they may have only dreamed about,” she said. “The fact that CSUN faculty mentors will work intensively with each student beginning in the second se-

mester of junior year — and they will be there as the student goes on into Ph.D. programs — is critical. This investment of time and resources is a game-changer for our students.” The Penn Center for Minority Serving Institutions brings together practitioners from Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions and Asian American, Native American and Pacific Islander Serving Institutions. Based in the University of Pennsylvania’s Graduate School of Education, the center’s goals include elevating the educational contributions of minority-serving institutions; ensuring they are part of national conversations; bringing awareness to the vital role such institutions play in the nation’s economic development; increasing the rigorous scholarship of the institutions; connecting the institutions’ academic and administrative leadership to promote reform initiatives and strengthening efforts to close educational achievement gaps among disadvantaged communities. • www.HispanicOutlook.com • 19

EDUCATION NEWS REVIEWS THE UNIVERSITY OF SOUTHERN MISSISSIPPI AND EZRA JACK KEATS FOUNDATION TO PRESENT AWARDS AT

FAY B. KAIGLER CHILDREN’S BOOK FESTIVAL Story provided by The Ezra Jack Keats Foundation

year, a new writer and a new illustrator are celebrated. The 2016 award ceremony will be held on April 7th during the Fay B. Kaigler Children’s Book Festival at The University of Southern Mississippi in Hattiesburg. The winners receive a

Photo Courtesy of Ezra Jack Keats Foundation

he Ezra Jack Keats Foundation, in partnership with the de Grummond Children’s Literature Collection at The University of Southern Mississippi, have announced the winners of the 30th annual Ezra Jack Keats Book Award. Each

gold medallion as well as an honorarium of $1,000. “We are proud to present the Ezra Jack Keats Book Award to the best new talents in children’s illustrated literature each year. These are writers and illustrators whose books reflect the spirit of Keats, and at the same time, are refreshingly original,” said Deborah Pope, Executive Director of the Ezra Jack Keats Foundation. “This year is Ezra’s hundredth birthday! So we are especially delighted to celebrate him by honoring those whose books, like his, are wonderful to read and look at and reflect our multicultural world.” “The Keats Archives at the de Grummond Children’s Collection is a happy reminder of the joy that Ezra’s books have brought to readers and the impact they have had on children’s book makers. Once again, we see that influence in the work of this year’s EJK Book Award winners. We are confident that they’ll join the long list of illustrious past winners whose books continue to delight and make a difference,” said Ellen Ruffin, Curator of the de Grummond Children’s Literature Collection. Lois Lowry, two-time winner of the Newbery Award for “Number the Stars” and “The Giver,” will present this year’s Ezra Jack Keats Book Awards. Michael Cart, columnist/reviewer for Booklist and a leading expert on young adult literature, will deliver the Keats Lecture.

20 • March 2016

childhood. I can directly trace the roots of my obsession with pattern, color and my use of collage to my affinity with the lacy baby blanket in ‘Peter’s Chair.’ Keats inspired me to create stories that are quiet and gentle, yet honor the rich inner lives of children and all of the complexity that allows. I am humbled to be associated with Keats’ legacy in being presented with this award, and I am so grateful to the Ezra Jack Keats Foundation and the children’s literature community for this show of support and encouragement.”

Sonya’s dad presents her with three baby chicks to care for, and she does her job well, providing food, shelter and lots of love as they grow into hens. Then one night, Sonya discovers that one of her hens is missing! But as her father explains, the fox stole the hen because he loved his kits and needed to feed them. The circle of life is gently and exquisitely depicted in Wahl’s rich and colorful watercolor and collage illustrations of a multicultural family’s life on a farm. Wahl said, “Keats’ work stands out as some of the most impactful of my

The 2016 Ezra Jack Keats Book Award winner for new illustrator is: Phoebe Wahl for Sonya’s Chickens Published by Tundra Books Next month, Hispanic Outlook’s sister magazine, OutlooK-12, will be featuring articles on the life and works of Erza Jack Keats in honor of his hundredth birthday.

The 2016 Ezra Jack Keats Book Award honor winners are: • 2016 New Writer Honor Julia Sarcone-Roach for “The Bear Ate Your Sandwich” (illustrated by Julia Sarcone-Roach. Published by Knopf Books for Young Readers) • Megan Dowd Lambert for “A Crow of His Own” (illustrated by David Hyde Costello. Published by Charlesbridge) Photo Courtesy of Ezra Jack Keats Foundation

The 2016 Ezra Jack Keats Book Award winner for new writer is: Don Tate for Poet: The Remarkable Story of George Moses Horton Published by Peachtree Publishers In the South before the Civil War, it was illegal to teach slaves to read, but George Moses Horton loved words too much to be stopped. He taught himself to read as a child and grew up to be a published poet while still a slave. Writing about slavery for young readers is challenging but important, and Don Tate succeeds brilliantly, in an engaging, age-appropriate and true narrative. Tate said, “Three years ago, I won an Ezra Jack Keats honor award, one of the proudest moments of my career. I never imagined being considered again… this time [for] the top award. There has always been a special place in my heart for Ezra Jack Keats. When he chose to picture brown children in his books, he chose to acknowledge me. I wasn’t invisible to him. As a creator of color in a field that sorely lacks diversity, it can be easy to sometimes feel unseen. This award serves as a reminder to me that I am not invisible and that my work matters.”

2016 New Illustrator Honor • Ryan T. Higgins for “Mother Bruce” (written by Ryan T. Higgins. Published by Disney • Hyperion) • Rowboat Watkins for “Rude Cakes” (written by Rowboat Watkins. Published by Chronicle Books) •

www.HispanicOutlook.com • 21

POSITION DESCRIPTION

VICE PRESIDENT AND CHIEF FINANCIAL OFFICER INDIANA UNIVERSITY MARCH 10, 2016

Reports to: The Vice President and Chief Financial Officer (VP/CFO) reports to, and serves at the pleasure of, the President. Primary Purpose: The Vice President provides leadership, oversight, and stewardship for all aspects of the University’s financial resources while ensuring absolute institutional integrity on fiscal, and certain administrative matters. The Vice President serves as a strategic advisor to the President and recommends financial and administrative objectives, policies, programs and practices that ensure a sound financial structure for the University. Working with the President, his cabinet, deans, campus CEOs, Provost, Chance llors, and Vice Chance llors, and in the context of shared governance, the Vice President is responsible for most key business functions within the University, including long range financial planning, budget planning, capital financing and investments, to deliver a long-term sustainable economic model that ensures both the viability and vitality of the University. The CFO is a key financial and business executive of the university and will develop internal and external relationships and will be responsible for establishing and maintaining university-wide financial and administrative systems that ensure integrity, accuracy and professionalism. A primary role of the CFO will be to manage our large, complex public research institution through a continuously changing higher education landscape. A keen understanding of significa nt issues/ opportunities and the ability to develop and interpret complex financial models will be integral for this role. Focus will be directed toward capital financing/ structuring, complex investment strategies, liquidity forecasting, operating expense efficiency and compliance across varied state, federal, and industry regulations. The Vice President serves as the institutional representative on financial matters to Indiana Commission for Higher Education and the Trustees of Indiana University on behalf of the President - a role in which he or she must balance collaboration with all university campuses and schoo ls and advocacy for IU. In this capacity, he or she is involved in discussions regarding long term financial viability, decision support, tuition setting, all funds budgeting, strategic allocation of resources among campuses and schools, enterprise systems, business process redesign and funding structure/approval of capital projects. The Vice President serves as a member of the President’s Cabinet at Indiana University, and is a significant contributor to advancing the mission and strategic direction of the University, which includes promoting a climate of inclusion and equity. The VP/CFO works with the IU Foundation and Alumni Associat ion to provide guidance and institutional support for adherence to fiduciary boundaries and constraints. Functional Oversight: • Accounting and Controls • Accounts Receivable • Accounts Payable • Auxiliary Acco unting • Budgeting - Including Operational & Capital • Bursar - University & Bloomington • Capital Asset Management • Capital Financing • External Financial Audit Coordination • Facilities and Administrative Rate Calculation and Negotiation

• Financial Reporting • Human Resources • Insurance & Loss Control • Investment Management • Payroll • Procurement • Student Financial Literacy Program • Student Loan Administration • Tax • Treasury Operations

Key Selection Criteria: Indiana University seeks an innovative and strategic leader with a broad vision for the role of finance and administrat ion in achieving institutional excellence. The successful candidate will have a strong track record in managing change along with proven experience as an organizational and financial leader. An understanding of all facets of academic enterprises, including an understanding of how financial decisions impact the academic environment and vice versa, is desirable. He or she will have superb management skills and business acumen, be adept at facilitating connections and building partnerships and collaborations, and be able to serve as a trusted and respected member of the leadership team. The successful candidate must possess an undergraduate degree (MBA and/or CPA equivalent strongly preferred). He or she will be comfortable building relationships of trust with the many communities that comprise the University, and be astute at navigating both the internal and external political la ndscape. He or she should possess the ability to recruit and mentor future leadership, including creating upward mobility for promising employees. Above all the Vice President must fit within the IU culture that values the primacy of the institution’s academic mission in serving the people of Indiana, the nation and the world as well as its commitment to excellence. In addition this culture values collaboration, shared governance, prudent management, while also respecting the traditions of the university. Procedures for Candidates: The search committee invites letters of nomination, applications (letter of interest, full resume, and contact information of at least five references), or expressions of interest to be submitted electronically to vpcfo16@iu.edu. The search is conducted with the assistance of recruitment firm Spencer Stuart https://www.spencerstuart.com/. For consideration in the selection process candidates are encouraged to submit their materials by April 15th with nominations and applications accepted until the position is filled. Inquiries about the search may be directed to Jo Ann Bush at jabush@iu.edu, 317-274-3571. Additional information about the position and the search may be found at: https://uaa.iu.edu/recruitment/vp-cfo/index.shtml. Indiana University is an equal opportunity and affirmative action employer, and a provider of American Disabilities Act services. All qualified applicants will receive consideration for employment without regard to age, ethnicity, color, race, religion, sex, sexual orientation or identity, marital status, national origin, disability status, or protected veteran status. Indiana University does not discriminate on the basis of sex in its educational programs and activities, including employment and admission, as required by Title IX. Questions or complaints regarding Title IX may be referred to the U.S. Department of Education Office for Civil Rights or the university Title IX coordinator. See Indiana University’s Notice of Non-Discrimination, which includes contact information. The Annual Security Reports, containing policy statements and crime statistics for Indiana University campuses, are available online. Request a physical copy by emailing IU Public Safety at iups@iu.edu.

Vice Chancellor for Communications The University of Tennessee, Knoxville, is conducting a global search for its next Vice Chancellor for Communications. 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 of Tennessee, Knoxville. 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 April 7, 2016. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com. Laurie C. Wilder, President Porsha L. Williams, Vice President pwilliams@parkersearch.com || eraines@parkersearch.com Phone: 770-804-1996 ext: 117 Fax: 770-804-1917 The University of Tennessee is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA institution in the provision of its education and employment programs and services. All qualified applicants will receive equal consideration for employment without regard to race, color, national origin, religion, sex, pregnancy, marital status, sexual orientation, gender identity, age, physical or mental disability, or covered veteran status. Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com

Hispanic Outlook 1/4 page Issue 3-14-16

PRESIDENT Southern Oregon University is conducting a global search for its next President. 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 SOU. 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 April 15, 2016. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com. Laurie C. Wilder, President Porsha L. Williams, Vice President pwilliams@parkersearch.com || eraines@parkersearch.com Phone: 770-804-1996 ext: 117 Fax: 770-804-1917 Southern Oregon University does not discriminate on the basis of race, color, national origin, sex, age, disability, creed, religion, sexual orientation, or veteran status in admission and access to, and treatment and employment in, its educational programs and activities. The University takes affirmative action to increase ethnic, cultural, and gender diversity; to employ qualified disabled individuals; and to provide equal opportunity to all students and employees. SOU is an equal access AA/EOE committed to achieving a diverse and inclusive workforce. Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com

EXECUTIVE VICE PRESIDENT FOR FINANCE AND ADMINISTRATION & CHIEF FINANCIAL OFFICER

The University of Toledo is conducting a national search for the Executive Vice President for Finance and Administration & Chief Financial 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 30, 2016. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com. Laurie C. Wilder, President Porsha L. Williams, Vice President Jacob C. Anderson, Principal 770-804-1996 ext: 111 lwilder@parkersearch.com || pwilliams@parkersearch.com janderson@parkersearch.com

The University of Toledo does not discriminate on the basis of race, color, religion, sex, age, national origin, ancestry, sexual orientation, gender identity and expression, military or veteran status, the presence of a disability, genetic information, familial status, political affiliation, or participation in protected activities in its provision of employment and educational opportunities. Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328 770.804.1996 | parkersearch.com

www.HispanicOutlook.com â&#x20AC;˘ 23

WESTCHESTER COMMUNITY COLLEGE ADMINISTRATOR, STAFF & FACULTY POSITIONS Westchester Community College has entered a new era of student service and success, and is committed to hiring innovative administrators, faculty members, and staff. Women, minorities and those dedicated to diversity and multiculturalism are strongly encouraged to apply. Full-time positions include excellent benefits. Hiring subject to availability of funds. Administrators and Staff: • Assistant Dean of High School Partnerships • Assistant Dean for Planning, Assessment and Institutional Effectiveness • Assistant Director of Admissions/Program Specialist • Dean for Planning, Assessment and Institutional Effectiveness (search reopened, previous applicants need not reapply) • Director of Budget, Academic Affairs/Division Coordinator • Program Specialist, Professional Development Center (part-time, hourly) Full-Time Faculty Positions: Chemistry, Counselors (two positions), Librarian, Mathematics (two positions), and Respiratory Therapy. Instructor-level positions start in the Fall 2016. Requires Masters plus one-year related experience, unless otherwise indicated on website.

Assistant Professor of Social Studies Education Sacred Heart University The Isabelle Farrington College of Education invites applications, with screening to begin April 8, 2016. For details please visit: http://www.sacredheart.edu/officesservices/humanresources/jobpostings/facultycareeropportunities/assistantprofessorsocialstudieseducation/ Sacred Heart University is an EEO/AA employer.

Adjunct Faculty: Summer and Fall 2016 openings. Specify day/evening/weekend availability. Credit Adjuncts: (Masters and one-year related experience required unless otherwise indicated on website): Accounting, American Sign Language, Biology, Chemistry, Computer Science, Cybersecurity, Earth Science, Engineering (Civil, Electrical, Mechanical), English, French, Italian, Japanese, Marketing Research and Metrics, Mathematics, Nursing, Nutrition, Performing Arts – Music (Percussion), Physics, Spanish, Speech Communication, and Understanding Mass Media. Non-Credit Adjuncts (Bachelors Required): Classes for lifelong learners may include children, adults, and seniors in various locations with day, evening, and weekend options. Also interested in candidates with ESL teaching experience (MA or certificate in TESOL preferred) or with corporate training background, and ideas for new classes. Visit website for information. Submit proposals for new classes at www.sunywcc.edu/CE; do not submit a resume without a class proposal. For ESL only, submit resume to humanresources@sunywcc.edu. For details, visit sunywcc.edu/jobs. Applications accepted until positions are filled. Resumes to Human Resources, Westchester Community College, 75 Grasslands Road, Valhalla, NY 10595; fax 914-606-7838; email Word documents to humanresources@sunywcc.edu. Please indicate position of interest on envelope or in email “subject” field. AA/EOE.

24 • March 2016

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