01/27/2014 Paying for College.

JANUARY 27, 2014 www.HispanicOu tlook.com VOLUME 24 • NUMBER 08

A Helping Hand in Financing Education Part-Time Jobs Boost College Success

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Looking at 2013 and tryingto take stock of the stateand the ups and downs of

the U.S Latino community, I’dsay that overall it was a bum-mer. Well, maybe not, andtrying not to be too critical ordisparaging, I could soften itup a bit, with the line in oneof Mel Brooks’ movies, “notgood, not bad . . . nice!”

Nice in that there weren’tany dramatic happenings orupheavals, politically, socio-logical and economically in2013 that seriously affectedthe national Latino con-stituency. Save for a fewissues that continue to defineit, the U.S. Latino communityis seriously integrating itselfinto the American fabric.

It’s becoming less and lessa stand-alone community asit was not that long ago, andmore and more Latinos con-tinue to be blended intoAmerican society although itsdistinct characteristics of eth-nicity will always define it.

It’s destined to eventuallyknock some of its advocacyorganizations out of businesswhich exist on the premisethat the quest for equality andopportunity and its safe-guards is ongoing and there-fore needs constant vigilance

and protection.Maybe so, probably not.Remember the National

Association for theAdvancement of ColoredPeople, (NACCP), which wasat the forefront of the civilrights movement in pre-Martin Luther King times inthe 1960s. The NACCP is stillaround but it lost some of itsrelevancy among the blackcommunity once it was over-taken and upstaged by thekinship King forces whichsuccessfully battled for equal-ity and opportunity now soprevalent and impressivelysuccessful for this minoritycommunity.

There’s the argumentamong some Latinos that theblack quest has been over-done and overcompensatedat their expense but there isalso the contention, particu-larly among blacks, that theblack minority has alwayshad a longer road to traveland greater obstacles to over-come.

The Latino community isnot there yet, and it’s truethat the case for civil rightsand socioeconomic opportu-nities has never been as chal-lenging among Latinos as ithas for blacks although youmay get some arguments overthat.

In the past year, Latinosreally had only one broadissue – widespread but notthat passionate – againstAmerican society and its cur-rent national governance andthat was immigration.

Their hero, BarackObama, says he’s on theirside while deporting a record

number of Latinos since hetook office. Some friend!

Frankly, the immigrationinflux is an issue that not allof the U.S. Latino communityhas embraced, and whichsome have ignored since forthe unaffected, the quest for aresolution and social com-pensation is not that com-pelling.

Cuban-Americans mayshow some empathy butfrankly care not a fig how allthis plays out because Cubanrefugees are safe and freeonce they set foot – literally –on U.S. soil.

Puerto Ricans might bemore sympathetic but theBorinqueños with their com-monwealth status come andgo as they please withoutchallenge so there’s no com-mon ground with theMexicans and others on theissue.

The biggest void in 2013,as it has been in recent years,is the lack of Latino politicalleadership in Washington.Never mind that Latinos seemat pains to identify who theymight be, and have relied onnon-government groups tolobby their cause.

The nation’s Latino com-munity, 51.9 million strong,desperately needs a leader orleaders; a voice or voices thatcould articulate their issuesand their passions but no oneof a national stature seems towant to step into the void andthe preceding year wasn’t atall encouraging.

Our elected leaders at thenational level don’t want thejob probably because it’s alot of aggravation for the

political compensation itoffers.

Congressman Luis Gutiérrezhas been the lone wolfand joined a group of Latinoleaders which took theCongressional HispanicCaucus, of which he is amember, to task for its punyinvolvement, exhorting it “tolead or get out of the way.”

The Latinos’ three sena-tors, all Cubans, BobMenéndez, Marco Rubio andnewcomer, Ted Cruz, don’tseem that enthused about theLatino’s immigration issuealthough Rubio is a memberof the “Gang of 8” Senatecommittee on immigrationreform.

The bombastic freshman,Sen. Cruz, wasn’t much helpin his freshman term with hisunique stand opposing someaspects of immigrationreform “in the name ofhumanity” which took somepains to explain.

And so 2013 for Latinoswas the year that wasn’t.

The Latino Report Card –The Year That Wasn’t

PoliticalBeat

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

by Carlos D. Conde


Page 8

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MAGAZINE®

CONTENTS

JANUARY 27, 2014

Pay It Forward: An Ambitious OregonInitiative Creates Hope and Controversy by Paul Hoogeveen

8

Hispanic Families Using More OutsideSources to Pay for College by Frank DiMaria

Are Hispanic Millennials Leading TheirGeneration? by Peggy Sands Orchowski

A Helping Hand in Financing Education by Michelle Adam

Part-Time Job Program for Latinos BoostsCollege Success by Gary M. Stern

Report Warns of Dangerous Long-TermConsequences of Student Debt

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11

13

15

17

20

DEPARTMENTSPolitical Beat by Carlos D. Conde

The Latino Report Card – The Year That Wasn’t 3

Book Review by Mary Ann Cooper

Riding Low on the Streets of Gold

7

Interesting Reads 7

Priming the Pump... by Miquela Rivera

Frank Talk with Latinos about Higher Ed

Back Cover

Executive Editor – Marilyn Gilroy

Managing Editor – Suzanne López-Isa

News & Special Project Editor –

Mary Ann Cooper

Administrative Assistant & Subscription

Coordinator – Barbara Churchill

Washington DC Bureau Chief –

Peggy Sands Orchowski

Contributing Editors –

Carlos D. Conde, Michelle Adam

Contributing Writers –

Gustavo A. Mellander

Art & Production Director –

Avedis Derbalian

Graphic Designer –

Joanne Aluotto

Sr. Advertising Sales Associate –

Angel M. Rodríguez

Article ContributorsFrank DiMaria, Paul Hoogeveen, Miquela Rivera, Gary M. Stern

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Letters to the EditorThe Hispanic Outlook in Higher Education Magazine ®

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

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

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

writing, the timeliness of the article, and the potential interest to thereaders of The Hispanic Outlook Magazine®. From time to time, TheHispanic Outlook in Higher Education Magazine® will publish articlesdealing with controversial issues. The views expressed herein are thoseof the authors and/or those interviewed and might not reflect the offi-cial policy of the magazine. The Hispanic Outlook in Higher EducationMagazine® neither agrees nor disagrees with those ideas expressed, andno endorsement of those views should be inferred unless specificallyidentified as officially endorsed by The Hispanic Outlook in Higher

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veryone knows that tough times take a toll on college finances. No doubt, tough times call for creativesolutions as well as tough choices. In this, our annual financing a higher education issue, HO spotlights some of thesecreative solutions hoping to inspire more schools and organizations to lend a helping hand to our aspiring Hispanic andminority students who want to fulfill their dream of attaining higher education degrees. As we report, some schools havebeen pitching in for almost a decade. At the University of Texas at Brownsville, whose student body is 93 percent Latino, the“Student Employment Initiative” (SEI) was established in fall 2005 to retain students by helping them earn money throughpart-time campus employment. Out West, students have mobilized at Portland State University to make college moreaffordable. As part of their final project, students researched a novel idea for lowering student debt, an idea originallyproposed by Oregon Working Families Party. The plan is called Pay it Forward, and would allow resident students at publicuniversities and community colleges to attend college and pay no tuition or fees upfront. Instead, they would pay a small,fixed percentage of adjusted gross income for a fixed number of years after they leave college. As we report in this issue,adults with student debt tend to show delays in purchasing cars and homes, and lower net worth than those without debt,according to the report released by the “Assets and Education Initiative” (AEDI) at the University of Kansas (KU). Theconsequences of doing nothing to address college costs could have a devastating effect on the U.S. economy.

Esquina Editorial

¡Adelante!Suzanne López-IsaManaging Editor

E

http://www.aceannualmeeting.org


Oneof the keys to retaining eth-nic pride and identity in themelting pot that is the

United States is the proliferation andaccessibility to great literature. With theburgeoning Hispanic population inAmerica, there is an imperative to provideyoung students with an essential collectionof stories and poems that introduces themto U.S. Hispanic literature. Riding Low onthe Streets of Gold: Latino Literature forYoung Adults successfully takes on that challenge.

It is not only essential to ethnic identity, it is also a way topresent relatable experiences to young people in a way thattakes their ethnicity into account in problem-solving andother challenges they might face growing up Latino inAmerica. As the poignant narrative in Helena MaríaViramontes’ story “Growing,” illustrates when discussing thecharacter Naomi’s experiences with high school and puberty,“There were too many expectations, and no one instructedher on how to fulfill them...” As the story continues, Naomi’splight becomes more specific. “In her tradition-bound familyand under the thundering brow of her father, Naomi strugglesto stretch the limitations imposed by her family, even as herflesh stretches in her changing body.” Imagine how many teenLatinas could relate to that description.

“Growing” is just one of the pieces in this anthology foryoung adults that examines the challenges and conflictedthoughts confronting Hispanic youth. The selections center onthe unique struggles of Hispanic youths who are straddlingtwo worlds, trying to make peace with old family traditionsand establishing ties to a new and strange world order. Thiscollection is unique in its depth and breadth of stories andpoems for young adults. In a sense it is a palatable instructionguide for youth teaching them by example how to navigate thechallenges of negotiating identity and learning to accept them-selves, warts and all, and develop a compassion and under-standing for those they encounter in both worlds.

The collection is a who’s who of celebrated Hispanicauthors specializing in writing for young adult readersincluding Pat Mora and Nicholasa Mohr. The anthologyalso includes works by such celebrated writers asTomás Rivera, Virgil Suárez, Jesús SalvadorTreviño, Lorna Dee Cervantes andViramontes.

Reviewed by Mary Ann Cooper

Riding Low on the Streets of Gold:Latino Literature for Young Adultsby Judith Ortiz Cofer (Editor)2003. 198 pp. ISBN: 978-1558853805. $14.95. paper. Arte PublicoPress, Houston, Texas. (713) 743-2998. http://artepublicopress.uh.edu/

Interesting Reads

Getting in the Game: Title IX and the Women’s SportsRevolution

by Deborah L. Brake

In this legal analysis of Title IX, Deborah L. Brakeassesses the statute’s successes and failures, using afeminist theory lens to understand, defend, and cri-tique the law. Brake provides a richer understandingand appreciation of what Title IX has accomplished,while taking a critical look at the places where the

law has fallen short. A unique contribution to the literature onTitle IX, Getting in the Game fully explores the theory, policychoices, and successes and limitations of this historic law.

2012. 320 pp. ISBN: 978-0814760390. $24.00. Paper. NYUPress. New York, N.Y. (212) 998-2575. www.nyupress.org.

Latin American Mystery Writers: An A-to-Z Guideby Darrell B. Lockhart

This reference provides an overview of mysteryfiction of Latin America. Included are alphabeti-cally arranged entries on 54 writers, most ofwhom are from Argentina, Mexico, and Cuba.Every effort has been made to include balancedcoverage of the few female mystery writers. Each

entry is written by an expert contributor and includes a briefbiography, a critical discussion of the writer’s works, andprimary and secondary bibliographies. The volume closeswith a general bibliography of anthologies and criticism.

2004. 264 pp. ISBN: 978-0313305542. $98.95. cloth.Houghton Mifflin Harcourt Publishing Company, Chicago, Ill.(800) 225-5425. www.hmhco.com.

The Alphabet in My Hands: A Writing Lifeby Marjorie Agosín

Marjorie Agosín writes of a beloved childhoodnanny: “Since I was Jewish she baptized me withholy water brought forth from the fonts of nearbychurches. She told me to stay very still so Iwouldn’t sprout horns… I was somewherebetween taciturn and happy gazing into the mir-ror as if approaching the edge of a cliff… and I

watched myself in the deep, transparent veil of this night ofall nights.” Agosín takes the reader on a personal journey ofdiscovery.

1999. 216 pages. ISBN: 978-0813527048. $25.95. Cloth.Rutgers University Press. New Brunswick, N.J. (848) 445-7762. http://rutgerspress.rutgers.edu/.

http://www.nyupress.org

http://www.hmhco.com

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http://artepublicopress.uh.edu

An Ambitious Oregon Initiative CreatesHope and Controversy

by Paul Hoogeveen

FINANCE/PROGRAMS/INNOVATIONS


Ina radical departure from traditional tuition-basedhigher education consumption, Oregon Gov. JohnKitzhaber recently signed a law requiring the state to

develop and implement a pilot Pay It Forward(PIF) program.The Pay It Forward, Pay It Back initiative – based on the Pay ItForward framework developed by the Seattle-based think tankEconomic Opportunity Institute (EOI) – would afford studentsthe opportunity to attend college tuition-free, and then requirethem to pay back a fixed percentage of their monthly earningsfor a predetermined number of years once they have graduat-ed and obtained good jobs.

It’s a move that many recognize as a much-neededresponse to unsustainable growth in student debt load. Butwhile it has generated significant media buzz, with such mediaheavyweights as Salon and The Wall Street Journal publishingrelatively positive pieces on the Oregon plan, Pay It Forwardhas also drawn criticism from a wide range of sources.

The Oregon law, which was passed unanimously by bothhouses of Oregon’s legislature, would essentially eliminatetuition at Oregon’s public universities. After graduating andfinding jobs, students would then pay a small percentage oftheir incomes – either 1.5 percent for graduates from commu-nity colleges or 4 percent for graduates from four-year schools– for the next 20 years. In order to get the program off theground, the law also calls for the state to provide initial fund-ing, after which the program would become self-sustaining.

EOI Executive Director John Burbank, who described EOIas a solution-oriented think tank for the middle class, saidthat the Pay It Forward concept was an outgrowth of a reportEOI had released in 2007 examining how higher educationfunding cuts were feeding the rapidly growing problem of out-of-control student debt in Washington. Following the releaseof the report, Burbank met and spoke with a business profes-sor who recommended that he look at the Australian model of

income-based repayment. In the Australian model, called theHigher Education Contribution Scheme, students would essen-tially be fronted the full value of their tuition, and after gradu-ating, pay back their loans at a rate tied to their income over afixed number of years, with the remainder of the loan beingforgiven afterward. The idea is not new; in fact, MiltonFriedman first posed the idea of such an income-based repay-ment scheme in 1955.

But Burbank wanted to go a step further and eliminate thevery idea of student debt from the picture.

“The difference is that the Australian system focused onpaying back individual debt.” Burbank said, explaining howthe Australian model still ties the student to a loan and subse-quent debt. “We abolished debt.”

As Burbank explains, in the Pay It Forward model, students

EOI Executive Director John Burbank

have money deducted from theirincomes at a predetermined rate forpredetermined number of years, andplaced in a sort of trust fund. Moneyfrom this fund would then be used tofinance the college educations of theincoming generation of college stu-dents.

“It’s social insurance for highereducation,” Burbank explained.

But resistance to disruptive innova-tions aimed at long-established institu-tional practices is to be expected. TheOregon Pay It Forward initiative –indeed the very concept of debt elimi-nation via Pay It Forward – has foundno shortage of critics.

The criticism comes not just fromcolleges and universities. A number ofhigher education organizations –including the American Association ofState Colleges and Universities(AASCC), the American Association ofUniversity Professors (AAUP), theAmerican Federation of Teachers (AFT), the Education Trust(ET), the National Education Association (NEA), the Institutefor College Access and Success, Inside Higher Ed, and others– have formed a coalition in opposition to Pay It Forward.

Kati Haycock of The Education Trust has expressed signifi-cant concerns about the basic structure of the Oregon initia-tive. While acknowledging that higher education is “facing acrisis of affordability,” Haycock has expressed concern thatPay It Forward would serve to mask the underlying problemsof higher education financing, rather than forcing institutionsto institute cost-conscious policies and states to reverse thetrend of ongoing disinvestment. She also posited that Pay ItForward would not cover non-tuition-related costs, such asroom and board and books. And she worried that accordingto the Oregon Center for Public Policy, a student could end upeventually overpaying by thousands of dollars.

Other reactions have been more measured. Dr. MiguelPalacios, assistant professor of finance at the Owen GraduateSchool of Management, Vanderbilt University, recently said inan interview with The Human Capital and EconomicOpportunity Global Working Group: “If the problem is thatstudents should not have to pay for higher education, then PIFdoes not solve the problem. If the problem is that the stu-dents’ burden of paying for higher education is unmanage-able, then PIF does solve that problem.”

Jason Gettel, a policy analyst for the Oregon Centerfor Public Policy (OCPP), provided testimony in support of theOregon bill that appeared to contradict Haycock’s negativetake on OCPP’s analysis of how the program would work. SaidGettel: “Pay It Forward may not completely alleviate the prob-lems of educational inequality (we still need to increase pub-

lic investment in higher education), but it does eliminate adaunting barrier of eye-popping up-front cost. Each studentwould simply pay in proportion to what they actually gainfrom their education in terms of income. And it turns out, theprogram can be self-sustaining, and actually generate revenue,in the long run.”

Responding to the criticism, Burbank argued that, for PayIt Forward to work as intended, institutions must maintain sta-ble tuition rates, and ideally have tuition rates decline overtime. And of course, by eliminating the entire concept of theloan/debt burden on students, Pay It Forward would improvetheir economic outlook following graduation.

Despite criticism of Pay It Forward, according to Burbank anumber of states are actively investigating the merits of a Pay ItForward initiative, including Massachusetts, Vermont,Maryland, New Jersey, Pennsylvania, Ohio, Illinois, Michigan,Washington, Texas, and California. In Maine, three pieces oflegislation are being introduced calling for a study on devel-oping a Pay It Forward initiative. Pennsylvania is considering aprogram aimed specifically at community colleges. In NewJersey, legislation was introduced last August calling forthe establishment of a seven-member commission to studythe idea.

The Pay It Forward concept is getting more attention at thefederal level as well. Oregon Sen. Jeff Merkley has drafted legis-lation, titled “The ‘Pay It Forward’ Guaranteed CollegeAffordability Act of 2013,” that would establish funds to coversome or all of students’ costs for a two- or four-year collegeeducation. The act would establish an alternative to federalDirect Loans and provide program funds, up to per-studentStafford loan limits, for states agreeing to start a pilot Pay It


Oregon Gov. John Kitzhaber signs “Pay It Forward” into law

Forward program; allow statesto select which schools wouldparticipate; defer students’ post-graduation contributions to PayIt Forward until their incomesrise to a level that makes theirpayments affordable.

Back in Seattle, Burbank’sorganization has been hard atwork garnering support from anumber of unlikely partners –particularly businesses such asautomobile dealerships that arebeing pinched by the lack of growth of middle-income con-sumers. And while getting resistance in higher education cir-cles –where, as Burbank described it, the focus is primarilyon maintaining the status quo and preserving the health of theoverall institution – EOI is focusing its efforts to garner sup-port at the secondary school level, where the focus is on maxi-mizing higher education enrollment out of high school.

“We are looking at the high school level to say everyone

with over a 2.0 average can goto college,” said Burbank.

EOI hasn’t yet called uponto look at the specific needs ofMSIs or HSIs. Nevertheless,Burbank said, his organizationis broadly concerned aboutshrinking middle-class oppor-tunity – and would-be studentsof lower- to middle-economicmeans being squeezed out thehigher education market are abig part of that concern.

“The biggest barriers for would-be students are financialand psychological barriers,” said Burbank, explaining that PayIt Forward all but eliminates the issue of debt aversion. “Oncethis gets going it will appeal to would-be students. Pay ItForward is opening the door to a much larger cohort. If wewant higher education to be available to anyone who wants it,we have to put mechanisms in place that make it available.”


Backstory: Oregon Students Fight College Loan Debtby Frank DiMaria

Fed up with the rising cost of higher education and the prospect of graduating from college with crippling debt, students inthe state of Oregon mobilized.

It all started in a class on student debt policy and advocacy at Portland State University. As part of their final project, studentsresearched an idea for lowering student debt, an idea originally proposed by Oregon Working Families Party.

The plan, which received nationwide attention, is called Pay It Forward, and would allow resident students at Oregon’s publicuniversities and community colleges to attend college and pay no tuition or fees upfront. Instead, they would pay a small, fixedpercentage of adjusted gross income for a fixed number of years after they leave college. “Their contributions would go into apublic fund that would allow future students to do the same. It works more like a social insurance system than a loan in thatthere is no fixed amount that students would owe, no interest, and no blemish on their credit,” says Sami Alloy, campaign man-ager at Oregon Working Families, which partnered with the students to promote the plan.

The amount graduates would pay to satisfy their loans would depend on their income. But unlike those who finance theireducation with loans, graduates who opt for Pay It Forward and find themselves unemployed for a period of time would paynothing and accrue no additional debt until they are once again employed.

Portland State University (PSU) students brought their proposal to Rep. Michael Dembrow, who agreed to sponsor and pro-pose their idea as a bill. “A few of the students worked hard on lobbying for the bill after the class ended,” says Alloy. The billpassed unanimously in the Oregon legislature, seven months later, ironically at about the same time Congress voted to raiseinterest rates on student loans last summer.

It’s too soon to know exactly how much money Pay It Forward will save students and their families, but Alloy has an idea.Graduates who earn $600,000 over a 24-year period ($25,000 per year), would pay about $750 a year into a public fund bene-fiting future students. And that money stays in the local economy. “I was a working-class student and I graduated with $18,000in loans,” says Alloy. “I pay more than $750 a year in interest alone. That's money that leaves my community, and that debt ishindering my access to equity in the meantime.”

Graduates who earn $60,000 per year for 24 years, would pay $43,000 over those 24 years, or $1792 per year. “That's asmuch as tuition alone at most public universities, and you're not piling interest on top of that,” says Alloy.

Graduates who earn $100,000 for 24 years will pay more – about $72,000, or $3000 per year – an amount that is slightlyhigher than traditional loans. “Think about a family that's making $100,000 a year and has more than one kid to put throughcollege. Pay It Forward would be significantly more affordable for them,” says Alloy.

A state commission is now charged with creating a pilot program which will go back before the legislature in 2015 to beimplemented. “We still have a long way to go before students will be able to participate in the program,” says Alloy.

by Frank DiMaria

Like all American families, Hispanic families are usingmore outside sources to pay for college than in previousyears. Overall in 2012-2013, the amount of income and

savings contributed by American parents and students madeup less than 38 percent of the average family spending oncollege which is down from 46 percent in 2009-2010. ForHispanics, parents’ and students’ income and savings paid for33 percent of college costs last year as compared with 49percent in 2009-2010. These findings are part of the mostcurrent report from Sallie Mae on How America Pays forCollege which provides information about the resourcesAmerican families invest in an undergraduate college educa-tion and tracks families’ attitudes toward attending and pay-ing for college.

Since 2008 Sallie Mae has been issuing similar reportswhich are based on interviews with 800 hundred undergradu-ates and 802 parents with a focus on undergraduate studentsages 18 to 24. The report includes samples of Hispanic andAfrican-American families to help ascertain whether race andethnicity influence how families pay for college.

Spending on College Levels OutThe report found that spending on college has leveled out

for all families, with the average spent on college in the 2012-2013 academic year of $21,178, the same as 2011-12. Thissuggests a decline in average college spending since 2010,when families paid a peak of $24,097.

Despite this flattening there have been shifts in spendingwithin income groups. Middle-income families spent an aver-age of $22,197, 10 percent more than in 2012. In contrast,high- and low-income families decreased their spending. High-income families spent far less over the past four years, drop-ping sharply in 2011 and then steadily since then. As a result,the gap in spending between high-income and middle-incomefamilies, which was 28 percent in 2010, has narrowed dramat-ically, with high-income families spending $23,913 in 2013,only 7 percent more than the typical middle-income family.

Spending by low-income families also decreased. The aver-age amount low-income families spent on college in 2013 was$18,034, a decline of 9 percent since 2011.

How America Pays for College acknowledges that familieshave become more cost conscious in choosing and paying forcollege. Research shows that Hispanic families are more likelyto choose less expensive schools as a cost savings measure.Hispanics students also are more likely than whites to consid-er living at home or attend a community college and are morelikely to attend part-time than other racial/ethnic groups.

Parents’ Contribution WanesThe recession and the slow economic recovery have placed

significant stress on parents’ ability to pay for college withtheir incomes and savings. Parents’ average out-of-pocketspending has decreased by 35 percent since 2010, from$8,752 to $5,727. The reduction in parents’ contribution hasoccurred at a greater rate than the overall decline in the totalspending of college. As a result, over the last three years,parents’ income and savings have paid for a smaller share oftotal college costs: 27 percent this year, compared to 37 per-cent at its peak in 2010. This decline is a direct result of adrop in parents’ incomes.

While parents are paying less from their income and sav-ings, reliance on 529 college savings plans is rising. In 2013,contributions from 529 college savings plans covered 7 per-cent of the total costs of college, up from 4 percent in 2012.Only 2 percent of Hispanics’ education is paid for with a 529savings plan as compared to 8 percent of whites.

Borrowing StabilizesIn 2013, 18 percent of the total cost of college was covered

by student borrowing and 9 percent by parent borrowing, thesame as last year. While parent borrowing has remained fairlyconsistent over the past five years, the share of college costscovered by student borrowing increased last year from prioryears when pre-recession student borrowing contributed 14percent of the total cost of college.

Slightly fewer students borrowed in 2013, but those who didtook out larger loans than in previous years. Students borrowedmore through federal loans specifically, on average $8,815.Upperclassmen were more likely to borrow, with almost half ofall seniors and fifth-year students borrowing in 2013.

FINANCE/REPORTS


Hispanic Families UsingMore Outside Sources toPay for College

When looking at types of borrowing, it is significant to notethat Hispanics take out private loans to pay for tuition at a ratethat is twice as much as all other groups. Last year 8 percentof Hispanics borrowed private education loans as comparedto the average of 4 percent for all groups. Researchers at theProject for Student Debt say Hispanics turn to private loans fora variety of reasons. In some cases, family immigration statuscan be an obstacle for Hispanics who do not want to give per-sonal information required on government loan forms. Inaddition, many Hispanics attend two-year or for-profit schoolsthat do not participate in federal or state loan programs.

Grants and Scholarships IncreaseGrants and scholarships paid for 30 percent of college

costs for the average family in 2013. The average amount ofgrants and scholarships across all families, $6,355, was at itshighest level over the past five years, except for 2011. Theyfunded roughly the same share of college costs over the pastthree years, but that share is significantly higher than pre-recession levels, when they funded about one-fourth of collegecosts. Eighteen percent of Hispanics’ education is paid for bygrants, compared to 13 percent of whites’ education.

The post-recession reality appears to be that grants andscholarships have replaced parent income and savings as themajor contributor to paying for college.

Parents’ Worries Decline While most families expressed concerns about paying for

college, parents in low-income families tend to be the mostworried about economic issues, especially about possible jobloss and the availability of student aid. This year, however, low-income parents were far less worried than other parents andless worried than previous years that schools would raise theirtuition. Only 17 percent were extremely worried, compared tonearly one-third of middle- and high-income parents.

Finally the report found that parents are still firm believersthat college is a sound investment. In 2013, 85 percent of par-ents strongly agreed that college was an investment in theirchild’s future, the highest in the six years since the studybegan. “In this post-recession environment, families over-whelmingly believe in the dream of college, yet they are morerealistic when it comes to how they pay for it,” said JackRemondi, president and CEO, Sallie Mae.


RETURN TO TABLE OF CONTENTS

SALLIE MAE | IPSOS HOW AMERICA PAYS FOR COLLEGE 2013 | SUMMARY REPORT

| 38 |

Table 15a — Composite of College Funding Sources:

Average Percent of Total Cost of Attendance Met by Each Source, by Income Level

Income

Total <$35k $35k - <$100k $100k+

Borrowed Parents Federal Parent PLUS Loan 4% 2% 4% 4%

Private education loans 1% 0% 1% 1%

Home equity loan or line of credit 0% 0% 1% 0%

Credit cards 1% 0% 1% 0%

Retirement account loan (including 401k, Roth IRA, or other IRA) 0% 0% 0% 0%

Other loans 3% 1% 4% 3%

Student Federal student loans, such as Stafford or Perkins loans 12% 15% 12% 9%


Student credit cards 1% 1% 0% 0%

Student other loans 2% 3% 2% 1%

Non-Borrowed Parents Parent current income 17% 12% 16% 24%

College savings fund, such as a 529 plan 7% 3% 5% 16%

Other parent savings or investments 2% 2% 2% 4%

Retirement savings withdrawal (including 401k, Roth IRA, or other IRA) 1% 1% 1% 1%

Student Student current income 5% 7% 5% 5%

Student savings 4% 3% 5% 2%

Federal Work-Study 1% 1% 0% 0%

Other student savings or investments 1% 1% 1% 1%

Other Scholarships (received from the school or outside organizations or businesses) 16% 15% 17% 16%

Grants (federal, state, or school based) 14% 21% 14% 5%

Relatives or friends (money that doesn't have to be repaid) 5% 7% 5% 3%

Composite of College Funding Sources:

Average Percent of Total Cost of Attendance Met by Each Source, by Race/Ethnicity

Race/Ethnicity

Total White Black Hispanic

Borrowed Parents Federal Parent PLUS Loan 4% 3% 6% 3%


Home equity loan or line of credit 0% 0% 0% 0%

Credit cards 1% 1% 1% 2%

Retirement account loan (including 401k, Roth IRA, or other IRA) 0% 0% 1% 0%

Other loans 3% 2% 1% 7%

Student Federal student loans, such as Stafford or Perkins loans 12% 13% 13% 9%


Student credit cards 1% 1% 1% 1%

Student other loans 2% 2% 2% 1%

Non-Borrowed Parents Parent current income 17% 16% 15% 16%

College savings fund, such as a 529 plan 7% 8% 3% 2%

Other parent savings or investments 2% 3% 2% 3%

Retirement savings withdrawal (including 401k, Roth IRA, or other IRA) 1% 1% 1% 1%

Student Student current income 5% 5% 6% 5%

Student savings 4% 4% 3% 3%

Federal Work-Study 1% 0% 1% 1%

Other student savings or investments 1% 1% 2% 2%

Other Scholarships (received from the school or outside organizations or businesses) 16% 16% 17% 13%

Grants (federal, state, or school based) 14% 13% 19% 18%

Relatives or friends (money that doesn't have to be repaid) 5% 5% 3% 6%

Source: HOW AMERICA PAYS FOR COLLEGE 2013- Sallie Mae’s National Study of College Students and Parents

Much has been written about America’s some 80 million“Millennials.” They are identified variously as youngadults who are approximately 18-34 years old, born

between 1979 and 1996.They are the largest age group in the U.S. today. According

to Adweek, one in five is Hispanic. Millennials will run thenation if not the world in another 15 years or so. What arethey like?

A Time magazine cover story in May described Millennialsas the “Me, Me, Me!” generation: lazy, entitled narcissists whostill live with their parents.”

The renowned pollster John Zogby has studied them foryears. He analyzes and describes them in a new data-filledbooklet The First Globals as “emerging adults who may findthey are stuck in perennial delayed adulthood. They maybecome a “Lost Generation of CENGAS – College-Educated-Not-Going-Anywhere.”

Time magazine asks and tries to answer “Can MillennialsSave Us All?” Zogby asks “How can the unique great potentialof the First Globals be unleashed?”

It’s all seems rather negative. Millennials appear to be cod-dled, overconfident, entitled. But these are positive aspects inmany ways as well. Millennials really are the epitome of whatan older generation envisioned as the ideal citizen: diverse,educated, free-thinking, optimistic, unencumbered youthswho “live-local, act-global.”

Millennials are adapted to the age they are living in – ahighly connected techno world seemingly without borders. Itis an age of unprecedented populist abundance, ambition andhigh expectations. Most middle-class and emerging middle-

class Millennials are encouraged to spend years to developtheir unique talents by eager parents willing to sacrificealmost everything so that their kids have a good life. In fact,everyone wants to protect them well into adulthood (i.e.,Obamacare insurance until 26), knowing that in fact, thesetimes are really tough.

Hispanic Millennials with their diverse multinational back-grounds and close, ambitious recent-immigrant families andcommunities reflect these Millennial characteristics. In fact,research data and anecdotal information obtained throughpublic sources, personal interviews and analysis, seems toshow that Hispanic Millennials in many ways, are carrying thetorch of Zogby’s First Globals.

Millennials have extraordinary “planetary sensibilities”according to Zogby.

“They are the most ethnically and racially diverse genera-tion yet. They are the first generation to have benefited fromintegrated schools, including a national percentage of collegestudents that is around 15 percent minority. They seem todefine themselves at an early age by attachment and identitygroupings. Millennials themselves are the transition to thenext America,” Zogby concludes.

Obviously Hispanic-Americans are a big factor in this multi-ethnic, -cultural, -national Millennial characteristic.

Zogby’s analytic polls show that “35 percent of Millennialsthink of themselves as global citizens – substantially higherthan any other age cohort.” “By far and away, First Globals aremore aware of the importance of the need to speak anotherlanguage,” reports Zogby. Sixty percent believe it is veryimportant or somewhat important.

FINANCE/REPORT


Are HispanicMillennialsLeading Their Generation? by Margaret Sands Orchowski

These are almost the defining characteristics of manyHispanic Millennials. “American Hispanic Millennials still verymuch embrace the Hispanic culture/s of their diverse Latinoheritage countries, even though they are the first generationthat is predominantly native born,” writes Rebecca Villanedain Hispanic Business. “While they prefer English overSpanish, Hispanic Millennials are clearly the most ‘American’of Latino market segments,” writes Stuart Feil at Adweek.“They have melded their Hispanic culture with the Americanyouth culture.”

Annette González-Malkin of Hunter Public Relations agrees.“While most Hispanic Millennials were born in the U.S. andprefer speaking and consuming media in English, many arestill holding onto their Latino heritage. They care deeply aboutmaintaining their cultural identity, but also are open to adopt-ing new traditions that fit their lifestyle,” she writes inPRWeek.

But they also like to be recognized as their own brand.“Create a brand para mi tambien” is a want that commerce isresponding to. Especially ‘Latino’ music and food such astacos in various manifestations are found everywhere in theU.S. now,” Villaneda points out.

Everyone writing about Millennials focuses on one charac-teristic above all: Millennials’ connectedness to mobile socialmedia. Zogby sees positive aspects of inter-connectedness forMillennials. “The Internet has democratized opportunity formany young people, giving them access and information thatonce belonged mostly to the wealthy. It gives everyone that net-work. ‘hey, I know someone who knows someone I need.’”

Time points out that the information revolution has furtherempowered individuals by handing them the technology tocompete against huge organizations: hackers vs. corporations,bloggers vs. newspapers, YouTube directors vs. TV studios.According to Time, “A lot of what counts as typical Millennialbehavior is how rich kids have always behaved.”

Again Hispanic Millennials are right in step. In fact,“Hispanic Millennials are embracing social and digital mediamore than any other segment of the population,” writesGonzález-Malkin. “They are spending lots of time on diverseplatforms that allow them to share their opinions about life,work, products and services they care about.”

Villaneda found that Hispanic females are more active onsocial media than Hispanic males; they post and respond tomessages and items posted by others on various devices more.Hispanic males are more into gadgets and find mobile devicesmore entertaining than television than do females.

Time magazine makes much of Millennials propensity to befar closer to their parents than any other generation.Millennials are the first generation “who did not rebel againsttheir parents; they’re not even sullen about them.” In fact,previous research studies show that a lot of Millennials out-source their super-egos to their parents. The simplest decision(even on what to wear on a college morning) is often met witha check-in with mom or dad. Going home to live after collegeis not so bad when parents also listen to rap and watch Jon

Stewart, Time points out.Being close to family and parents is almost a cultural

default of Hispanic Millennials. Many live at home after highschool whether they work or, increasingly the case, attend anearby community or state college. While more Hispanicfemales attend college full time, the percentage of Hispanichigh school graduates entering colleges in 2012 was higherthan whites, according to a spring Pew study. Many Hispaniccollege graduates unabashedly feel obliged to pay back theirparents for their college help once they are working. MostHispanics work while they study and most use some of theirearnings to help their families.

Perhaps the ultimate hyper Hispanic Millennial is AliciaMenéndez, the highly visible news anchor of the new primetime news and culture show on the new heavily- hyped televi-sion cable network called Fusion. A partnership of ABC andUnivision, Fusion is targeting Millennials with whatAdvertising Age calls “a wink” at Hispanic Millennials. “It’snot overtly Hispanic,” Catherine Sullivan, senior vice presi-dent, ABC news sales, is quoted as saying. “If you’re notHispanic you won’t feel the network isn’t for me,” she said.

“Young Latinos are wary of pandering. They prefer to be‘winked at’,” Fusion’s chief executive Isaac Lee said in aninterview in The Washington Post. But the motivation tothe network is clear: Hispanic media spending is growingfaster than the general market. And with Fusion, Univisionrecognizes that the demographic trends in the United Statesare shifting from foreign-born Spanish-dominant Hispanicsto U.S.-born Hispanic-heritage Latinos growing up asEnglish- speakers.”

Menéndez is the perfect spokesperson for that demo-graphic, especially in that, like most of her target audience,her Spanish “isn’t that great.” “But I think of myself asLatina,” she says.

The network sees her as a Latina even-brainer version ofMSNBC’s Rachel Maddow, with less emphasis on Beltway poli-tics and more on feminism and Millennial cultural issues,according to The Washington Post. She wants to conduct con-versations about choices such as whether to believe in mar-riage as an institution, whether to buy a home, whether to par-ticipate in an election.

But she will hardly be apolitical in any discussion. She is adedicated, perhaps even a hard-core liberal Democrat likeMaddow. Her father, New Jersey Sen. Robert Menéndez, is theonly Latino Democrat in that chamber (there are twoRepublican Hispanic senators), the 2010-12 Chair of theDemocratic Senate Campaign Committee and currentChairman of the Foreign Relations Committee. Menéndez wasa senior adviser for two years at the far-left think tank NDN(formerly the more centrist New Democrat Network). She toldthe Post she sees herself as “a leader of this next wave.”

But Millennials in general are split politically. According toa July 2013 Gallup tracker, 50 percent of Hispanic Millennialsidentify as Democrats; 22 percent as Republicans and 22 per-cent as Independents.


by Michelle Adam

When Mark Kantrowitz attended Massachusetts Instituteof Technology (MIT) several decades ago, he didn’tplan on becoming an expert in financial aid for college.

He obtained a bachelor’s degree in mathematics and philoso-phy from MIT and a master’s degree in computer sciencefrom Carnegie MellonUniversity and was head of hisown consulting firm. Yet, hissuccess in financing his highereducation – he paid for it allwith scholarships and hadplenty of money to spare aftergraduating –set him on a pathas a nationally-recognizedexpert on student financialaid, scholarships, and studentloans.

“After publishing a bookabout scholarships for mathand science students in 1993,I began receiving many ques-tions about planning and pay-ing for college by email,” saidKantrowitz. “Since the Webhad just started, I posted theanswers on a Web page andresponded with instructionsabout how to access the web. Ibegan proactively answeringquestions before they wereasked, and then the websitetook on a life of its own.”

He established FinAid, anonline source for financialadvice, in 1994 in order toanswer students’ financial aidquestions, and to offer articles and pieces on issues thataddressed concerns in this area. Since then, he’s been quotedin more than 5,000 newspaper and magazine articles; haswritten books on scholarships and financial aid; and has con-tributed to major news sources such as The New York Times,The Washington Post, and Time magazine. Today, Kantrowitz

works as senior vice president and publisher of EdvisorsNetwork (Edvisors.com), an online student resource centerthat provides information, advice, and tools to help studentsfurther their education. He left FinAid last year.

When it comes to financing an education, Kantrowitz isconvinced that despite therecent economic downturn,college is still a worthwhileinvestment for most students,but it takes a lot of diligenceand work.

His first basic advice forcurrent students is to fill outthe FAFSA (Free Applicationfor Federal Student Aid) form,even if they didn’t receive anyaid last year. The form itselfcan be complicated to fill out,and its nature often deterssome students from complet-ing it. However, help is avail-able through (800)-FED-AIDand other sources.

To add to the challenges offinding enough money for col-lege, the Pell Grant programhas not kept up with inflationand rising college costs, mak-ing some students wonder ifcollege is even worth pursu-ing. It is, though, explainedKantrowitz, since people withcollege degrees generally earnmore money than people withjust a high school diploma.

Beyond federal grants, it isimportant to apply for every scholarship one is eligible for –even those that are only $500. “Every dollar you win is a dol-lar less you’ll have to borrow,” he said, and pointed out thatafter completing a few applications you can reuse materialsthat will help streamline the application process.

When it comes to minority scholarships, Kantrowitz added,

FINANCE/PROFILE


A Helping Hand in Financing

Education

Mark Kantrowitz, senior vice president and publisher of Edvisors Network

“There’s a belief that there are more scholarships for minori-ties than whites, but this isn’t true. White students are 40 per-cent more likely to win private scholarships than minority stu-dents. Yet, there are many scholarships for Hispanics andminorities that need more applicants, like that of the GatesFoundation, and the money is there.”

Because applying for financial aid can be cumbersome,students might think it is better to attend a two-year college orwork while in college as a quick solution to making schoolmore affordable, rather than seeking grants. Kantrowitz offerscautions about these strategies. “Of students who intend toobtain a bachelor’s degree, only about a fifth of those whostart at a community college graduate with a bachelor’s degreewithin six years,” he said. “That compares with two-thirds ofstudents who start off at a four-year institution. Also, thosewho work full time while in college are half as likely to com-plete their education as students who work 12 hours a weekor less.”

Another bit of advice Kantrowitz offers students is to becareful with their cost versus quality analysis of schools. “Lotsof schools give a bottom-line cost figure that is misleadingbecause it includes loans,” he said. “Loans do not cut collegecosts. Every dollar you borrow will cost about two dollars bythe time you repay the debt.”

Today, more than 1,600 schools have voluntarily become apart of the Consumer Financial Protection Bureau’s onlinecollege cost-comparison tool that allows those applying to col-leges and universities to compare the net price of one to theother. “It is not a requirement for schools to use the FinancialAid Shopping Sheet, but it should be required to enable fami-lies to make informed decisions about college costs. I believeit will be in the future,” Kantrowitz added.

The White House also unveiled an interactive “CollegeScorecard” website last February that allows anyone toretrieve the net cost of attending a particular college, alongwith data on student loan repayment and loan default andgraduation rates.

Aside from looking carefully at the net price, Kantrowitzsaid not to dismiss any college right away due to cost. Sixdozen or more elite colleges, including the Ivy League institu-tions, do not include loans in their financial aid package. Forexample, Princeton University undergraduate students gradu-ate with only an average of $5,000 to $6,000 in student loandebt because the school is so generous, according toKantrowitz.

Another tip this financial aid advisor gave was for familiesto save as much as possible prior to college rather than rely-ing on loans – even if it’s just putting aside a little bit eachmonth. “It is cheaper to save than to borrow,” he said. “Evenif it’s a small amount, saving for a child’s college educationincreases the likelihood that they will go to college.”

Some families invest in 529 college savings plans that helpthem put aside money for college tuition and expenses withsome tax benefits. Earnings placed into these plans are feder-al income tax-free as long as withdrawals are used for higher

education expenses such as tuition, fees, books, certainequipment, and reasonable costs of room and board. Many ofthese programs are state-run, and some might be more effec-tive than others, but San Francisco has taken one step furtherand has enrolled all newborns in their 529 with a bit ofstarter cash.

“Low-income families seem more willing to sacrifice fortheir children’s college educations than middle to upper-classfamilies, despite their limited means. Wealthier or middle-class families want their own kids to pay all college costs,which is not very realistic,” said Kantrowitz. “Also, some don’tsave for college out of fear that they will receive smaller grantaid. While this is true, the amount you lose in grants is smalland still shouldn’t stop you from saving. Loans will double thecost after completing college, which is a lot worse.”

The final bit of advice Kantrowitz offered is for students tobe careful of spending too much while in college. “Live like acollege student when you are in college, so you don’t have tolive like a student when you graduate,” he said. “Eating outeven once a week can add up. A $10 pizza each week will addabout $2,000 in expenses by the time you graduate. If you usestudent loan money to pay for the pizza, it will cost about$4,000 by the time you repay the debt. Another tip is to buyused textbooks and resell them at the end of the semester.”

While students seem to be more careful now more thanever about college finances, especially since many wonder ifthey’ll even be able to get a good job in this economy upongraduating, the federal government hasn’t made getting a high-er education any easier. “Congress is looking for ways to cutthe grants when we should be investing more. If we were totriple the average federal Pell Grant, we’d have hundreds ofthousands of more students graduating. The cost would stillbe a drop in the bucket compared to what we spend ondefense. And education is just as strategically important forthe nation,” said Kantrowitz. “It is typical, though, during arecession, to have cutbacks in education due to lower tax rev-enues, and even after a recession it often takes years beforewe reinvest in education.”

The consequence of a tighter national belt is that collegebecomes unaffordable for many lower-income students. Thefailure of grants to keep pace with college costs is pricing low-income students out of a college education (college-capablelow-income students enroll in college at one quarter of therate of high-income students). But, it is these students whoespecially need to find creative ways to finance their educationso they’re not left behind. And according to Kantrowitz thereare options, although it’s important to follow his advice andfind the help that is available.


by Gary M. Stern

Atthe University of Texas atBrownsville (UTB), which has astudent body that is 93 percent

Latino, working part-time in an orga-nized program has become a criticalcomponent for selected students to stayin college and graduate on time. Theuniversity established the StudentEmployment Initiative (SEI) in fall 2005to retain students by helping them earnmoney through part-time campusemployment.

Students work fewer than 20 hoursweekly on campus to ensure they haveenough time to attend courses and com-plete their coursework.

The program developed when JulietGarcía, who has been president of thecollege for 22 years, asked her seniorstaff to devise ideas to retain studentsand enhance timely graduation. Dr.Hilda Silva, vice-president for studentaffairs, suggested creating on-campusjobs that would assist students who havecompleted 12 credits and a minimum of2.75 GPAs (most, but not all, partici-pants have a 3.0 GPA).

Most students take 15 credits persemester. By working part-time on cam-pus, it eliminates the need to commuteto off-campus jobs, which drains stu-dents’ time. The program is overseen bythe career services department understudent affairs since it launched in 2005,says Juán Rodríguez, the program direc-tor at career services.

In fall 2013, 101 students participat-ed in SEI and obtained part-time jobs oncampus. Previously 190 students wereinvolved when UTB and Texas SouthwestCollege had agreed on a partnership,which ended in 2013. University of

Texas at Brownsville is a Hispanic-Serving Institution (HSI).

SEI students perform a variety ofjobs. Some serve as teaching assistants,helping professors grade papers. Othersperform research in labs. Some partici-pants become English and math tutorswhile other students assist in humanresources or business affairs.

The program arose because the careerservice staff recognized that students whoworked 20 hours or more off-campussaw themselves as part-time workers

more than as college students, Rodríguezsaid. “Their supervisors perceived themas employees of the company,” he said.

The result was students started takingfewer courses, which delayed graduation,and ultimately made it more difficult tograduate and earn a degree.

The SEI program addressed thoseissues by creating part-time jobs oncampus paying $9 an hour for 20 hoursor less work. Three quarters of thefunding for SEI comes from tuition thatis set aside for this purpose, and onequarter stems from the department’sbudget hosting the part-time employee.

Students apply for a position and are

interviewed by the department that theyare majoring in. Hence, an accountingmajor will work in the budget or busi-


From Left to right:

• Andrés Henríquez: Director, Excelencia in Education; Program Officer, Carnegie Corporation • Sara Manzano-Díaz: Director, Excelencia in Education; Regional Administrator, Mid-Atlantic Region,

U.S. General Services Administration• Giselle Fernández: Director, Excelencia in Education; Managing Director, Aspiration Asset Managers, LLC• Juan Andres Rodríguez: Program Director-Career Services, The University of Texas at Brownsville• Dr. Hilda Silva: Vice President-Student Affairs, The University of Texas at Brownsville• Dr. Juliet V. García: President, The University of Texas at Brownsville• William Serrata: Director, Excelencia in Education; President, El Paso Community College

FINANCE/PROGRAMS

Part-Time Job Program

for Latinos Boosts College Success

ness office, which is closely aligned withtheir major.

The program serves multiple purpos-es, Rodríguez said. Each supervisor istrained and serves as a role model forthe mostly first-generation Hispanic col-lege students. “They’re matched withsomeone who mentors them and guidesthem on how to be successful, both inand out of the classroom,” he said.Since the job takes place on campus, thestudent doesn’t have to commute there.Most college departments, recognizingthe various demands made on students,are more flexible with schedules thanbusinesses. Students earn roughly $720a month if they work 20 hours, moneythat pays for basic spending on food, gasand the like, though it’s not designed asa substitute for financial aid.

Most students already have paid theirtuition and books (most students com-mute to campus and don’t live indorms), but the income earned func-tions as “spending money,” Rodrígueznoted. For many first-generation stu-dents, this extra money can relieve anxi-ety and keep them on course.

Working on campus enables studentsto see themselves as students primarilyand part-time workers secondarily andthat encourages them to stay in school,maintain their course load and gradu-ate, Rodríguez said.

SEI also stipulates that students

work no more than 20 hours weeklyand that was done to ensure that thepart-time work load doesn’t interferewith a student’s academic require-ments. When students worked morethan 20 hours it sometimes resulted indropping and reducing the number ofclasses and taking longer to finish.“They’re often not able to finish ontime and stay on track, and it alsoaffects their GPA,” Rodríguez said.

Before SEI was instituted, workingpart-time became students’ primary goaland college took a back seat and

became secondary and that invariablyleads to losing focus and often delayinggraduation or dropping out. Ensuringthat the job stays part-time and the acad-emics remain the priority is critical tothe success of SEI.

Career services staff members, JuanRodríguez and Anna Pérez, the studentplacement specialist, oversee SEI. Theymanage the funds, process studentapplications, keep track of interviews,intervene if a student’s GPA plummets,and train staff and students.

Since the University of Texas-Brownsville has close to 8,000 under-graduates, and SEI handles about 100students, it can only address the needsof a small portion of students. Rodríguezsays the program is close to adding 40students next year. About 200 studentsapply for the 100 part-time positions.

So far, students involved in SEI havebeen extremely successful. Surveys showthat 95 percent of SEI participants stayin college and graduate, completingtheir degrees in 4.1 years compared tothe 5.7 year average.

Rodríguez attributes the success ofSEI to several factors including its abilityto “choose students with strong poten-tial and good GPAs.” Secondly, matchingthem with the department in their majorenhances their enthusiasm and con-tributes to learning on the job because


Student Placement Specialist Ana Pérez, right, meets with SEI student Yaribel Caravel who works in UTBrownsville's Office of Leadership Programs. This is Caravel's second year participating in the Student

Employment Initiative and she is grateful to have an on-campus job.

Career Services Program Director Juán Rodríguez.

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they are applying their classroom learn-ing in their part-time job. Mentoringmotivates students and steers themtoward achieving a degree.

When students were surveyed aboutthe effectiveness of SEI, they replied thatit helps them obtain practical experi-ence, strengthens their resume, andimproves their communication skills.When applying for graduate degrees orwork, many use this part-time workexperience for referrals and recommen-dations.

The students who have encounteredproblems in SEI are invariably the oneswho “think they can handle more thanthey can,” said Rodríguez. Some under-graduates took 18 credits, which com-bined with their 15 to 20 hours on the

job, contributes to overload. Other stu-dents choose classes that are too diffi-cult and that leads to problems.

Students whose GPA is 3.0 or higheroften prosper, but those with lower GPAssometimes encounter problems.Students with stronger GPAs are betterequipped to juggle the coursework withthe part-time work responsibilities,he says.

Hilda Silva, vice president for studentaffairs at the University of Texas atBrownsville, said the secret sauce of theprogram is in the “mentoring.” Forexample, an SEI student in athletics whois majoring in health and human perfor-mance, gains exposure to student ath-letes and coaches to learn on the jobwhile being on the payroll. Moreover,

the mentor is vested in student’s successand is focused on timely graduation.

Looking to expand the program, Silvasaid the college is exploring creatingpart-time work opportunities in thecommunity that would function similarto internships. Another goal would befull-time employment if the employer issatisfied with the student and hires themafter graduation.

For any college looking to emulateSEI on campus, Silva recommendsincluding three major components: 1)use SEI as a strategy for timely gradua-tion; 2) make it a campus-wide programso everyone in the university under-stands the role it plays; and 3) empha-size the mentoring aspect.


Coming March 24th ourAnnual Community

College Issue

TOP Community Colleges for Hispanics

call for advertising information1-800-549-8280

Report Warns of Dangerous Long-Term Consequences of Student Debt

LAWRENCE, Kan. – Student debt could be a ticking eco-nomic time bomb for the fiscal health of the nation. That’s theconclusion of a new report sounding a warning regarding thedamaging effects that even small amounts of student debtmight have. Adults with student debt tend to show lower col-lege graduation rates, delays in marriage, delays in purchasingcars and homes, and lower net worth than those without debt,according to the report released recently by the Assets andEducation Initiative (AEDI) at the University of Kansas (KU).

Some studies even find that total debt in the range of$3,000-$10,000 might produce diminishing returns for somepublic-university students - far less than what most Americanswould consider “high debt.”

The effects of these constraints compound over time. Forexample, households with a member carrying student debthave less than half as much saved for retirement as those with-out, when controlling for other factors. The burdens don'tremain within families, either, as the debt constrains consumerpurchasing and eventually may impact the national economy.

“Student loans today are a dangerous product sold at highdoses to uninformed customers. For many middle-class stu-dents, these investments will pay off,” said Dr. William Elliott,one of the co-authors of the report and director of AEDI. “Butwe need to make sure all students, especially disadvantagedstudents, have options other than mortgaging their futures.”

The report,” Student Loans Are Widening the Wealth Gap:Time To Focus on Equity,” reviews the latest research on theeffects of student loans on educational and financial out-comes. College graduates without outstanding student debthave nearly three times the net worth of student borrowers,while those with student debt have 41 percent less home equi-ty than students with no debt. The burdens of debt persist lateinto life: According to the Federal Reserve Bank of New York,2.2 million student loan borrowers are over age 60, with an

average debt load of $19,521. The report holds up children's savings accounts (CSAs) as

an asset-based alternative to student loans. Students with col-lege savings show improved educational outcomes before col-lege, and are more likely to enter and succeed in college. Thereport identifies several features that make CSAs most effec-tive, especially for low-income families: matching contribu-tions, automatic enrollment, and allowable withdrawals foreducational expenses before college.

“Encouraging student savings will help us transition awayfrom dependence on student loans,” said Melinda Lewis, alsoa co-author of the report and policy director at AEDI. “CSAsare a bipartisan idea, and appetite for them is growing in sev-eral states. We're hoping to help these programs expand. Atthe federal level, we need to change when students learnabout financial aid options to help them avoid debt.”

“Student Loans Are Widening the Wealth Gap” contains arange of policy recommendations. In addition to expandingpromising CSA programs, the report recommends makingloan terms and conditions easier to understand for students,building a savings component into the federal Pell Grantprogram, giving students earlier notice about the financial aidfor which they will qualify, and easing credit constraints forindebted graduates.

The Assets and Education Initiative is an office of the KUSchool of Social Welfare whose mission is to create and studyinnovations related to assets and economic well-being, with afocus on the relationship between children's savings and theeducational outcomes of low-income and minority children asa way to achieve the American dream.

The Social Work Administration and Advocacy Practiceconcentration in the Master of Social Work Program at KUprepares students for administrative and advocacy practicegrounded in the knowledge and values of social work.

FINANCE/REPORT



President of theFlorissant Valley Campus

St. Louis Community CollegeSt. Louis Community College (STLCC) is the largestcommunity college system in Missouri and has four (4)campuses. It is the second largest institution byheadcount of higher education in the state with currentcredit enrollment of approximately 27,500 students.The College’s four campuses offer core courses forcollege transfer and career programs. The Florissant Valley campus, situated on more than 100acres with more than 7,000 students enrolled in transfer andcareer programs. It is known for excellence in engineeringand technology and a strong general education curriculum,biotechnology program, unique programs in chemicaltechnology, deaf communications, and nationally recognizedprograms in art and childcare. The Center for WorkforceInnovation (CWI) is adjacent to the campus. This new32,000 square foot facility houses the St. Louis AerospaceInstitute along with six aerospace labs; a large equipment laband technical training labs such as Programmable LogicControllers, Industrial Maintenance Training, and GreenTechnologies and Sustainable Construction.PRIMARY DUTIESThe College President reports directly to the Chancellorserving on the Chancellor’s leadership team and; • Is the educational leader for the Florissant Valley campus; exercising broad discretionary authority consistent with board policies.

• Develops, implements and evaluates long-range strategic and operational plans for campus-based instructionally related programs and services.

• Recommends and or approves employment of faculty and staff.

• Interprets educational policies, programs and services to faculty, students and the public

• Works with Public Safety regarding safety and emergency management.

• Directs the instructional and student support functions.

• Collaborates with local community representatives to identify education needs.

• In the absence of the Chancellor may serve as the CEO of the College when designated by the Chancellor or Board of Trustees.

QUALIFICATIONS/EXPERIENCEMaster’s degree and seven (7) years of full-time experienceincluding five (5) years progressively responsible highereducation administrative experience in curriculumdevelopment and administration of educational programs,with particular knowledge and experience in the areas oftraditional and non-traditional education; academic affairs,student services and education innovation. A doctoratedegree is highly preferred. Four (4) years of highereducation level teaching experience desired.APPLICATION PROCESSIf interested, please apply by completing an onlineapplication no later than February 28, 2014 at

http://jobs.stlcc.edu/postings/2438For additional information or confidential inquiries,contact Bill Miller, Associate Vice Chancellor, HumanResources 314.539.5220 or Patricia Henderson,Manager, Employment and Recruitment 314.539.5214St. Louis Community College is an Affirmative Action

/Equal Opportunity Employer and welcomesindividuals with diverse backgrounds, experiences, andideas who embrace and value diversity and inclusivity

AA/EE/D/VETERANS

VICE PROVOST AND DEAN OF ENGINEERING AND COMPUTING AND THE

VICE PROVOST AND DEAN OF ARTS, SCIENCES AND BUSINESS

Rolla, Missouri

Missouri University of Science and Technology (Missouri S&T) seeks a Vice Provost andDean of the new College of Engineering and Computing and a Vice Provost and Dean ofthe new College of Arts, Sciences and Business. Missouri S&T is at a pivotal moment inits 143-year history, with an inspiring new chancellor, an ambitious strategic plan stronglysupported by the University of Missouri System, and a decade of growth in itsenrollments, research expenditures, scholarly activity, and overall academic quality. As theleaders of two newly created colleges, the deans will join a dynamic leadership teamincluding a new Provost and Executive Vice Chancellor for Academic Affairs coming onboard in 2014.

Located in the Ozark Highlands, Missouri S&T was founded in 1870 as one of the firsttechnological schools west of the Mississippi River. Today, Missouri S&T is among thenation's top research universities. A campus of the University of Missouri System,Missouri S&T enrolls more than 8,100 students from 50 states and 55 foreign countrieswith 55 degree programs in engineering, science, computing and technology, business,management systems, education, the humanities, and the liberal arts.

The university has recently embarked on a strategic restructuring, organizing its 21academic departments, currently reporting to the provost, into two new colleges: theCollege of Engineering and Computing comprising nine departments and the College ofArts, Sciences, and Business comprising 12 departments. Both deans will work with theprovost and chancellor to define and implement the new college structures, to oversee andmanage a shift in administrative responsibilities, and to develop Missouri S&T as aleading public technological research university dedicated to discovery, creativity andinnovation. The deans will forge strong interconnected relationships between the collegeswhile the university grows the faculty by 2020 with 100 additional hires in select areas.

Missouri S&T has retained the services of Isaacson, Miller to assist with these searches.Confidential inquiries, nominations, referrals, and resumes with cover letters should bedirected in confidence to: Vivian Brocard, Vice President and Director, or Liz Vago,Managing Associate, for the Vice Provost and Dean of Engineering and Computingsearch at [email protected], and to Vivian Brocard, Vice President and Director,or Allison Davis, Associate, for the Vice Provost and Dean of Arts, Sciences andBusiness search at [email protected]. Electronic submission of materials is stronglyencouraged. To learn more about Missouri S&T, visit http://www.mst.edu.

Equal opportunity shall be provided for all applicants on the basis of their demonstratedability and competence without discrimination on the basis of their race, color, religion,

sex, sexual orientation, national origin, age, disability, and status as Vietnam era veteran.

http://jobs.stlcc.edu/postings/2438

http://www.mst.edu


The City UniversityofNew York

PRESIDENTKINGSBOROUGH

COMMUNITY COLLEGEThe Board of Trustees of The City University of New York and the Presidential Search Committee invite nominations and applications for the position of President at Kingsborough Community Collegeof The City University of New York.A comprehensive two-year college, Kingsborough offers 38 associate degree and certificate programsin the liberal arts and sciences, enrolling approximately 15,000 degree-seeking students. The collegemaintains one of the most comprehensive adult and continuing education programs in New York City, which enrolls over 20,000 students. Located in the Manhattan Beach section of Brooklyn,Kingsborough's magnificent 70-acre campus overlooks three bodies of water-Sheepshead Bay, Jamaica Bay, and the Atlantic Ocean. About half of Kingsborough’s students enroll in a liberal arts or science degree program; the restpursue degrees in more specialized, career-oriented programs in business, communications, criminaljustice, culinary art, nursing and allied health careers, information technology, journalism, maritimetechnology, tourism and hospitality, and the visual arts. The college has articulation agreements with most of CUNY and SUNY senior colleges, and transfer agreements with several private collegesin the region.The college employs 363 full-time faculty, 82 percent of whom hold a doctorate or University equivalentand 600 adjunct faculty, drawn from throughout the New York City metropolitan region. Professionalstaff and full-time and part-time support staff total 1,000. The college’s annual budget is $94.6 million,funded through New York State and New York City appropriations and student tuition and fees.Celebrating its 50th Anniversary this year, Kingsborough has a history of innovation. It was named afinalist-with-distinction for the 2013 Aspen prize for Community College Excellence as one of the topfour community colleges in the nation. The college pioneered the nationally acclaimed College Nowprogram for high school students. An 800-student New York City public high school resides on campus.Other pioneering programs include My Turn, which allows senior citizens to fill open class spaces forfree; the New Start Program, offering students a second chance to succeed in college; and theKingsborough Center for Economic and Workforce Development, which provides New York’s underand unemployed residents with training and skills necessary to advance their careers or continuetowards a higher education goal.Kingsborough’s academic calendar is divided into two 18-week semesters, each consisting of 12-week and 6-week sessions. This flexible calendar allows students to accelerate their progresstowards an associate degree.The student body is racially and ethnically diverse. More than half of Kingsborough’s students wereborn outside the U.S., representing 142 different countries and 73 different native languages. Sixty percent are the first generation to attend college, fifty-eight percent are full time students, overone-fifth are 25 or older and more than 40% come from households with annual incomes of under$20,000. Half of the students work full-time or part-time while attending college, and one in fivesupports children. A broad array of student services permit all students to succeed to the maximumof their abilities.The President serves as chief academic and administrative officer of the college, under the generaldirection of the CUNY Chancellor, according to policies set by the Board of Trustees. Preferred qualifications for the position include:• An earned doctorate or professional equivalent, college-level teaching experience, and a record of

scholarly and/or professional achievement.• Experience in senior-level management of an urban community college or institution and a

demonstrated commitment to creative, effective management.• A clear commitment to and passion for the unique, multiple roles a community college plays.• A leadership style that emphasizes consultation with faculty and senior administrators and open

communication with faculty, students and community members. Experience working in the contextof collective bargaining units for faculty and staff.

• A commitment to student learning and a record of supporting high academic standards in programsoffering students a strong liberal arts education, as well as career development and preparation for transfer.

• An understanding of how technology can support learning, and a record of support for technologicaladvancements.

• An ability to navigate successfully in a multi-layered political environment.• Openness to innovative programming to expand the college’s reach into the community.• A passion and commitment to enhance the quality of student life and strengthen the delivery of

services to a multi-cultural student body.• The capacity to persuasively communicate the College’s mission and programs to multiple

constituencies. • Experience in attracting external funding and in handling the complexities of city, state, federal and

private support.The position is available on or before September 1, 2014. Salary and benefits are competitive. Thereview of applications will begin February 28, 2014 and submission of applications and/or nominationsare encouraged by that date. Applications and Nominations: Applicants should send (1) a letter expressing their interest in theposition that addresses how they meet the Search Committee’s preferred qualifications, (2) theircurriculum vitae, and (3) the names of eight references (two each: superiors, subordinates, facultymembers, and community/business leaders). References will not be contacted without the applicant’sprior permission. Nominators should send a letter of nomination and, if possible, the nominee’scurriculum vitae. Applications and nominations should be sent electronically to: Kingsborough Community CollegePresidential Search at [email protected] AND [email protected] additional information: Please contact Dr. Robert Parilla, Senior Consultant, AGB Search, at 301-518-2071, [email protected]; or Ms. Mahlet Tsegaye, Office of Executive Search/CUNY,[email protected], or 205 East 42nd Street, 11th Floor, New York, NY 10017.Please visit Kingsborough Community College on its website at www.kbcc.cuny.edu for additionalinformation. All inquiries, nominations, and applications will be held in the strictest confidence.CUNY is an EO/AA/IRCA/ADA Employer with a strong commitment to racial, cultural and ethnic diversity.The Search Committee actively seeks and encourages nominations and applications from men andwomen of all races and ethnic backgrounds.

Assistant Professor of Art & Design (Graphic Design)Assistant Professor of Biology (Molecular Microbiology)Assistant Professor of Biology (Bioinformatics)Instructor of Chemistry & Physics (General Chemistry)Assistant Professor of English (English Teaching)Assistant Professor of Languages, Literatures, and Linguistics (First Year LanguageCoordinator)Assistant Professor of Languages, Literatures, and Linguistics (Spanish Literature)Instructor of Math (General Mathematics)Assistant Professor of Math and Computer Science (Computer Science)Assistant Professor of Music (Music Education)Assistant Professor of Political Science (American Politics)Assistant Professor of Psychology/Sociology (Sociology)Instructor of Theater (Arts Management and Administration)Assistant Professor of Finance (Insurance)Assistant/Associate Professor of Marketing (Sales)Assistant Professor of Communications Disorders in the Department of Communica-tion Disorders, Counseling, School and Educational PsychologyAssistant Professor of Applied Engineering and Technology Management (Manu-facturing and CAD)Assistant Professor of Electronics and Computer Engineering Technology (Analog and Digital Electronics)Assistant Professor of Applied Health Sciences (Food and Nutrition)Assistant/Associate Professor of Applied Health Sciences (Health Science)Assistant Professor of Kinesiology, Recreation, and Sport (Exercise Science)Assistant Professor of Kinesiology, Recreation, and Sport (Sports Management)Assistant Professor of Advanced Practice Nursing

For more information & how to apply visit jobs.indstate.edu

Faculty Positions for the 2014-2015 Academic Year

http://www.kitp.ucsb.edu/qbio

http://www.kbcc.cuny.edu

http://jobs.indstate.edu


Albany, Georgia

INTERNATIONAL STUDENTCOORDINATOR, Full-Time Staff, at DartonState College, University System of Georgia.Salary dependent on qualifications. Review ofapplications begins immediately. Visit our WebSite at http://www.darton.edu/Employment

for complete job descriptions and requirementsor contact: Personnel Office, Darton College,2400 Gillionville Road, Albany, GA 31707.

AA/EOI

Assistant Dean for Student Services/Clinical InstructorThe University of Maryland School of Social Work is accepting applications for the Assistant Dean for Student Services.The Assistant Dean for Student Services provides leadership for the School in the area of services to students. These serv-ices include providing individual students with counseling on a wide variety of academic and non-academic matters, pro-viding mentoring to and support for student groups and student leaders, developing and implementing orientations for newstudents and chairing the School’s Convocation/Commencement committee. This position is an administrative non-tenuretrack faculty position. A Master’s Degree in Social Work and social work license are required. Five years post-MSW ex-perience at least three of which involved working directly with students in a social work academic capacity such as class-room teaching, field instruction or advising; and two of which included supervisory or leadership experience.

For detailed information about the position and the application process please seehttp://www.ssw.umaryland.edu/jobs/job_announcements.htm

The University of Maryland is an Equal Opportunity/Affirmative Action Employer. Minorities, women, veterans and individuals with disabilities are encouraged to apply.

Coming Feb. 24th

Watch for our

Women in Higher Education Issue

http://www.riohondo.edu/hr


http://www.darton.edu/employment

http://www.ssw.umaryland.edu/jobs/job_annoucements.htm


55173 CUNYHispanic Outlook3.625” X 9.751.15.14P 3

The City UniversityofNew York

PRESIDENTQUEENS COLLEGE

The Board of Trustees of The City University of New York and the PresidentialSearch Committee of Queens College invite nominations and applications for theposition of President.A senior college within The City University of New York, Queens College enrollsapproximately 20,000 students from more than 130 nations and is one of theUnited States’ most culturally diverse colleges. Queens College celebrates diversityand fosters an inclusive environment for its students, staff and faculty. For over40% of the student body English is not their native tongue. Founded in 1937, Queens College is located on an 80-acre, tree-lined campus in a residential area of Flushing in the borough of Queens. The college boastsstate-of-the-art computer and science laboratories, a spectacular music building,the six-story Rosenthal Library and its first residence hall, The Summit, whichopened in 2009. U.S. News & World Report Best Colleges (2014) named Queens one of the 10 best Public Regional Universities in the north because ofthe quality of its many undergraduate and graduate programs, the College placed2nd on Washington Monthly’s (2013) “Best Bang for the Buck” rankings and first among all American Public Universities.The college has 618 full-time faculty, 1102 adjunct faculty and an annual budgetof over $140 million. Queens faculty have received national recognition andfunding from prestigious organizations to further their research, teaching andservice activities. More than 130 different degree programs are offered acrossfour academic divisions including Arts and Humanities, Mathematics and theNatural Sciences, the Social Sciences, and Education.The President serves as chief academic and administrative officer of the college,under the general direction of the CUNY Chancellor, according to policies set bythe Board of Trustees. Preferred qualifications for the position include:• An earned doctorate or professional equivalent, university-level teaching

experience, and a substantial record of scholarly research and/or professionalachievement.

• Senior-level administrative experience in a higher education institution, preferablyin an urban location.

• Strong external skills with the ability to represent Queens to multiple local,national, and international constituencies, including alumni, the businesscommunity, and legislative and other governmental bodies.

• A collaborative and creative leadership style that emphasizes consultation andopen communication with faculty, senior administrators, students andcommunity members in an environment of shared governance.

• A commitment to student learning and high academic standards. Experiencein a public, urban higher education institution in a multi-cultural, multi-ethniccity would be a positive.

• The ability to recruit and retain excellent faculty and a commitment to supportingfaculty in their research and scholarly endeavors.

• A strong record of success in attracting financial support for an organizationfrom foundations, corporations, governmental sources and private donors.

The position is available on or before September 1, 2014. Initial screening ofapplications will begin immediately and continue until the position is filled.Submission of applications and nominations is encouraged by March 15, 2014. Applications and Nominations: Applicants should send (1) a letter expressingtheir interest in the position that addresses how they meet the Search Committee’spreferred qualifications, (2) their curriculum vitae, and (3) the names of eightreferences (two each: superiors, subordinates, faculty members, andcommunity/business leaders). References will not be contacted without theapplicant’s prior permission. Nominators should send a letter of nomination and,if possible, the nominee’s curriculum vitae.

Applications and nominations should be sent electronically to:Queens College Presidential Search at

[email protected] AND [email protected] additional information: Please contact Ms. Ellen Brown Landers,

Ms. Tracie Smith and Mr. Nat Sutton at Heidrick & Struggles (404-682-7316 or [email protected]), or Ms. Mahlet Tsegaye,

Office of Executive Search/CUNY ([email protected], or 205 East 42nd Street, 11th Floor, New York, NY 10017).

Please visit Queens College on its website at www.qc.cuny.edufor additional information. All inquiries, nominations, and applications

will be held in the strictest of confidence.CUNY is an EO/AA/IRCA/ADA Employer with a strong commitment to racial,cultural and ethnic diversity. The Search Committee actively seeks and encouragesnominations and applications from men and women of all races and ethnicbackgrounds.

DEANSCHOOL OF PUBLIC POLICY

http://www.qc.cuny.edu


Hispanic Outlook....

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DIRECTOR OF ORAL AND MAXILLOFACIAL SURGERY CENTERKornberg School of Dentistry invites applications for a full-time position as Director of the Oral andMaxillofacial Surgery Center. The position is available immediately. The director is responsible for the overalleducational and patient care activities in oral and maxillofacial surgery and for the academic supervision ofKornberg dental residents from the Ministry of Health in Kuwait and similar contracts. The director is expectedto manage the outpatient oral and maxillofacial surgery center to meet the needs of the Philadelphia communityand the surrounding area and provide hands-on patient care. This five-day appointment includes one day forintramural private practice at the dental school or affiliated surgical centers or hospitals. The position reportsdirectly to the Dean and to the Chair of Oral Medicine, Pathology and Surgery. Requirements for the positioninclude board certification in Oral and Maxillofacial Surgery, current Pennsylvania dental license, appropriatePennsylvania State Board of Dentistry anesthesia permit, and extensive experience in education of dentalstudents and residents in oral and maxillofacial surgery. Salary and academic rank will be commensurate withexperience and qualifications. The search will continue until a suitable candidate is identified.

Kornberg School of Dentistry offers:• Newly renovated clinical facilities completed in 2013• Digital radiology including intraoral, panoramic and 3D imaging• State-of-the-art central sterilization and cassette management system• Substantial outpatient surgical programs for emergency and comprehensive care• University instructional support center and teaching/learning center for faculty• Active dental implant program for comprehensive care patients• Well-established and diverse AEGD residency program• School-wide AxiUm clinical management system

Interested applicants should send a cover letter indicating date of availability, curriculum vitae and threereferences to: Dr. Daniel Boston, Search Committee Chair, Office of Clinical Affairs Room 2D02, TempleUniversity Kornberg School of Dentistry, 3223 North Broad Street, Philadelphia, PA 19140 (email:[email protected]).

Temple University is an equal opportunity / affirmative action employer. Minority and female applicants are encouraged to apply.

Enfield, Connecticut

Asnuntuck Community College has the following Full-time opening:

Network Manager

Information on qualifications and compensationis available at www.asnuntuck.edu (click onEmployment).

Asnuntuck Community College is an AffirmativeAction/Equal Opportunity Employer, M/F. Protected

group members are strongly encouraged to apply.

UNION COUNTY COLLEGE, NJAnticipated Full-Time Faculty Positions

FALL 2014 INSTRUCTORSAbout Union County CollegeFounded in 1933 as New Jersey’s firstcommunity college, Union County Collegeis a publicly funded, comprehensivecommunity college. Accredited by theMiddle States Commission on HigherEducation, Union operates majorcampuses in Cranford, Elizabeth and Plainfield, and enrolls13,000 full and part-time credit students. We are seekingcandidates committed to student success and to the mission ofa comprehensive community college.All faculty positions require a Master’s degree in the disciplineor related subject area. Screening of resumes will continue untilall open positions are filled.

• Business• English – College Level and Developmental• History• Math• Psychology

Applications will only be accepted online. To apply, go to: https://ucc.peopleadmin.comFor further information about Union County College, including current job openings, please

visit our website at: http://www.ucc.eduUnion is an EO/AA employer committed to diversity.

Employees must establish primaryresidency in New Jersey withinone year of appointment. Thesepositions offer a competitivesalary and benefits package.

http://www.asnuntuck.edu

https://ucc.peopleadmin.com

http://www.ucc.edu

http://www.cuny.edu/employment.html


California State University, San Bernardinoinvites nominations and applications for theposition of Dean of the Palm Desert Campus(PDC). Serving as the Chief OperatingOfficer of the PDC, the position has specificreporting lines to the President on all non-academic related activities as well as theProvost/Vice President for Academic Affairsfor academic programs.This position works in concert with everyvice president and dean on specificoperations related to the PDC, includingcurriculum and instruction, fundraising anddevelopment, community relat ions,relationships with local municipalities,student services, communication, facilitiesand planning, fiscal management andinformation technology.The Dean works directly as, and is frequently,the primary conduit with the local communitycollege districts, as well as the regional schooldistricts, to advance educational opportunitiesin the Coachella Valley. The campus enteredan exciting new phase in its evolution withthe introduction of a first year class in Fall2013 and the Dean will be responsible forworking with Admissions and StudentRecruitment to bring in future classes. The Dean collaborates with every divisionand college on the management andsupervision of a staff of 50. The positionadministers an annual operating budget of$6.4 million, one-third in the general fund.The PDC has an enrollment of more than 900,

offers 12 undergraduate degree programs, three at the master's level and anEd.D. in educational leadership. One of the region’s most beautiful venues,the campus serves as a cultural center for the region and sponsors an annuallecture and concert series.Candidates must have:

the level of department chair or higher;

activity, and service sufficient to warrant a tenured appointment at the rankof Professor;

planning and personnel, and budgetary management;

community;

Compensation is competitive and commensurate with experience andqualifications. Review of applications will begin on February 28, 2014,and will continue until the position is filled. The applicant is asked tosubmit a letter of application, and a resume, accompanied by the names, e-mail addresses, telephone and fax numbers of three references. Pleaseforward applications and nominations (electronic submittals are preferred –send as Word attachments) to email address [email protected] or mailto: Dr. Ron Fremont, Chair, Office of the Provost and Vice President forAcademic Affairs, Search Committee for Dean of the Palm DesertCampus, 5500 University Parkway, San Bernardino, CA 92407.For confidential inquiry, contact Dr. Ron Fremont at (909) 537-3013 or [email protected].

The Palm Desert Campusis an integral part ofCalifornia State University,San Bernardino, acomprehensive regionaluniversity. CSUSB is one of23 CSU campuses withapproximately 18,000students, 466 full-timefaculty, and 46undergraduate and 31graduate degree programs.The university consists ofthe Colleges of Arts andLetters, Business andPublic Administration,Education, NaturalSciences, and Social andBehavioral Sciences. ThePalm Desert Campus issituated 70 miles east ofSan Bernardino in theheart of the CoachellaValley. The rapidlyexpanding metropolitanarea offers a wide varietyof cultural and recreationalopportunities. Thesuccessful applicant will beexpected to live in theCoachella Valley.

DEANPALM DESERT CAMPUS

California State University, San Bernardino is an Equal Opportunity Employer committed to a diversified workforce.

The George Washington University Law School invites nominations andapplications for the position of Dean. The appointment will be effective July 1,2014 or a date to be negotiated. As the intellectual and administrative leader of the law school, the next Deanwill play a key role in developing new ideas and forging consensus amongstakeholders to position G.W. to continue its position of leadership and itstradition of excellence in a changing legal market. Successful candidates willhave a clear vision of legal education and its future; excellent interpersonal skills;superior communication skills; and aptitude for administration, strategicplanning and fundraising. Candidates must be qualified for appointment at the tenured rank of Professor,and should have an unqualified commitment to diversity and inclusion in highereducation.G.W. LawThe George Washington University Law School is a vibrant intellectualcommunity, with a nationally prominent faculty of approximately 90 gifted full-time teacher-scholars, a group of 250 distinguished adjunct instructors, adedicated an able staff, a talented student body with extremely strong credentials,and a rich educational program with multiple areas of particular strength. Italso boasts an unrivaled location in the heart of our nation’s capital.G.W.’s diverse student body includes 1300 full-time and 300 part-time J.D.students hailing from 46 states and representing over 200 differentundergraduate institutions, as well as 200 graduate students from nearly 50different countries. The schools 24,000 living alumni span the globe andhave achieved professional distinction in both public service and in the privatesphere.The school offers one of the most comprehensive programs of legal educationavailable anywhere in the country, with an elective curriculum consisting of over250 advanced courses, 10 separate clinical programs, nationally ranked specialtyprograms in Intellectual Property, International Law and Environmental Lawand an extensive program of field placements, internships and co-curricularactivities. The intellectual climate is further enhanced by 8 student edited lawjournals and 7 research centers which allow students to delve into areas as diverseas National Security Law, Corporate Law, Complex Litigation and Finance andGovernment Procurement Law.The UniversityThe law school is a component of the George Washington University, a privateand non-sectarian university with over 20,000 students, making it the largestinstitution of higher education in the District of Columbia. The University iscomprised of 10 constituent schools, including Medicine, Engineering, Business,Education and International Affairs, and is home to over 100 research centersand institutes. Opportunities for interdisciplinary work by both students andfaculty are plentiful. Moreover, G.W.’s location gives students extraordinaryopportunities for real world experiences as interns and volunteers. Its facultymembers and academic administrators are frequent commentators on publicaffairs and scientific and intellectual developments.Applications and InquiriesThe search committee will be accepting applications, nominations and inquiriesuntil the position is filled. The review of applications will begin immediately.Applications and nominations accompanied by a CV and letter of interest willreceived the fullest consideration. Materials should be directed to:Professor RogerE. Schechter, Chair, Dean Search Committee, [email protected] or Ken Kring, Search Consultant to the Committee, Korn/Ferry,[email protected]. Telephone inquiries can be directed to Prof.Schechter at 202-994-3702 or to Mr. Kring at 215- 656-5309.

The University is an Equal Employment Opportunity/Affirmative Action(EEO/AA) employer committed to maintaining a non-discriminatory, diverse

work environment. The University does not unlawfully discriminate on the basis ofrace, color, religion, sex, national origin, age, disability, vertan status, sexual

orientation, gender identity or express, or on any other basis prohibited by applicablelaw in any of its programs or activities.

DEAN OF THE LAW SCHOOL


HMS CO.P.O. BOX 231840Centreville, VA 20120-1840

visit our websites:visit our websites:www.hmsdc.com

and www.DiversityStore.com

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Pursuing our Path to Full EqualityAugust 26

© HMS Co., P.O. Box 231840,

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August 26

FOR ALL YOUR MULTICULTURAL ITEMS• POSTERS • VIDEOS • FLAGS

Hispanic OutlookIssue: 1/27 due 1/21Size: 1/4 page 3.625 x 4.75Cost: $490

Insight into DiversityIssue: March (2/24) - due 2/10Size: 1/4 page 3.5 x 4.75Cost: $860 Web only - $319 for 30 days

SUL ROSS STATE UNIVERSITYAlpine Campus and

Rio Grande College Campusinvites applications for the following

Faculty and Staff positions:

ALPINE CAMPUS

Assistant Professor of Criminal Justice (13-55A)

Assistant Professor in Theatre (13-57A)

Assistant Professor of Biology (13-69A)

Assistant Professor of Mathematics (13-82A

Assistant or Associate Professor of Education (14-02A)

Assistant Professor in Counselor Education (14-10A)

Assistant or Associate Professor ofPhysics and Astronomy (14-19A)

Assistant Professor in Kinesiology/Exercise Science (14-21A)

Assistant Professor of Education (14-29A)*****

RIO GRANDE COLLEGE CAMPUSAssistant/Associate Professor of Education/Visiting

Lecturer RGC Eagle Pass (14/02R)*****

To view complete announcements and for information regarding SulRoss State University, visit our website at www.sulross.edu. For furtherinformation please contact Sul Ross State University, HumanResources, Box C-13, Alpine, TX 79832. Phone (432) 837-8058; e-mail

. Sul Ross is a member of the Texas State University System.

EEO/AAE.

BALL STATE UNIVERSITY

PresidentThe Board of Trustees of Ball State University invites expressions of interest in, and nominations for, the position of president.

Ball State is a bold, strong university that seeks a leader to build upon its achievements over a transformative decade. The university has proven success strengthening its national visibility, enrollment profile, diversity of the student body and faculty, the vibrancy of the campus, and philanthropic support.

Ball State, a state-assisted university, is comprehensive and categorized by the Carnegie Foundation for the Advancement of Teaching as a research university, high research activity (RU/H). The university enrolls more than 20,000 students and has distinguished itself with a distinctive approach to teaching and learning called immersive learning. With 3,800 employees, including 950 full-time faculty members, the university attracts approximately $20 million in external research funding.

The strategic plan for 2012–2017—Education Redefined 2.0: Advancing Indiana (bsu.edu/strategicplan)—has four key goals:

Immersive—Provide distinctive, high-quality educational experiences.

Innovative—Become a recognized leader for educational and disciplinary innovation.

Vibrant—Invest in an increasingly vibrant and integrated university community.

Engaged—Advance Indiana through student engagement and faculty expertise.

Ball State University is at an exciting point in its history. This vibrant university is well positioned to continue to excel and is poised to enjoy its growing reputation as an excellent academic institution. The new president will be expected to continue to build on the many fine qualities of the university, become personally vested in its future, continue to raise the university profile, and carry this important message throughout the state of Indiana and beyond.

Ball State’s leader must be one who can eloquently convey the importance of the quest for knowledge in a community of learners, of higher education to the broader community, and of the enrichment of a diverse environment. Personal qualities of integrity and unquestioned ethical behavior, humor, and vision are essential, as are sound judgment, considerable stamina, a commitment to collaboration, and openness and trustworthiness.

All correspondence should be directed in confidence to the university’s executive recruitment consultant:

Jerry H. BakerBaker and Associates LLC4799 Olde Towne Parkway, Suite 202Marietta, GA [email protected]

bsu.edu/presidentsearch

Ball State University is an equal opportunity, affirmative action employer and is strongly and actively committed to diversity within its community.

http://www.bsu.edu/strategicplan

http://www.bsu.edu/presidentsearch

http://www.hmsdc.com

http://www.diversitystore.com


POSITIONSCALIFORNIACalifornia State University, San Bernardino 26Rio Hondo College 23University of California, Santa Barbara 22CONNECTICUTAsnuntuck Community College 25DCGeorge Washington University 26GEORGIADarton State College 23INDIANABall State University 27Indiana State University 22MARYLANDUniversity of Maryland School of Social Work 23University of Maryland, College Park 24MISSOURIMissouri University of Science & Technology 21St. Louis Community College 21

NEW JERSEYUnion County College 25NEW YORKHunter College/CUNY 25Kingsborough Community College/CUNY 22Queens College/CUNY 24PENNSYLVANIATemple University 25TEXASSul Ross State University 27

CONFERENCESAAHHE DC 2ACE CA 6

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

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

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2014 2014 2014 2014 Publication DatesPublication DatesPublication DatesPublication Dates

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May 19 May 13

June 9 June 3

June 30 Health Professions Issue June 24

July 14 July 8

August 4 Arts Issue July 29 August 25 August 19

Sept. 8 Sept. 2

Sept. 22 Back to School Issue Sept. 16

Jan. 27 Financing a College Education Jan 21

Feb. 10 Feb. 4

Feb. 24 Women in Higher Education Feb. 18

March 10 March 4

March 24 Community College Issue March 18

April 7 Graduate School Issue April 1

April 21 April 15

May 5 Top 100 College for Hispanics April 29

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Itis best to be frank about higher education with Latinostudents preparing to enter college. These statementsmight help them align some of their expectations and

behaviors as they face the reality of higher education. 1. The syllabus tells you what is required and how things

are done in a class, so read it thoroughly and then do as itinstructs. This avoids surprises or awkward “I didn’t know Ihad to do that” exchanges later with the professor.

2. If something is due on a given date then that is the lat-est date you can turn it in. You can turn in assignments earlyfor many professors, but check first. You don’t want yourwork to get lost and the professor might prefer that it besubmitted the date it is due.

3. Professors will not track you down to ask why youhave not been in class or why your assignment was notturned in. If you don’t show, they make a note and, withenough absences or missing assignments, will give you fail-ing grade (if you don’t drop the class by the university’s des-ignated drop date). Take responsibility for what you havedone or not done, and get the work in on time.

4. Forget excuses. While instructors are typically compas-sionate, they can’t accommodate all broken hearts, brokencomputers or broken-down cars. Most realize emergenciesoccur, but if your life is a long string of crises, get some helpand keep the drama away from the instructor.

5. Higher education isn’t about doing the work “goodenough.” It’s about doing things well, often better than any-one else. If you think you can get away with spending a fewminutes on an essay or not reading the chapter, you arefooling yourself. Keep up with the work, and do your best.Check your work; revise your writing. Otherwise, you areinsulting the professor and showing that you don’t caremuch about your own reputation.

6. Group projects are assigned to promote teamwork andleadership while diversifying and enriching your work.Everyone has a lame group member occasionally, so don’tcount on that person to do your work for you (and don’tcount on the smartest classmate to do it all, either).

Communicate with othergroup members so that every-one can plan and contribute.Allow enough lead time so thatthe group can practice presentations and refine writtenassignments you must submit. (If you are trying to get awaywith simple cutting and pasting in word processing withoutediting a group document, at least make it less obvious byusing the same font. Don’t let your assignment look like aransom note to the professor).

7. About #6 – Even if you don’t care for one of the groupmembers, try to get along anyway to get the work accom-plished. It might be the biggest lesson you get out of doingthe project.

8. Reading is an essential part of higher education. ForgetYouTube and read, read and read some more. If you havedifficulty reading, seek assistance from student services.They often have tutorial services available to help you withtips for overcoming reading challenges and developing goodstudy skills.

9. Leave your electronics outside the classroom (unlessyou are using a computer, with the professor’s approval).Remove ear buds and turn off your cellphone until class isover. Professors know if you are distracted by other websitesor apps you are using instead of just taking class notes elec-tronically. They can tell if you are sneak-texting, loweringyour head and holding your hands underneath the desk asyour thumbs go a mile a minute. Forget all those electronicgizmos during class and pay attention instead.

10. Take notes. Eidetic memory is very rare, so chancesare you do not have one. Taking notes keeps you focused,helps organize the material for later use and enhances yourunderstanding of the material. If you don’t know how to takeeffective notes efficiently, ask student services or a teachingassistant if they can guide you with tips for good note taking.

Next issue: The most common mistakes Hispanic collegestudents make.

FRANK TALK WITH LATINOS ABOUTHIGHER ED

Priming the Pump...

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

01/27/2014 Paying for College.

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Transcript of 01/27/2014 Paying for College.