10/31/2011 Taking our Efforts to a new level

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Ricardo Fernández, President

Lehman College

Mildred García, President

California State University-Domínguez Hills

Juán González,VP Student Affairs

University of Texas at Austin

Carlos Hernández, President

New Jersey City University

Lydia Ledesma-Reese, Educ. Consultant

Ventura County Community College District

Gustavo A. Mellander, Dean Emeritus

George Mason University

Loui Olivas,AssistantVP Academic Affairs

Arizona State University

Eduardo Padrón, President

Miami Dade College

Antonio Pérez, President

Borough of Manhattan Community College

María Vallejo, Provost

Palm Beach State College

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roundbreaking research on the impact of immigrant status on children of Latinos, Asians and others waspublished last month in the Harvard Educational Review, and the findings are disheartening. Julia Preston, in TheNew York Times, writes that difficult job situations of undocumented parents “contribute substantially to the lower cognitive skills ofchildren in their families,” and that deportation concerns often keep undocumented parents from actively engaging teachers orenrolling their children in assistance programs.

The study, by Marcelo and Carola Suárez-Orozco, Robert T. Teranishi of New York University and Hirokazu Yoshikawa of Harvard,notes that “fear and vigilance” rule the home life of undocumented children and they drift toward “perpetual outsiderhood.” Also citedis in-depth research on 150 college-age “illegals” by Roberto G. González, University of Chicago, who notes that although 31 hadfinished college and some had earned advanced degrees, “none were in a career that matched their educational training. And manywere working low-wage jobs like their parents.”

And now we learn that federal judge Sharon Blackburn has upheld many harsh elements of an Alabama anti-immigrant law signedin June. She knocked down provisions against harboring or transporting illegal immigrants and one that barred them from attendingAlabama’s public universities, writes Campbell Robertson, The New York Times. But Alabama public schools are now required to trackstudents’ immigration status, undocumented residents may not enter into any contract with the state, and so forth.

Mark Hugo López at the Pew Hispanic Center reports that 6.1 million Hispanic children are living in poverty in the U.S., up 37percent from 2007 to 2010.

EsquinaEditorial

¡Adelante!Suzanne López-IsaManaging Editor

G


This is about Greece, but first, let’s get out of the way a topic prerequi-site for this Hispanic-oriented magazine. In a nation of about 11.5million, less than 1,000 are Latinos, although it gets many Spanish-

speaking visitors, largely from Spain.There’s a Mexican food restaurant in Athens, and the other known one

is on the island of Crete, the Tex-Mex “Señor Zorba” opened by a repatri-ate Greek who once lived in San Antonio.

We didn’t try them out. We didn’t travel more than 6,000 miles to eat ata Mexican restaurant.

The ship on which we sailed the Greek islands, the M/V Louis Majesty, hada crew of 555 that included 33 Latinos, 17 from Castro’s Cuba, 15 Honduransand one Chilean – all of whom nostalgically jabbered away in Spanish whenthey found someone who spoke their language.

The Latino influence – which is practically nil eitherby migration or blood relation – aside, Greece remainsone of the most awesome sites of ancient civilization. Itsintellectual history still resonates in much of modern life.

The Greeks are currently in dreadful financial andeconomic straits, on the verge of collapse, but it wasn’tevident during our visit.

It seemed business as usual, with hordes of visitorsfrom all over the world crowding the historical sites,prowling the shopping areas in Athens and filling up thefleet of sailing vessels.

I’d taken an ancient civilization course as a collegefreshman but, as a jock, spent most of that class time hit-ting on the coeds. Until I recently immersed myself in thesubject, all I recalled were classroom smidges relatingthose glorious, historical B.C. times when Greece was theepicenter of civilization.

Besides that Greek course, my only other acquain-tance with the Hellenic culture was at the University ofTexas (UT)-Austin, where the elitist student fraternitiesand sororities wrapped themselves in faux Greek namesand very discriminately chose their members.

The fraternities and sororities called their members“brothers” and “sisters” with tags like Delta Sigma Phi,Delta Upsilon, Alpha Sigma Phi, Alpha Kappa Alpha, chant-ing that the Greek philosophy “is the guide of life” and theGreek identity reflected their “Hellenic way of thinking.”

I suppose that’s what the movie National Lampoon’sAnimal House was all about.

In those early ’50s, I can’t recall a single Latino invit-ed to pledge a Greek social fraternity or sorority at UT-Austin. For the fewLatinos attending UT at that time, the only club available to us was theCatholic Newman Club.

Whatever the frolicking Hellenic college life, the influence of the Greekculture is still very evident through the historical remnants left behind fromcivilization’s cradle days, which spawned many of today’s social structures.

The early Greeks didn’t discover fire or the wheel. Their greatest influ-ence was their intellectual contributions to society and their sense of ademocratic society in which all are equal participants, except for thosethey enslaved and their women, who were designated a low rank.

One analysis claims, “Ancient Greece is considered by most historiansto be the foundational culture of Western civilization. Greek culture was a

powerful influence in the Roman Empire.“Ancient Greek civilization has been immensely influential on the lan-

guage, political, and educational system, philosophy, art and architectureof the modern world, particularly during the renaissance in WesternEurope and again during various neoclassical revivals in the 18th and 19thcentury Europe and the Americas.”

The poet W. H. Auden said, “Had Greek civilization never existed, wewould never have become fully conscious, which is to say that we wouldnever have become, for better or worse, fully human.”

Probably the most famous philosopher of all time was Socrates, whoselegend lives on and who, like some other great thinkers, was an eccentricand a bit of a flake. He preferred to live in poverty, never committed his

thinking to paper, and his conversations were unconven-tional, his intellect unmatched.

Some of his detractors accused him of impietytoward the mythical Greek gods, which was consideredsacrilegious. He died downing a potion of hemlock ashis punishment.

He was succeeded by another great philosopher,Aristotle, a student of Plato, the classic Greek philoso-pher who helped set the foundations of Western philoso-phy and science.

Aristotle was also the personal tutor of Alexander theGreat, a towering figure in military warfare who was con-quering enemies while still in his teens and died at age 33under dubious circumstances, while celebrating a victory.

There was Homer, the epic poet who wrote The Iliadand The Odyssey. Actually, he didn’t write them downbut recited them, and scholars copied them.

Besides the central territory of Greece where Athens,the capital, is located, Greece has 140 inhabited islands,the biggest being Crete, Rhodes, Mykonos and the popu-lar Santorini.

Greece was the founder of the Olympic games, andsome portions of the site, like the stadium, the track andfield facilities, still exist.

There are so many historical sites throughoutGreece, with its rich ancient history, it’s difficult to coverthem all in a three-week span.

As a historical reference, Greece is among theunmatched, but there are ancient civilizations in other partsof the world, like China, Egypt, India and the Americas,whose contributions, perhaps not as extensive, nevertheless

left their imprint for future generations to examine.Some notable ones were the Nazca, Aymara and Incas in the Central

Andes of Peru and Bolivia, and in Mexico, the Olmecos, Zapotecs and Aztecs.Important as they were in their region’s evolution, their lack of a

recorded history, save for the deciphering of ruins by archeologists, hasleft us with an incomplete history, unlike the Greeks, who, among theirlegacy, were able to communicate and chronicle their existence.

It’s All Greek to Me

KALEIDOSCOPE

LATINO

KALEIDOSCOPE

LATINO

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

LATINO KALEIDOSCOPE by Carlos D. Conde


Page 15

Page 18

MAGAZINE®

CONTENTS

OCTOBER 31, 2011

Our Lady of the LakeTailors New Initiativeto Mexican-Americans by Marilyn Gilroy

8

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

Students Receive College-Level Creditwith I-BEST Program by Frank DiMaria

Speaking Out on Campus Addictionand Sexual Assault by Michelle Adam

Educators Develop a Bilingual Online MathProgram thatWorks by Sylvia Mendoza

“Early College” Boosts Retentionby Angela Provitera McGlynn

11

12

15

18

22

Vermont Academy Launching Satellite Campusin Spain by Rosie Carbo

Study Examines Retirement Plans for CharterSchoolTeachers by Paul Hoogeveen

25

To view this and other select articles online,go to our website: www.HispanicOutlook.com.

Online Article


Page 22

Page 25

DEPARTMENTS

Cover photo courtesy of Our Lady of the Lake University

Latino Kaleidoscope by Carlos D. Conde

It’s All Greek to Me5

SScchhoollaarrss’’ CCoorrnneerr by Amber M. González 17

FYI . . .FYI . . .FYI . . . 30

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

Understanding Marriage and Parenthood Might Help LatinoYouth Complete Higher Education First

Back Cover

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

HHiigghh SScchhooooll FFoorruummHHiigghh SScchhooooll FFoorruummNew Study Links Bullying to Lower High School GPAs by Mary Ann Cooper

28

HHiissppaanniiccss oonn tthhee MMoovvee 21

IInntteerreessttiinngg RReeaaddss (Online only)

Book Review by Myrka A. González

The Nanotech Murders(Online only)

by Marilyn Gilroy

Thelargest of all Hispanic groups, Mexican-Americans, haveproduced a surge in the number of students seeking post-secondary education. According to a report from the Pew

Hispanic Center, the surge is attributable to the immigration wave that hasbrought more than 10 million immigrants to the United States from Mexicoin the past few decades. The report noted that these Mexican immigrantswere generally a young group with higher average fertility rates thanAmericans. Statistics show that from 2000-2010, about 7.2 million babiesof Mexican origin were born in this country while 4.2 million new immi-grants arrived from Mexico.

Many experts believe that how the new generation of Mexican-Americans is educated and incorporated into the work force and economywill have far-reaching effects on the future of the United States.

One city ahead of the curve in feeling the impact of this populationgrowth is San Antonio, Texas, home of Our Lady of the Lake University(OLLU). The university’s student enrollment is 63 percent Mexican-American, five times the national average. Recognizing the need to educatethese students, OLLU has launched the Higher Education for a NewAmerica, or HENA, described as an initiative “to better reach, teach andgraduate the students who are changing the face of America.”

“This population has been at our front door and is part of our history,”said Dr. Tessa Martínez Pollack, president of OLLU. “The current demo-graphics clearly indicate we need to do more to help these students suc-ceed in college.”

Martínez Pollack, herself of Mexican-American descent and a productof the city’s West Side, described San Antonio as ground zero when itcomes to the profile of tomorrow’s college-going students. Last fall, for thefirst time, the majority of first-graders in Texas were Latinos, and in 10years, these children will be entering college. The rest of the country willbe similarly affected.

“In 40 years, there will be more Latino children in U.S. public schoolsthan Anglo children,” said Martínez Pollack. “HENA is predicated on thechanging demographics of both our city and the country. Our universitycan champion what must be done for these students to serve the needs ofthe work force and the public good.”

It’s not the first time that OLLU administrators have given thought to thisissue. The university already has taken steps in preparing middle and highschool students – and their families – for higher education through itsCollege Conexion and University Familia programs. OLLU provides fulltuition and fees to more than half of its entering freshmen through itsInSpire Program and offers specialized academic advising and mentoringto motivate students to earn their degrees. In addition, OLLU introduced apartnership with Alamo Colleges to open doors to first-generation, workingadults to realize their aspirations.

But as Martínez Pollack explained, it is time to take these efforts to anew level.

INNOVATIONS/PROGRAMS


“This population has beenat our front door and is

part of our history.”Dr. Tessa Martínez Pollack, president,

Our Lady of the Lake University

Our Lady of the Lake Tailors NewInitiative to Mexican-Americans

“Of course, we have put some services in place and made some changesover the years,” she said. “But we really thought it was time for us to get bet-ter at what we do by anchoring our structures to produce significant results.”

HENA strategies go to the heart of understanding the role culture playsin the educational achievement of Mexican-Americans and other first-gen-eration students. Some of the unique challenges of this group include:parental pressures to quit school and go to work; assimilation in class-rooms and residence halls; lack ofacademic preparation; and an aver-sion to loans, even when one candemonstrate the return on educa-tional investment.

For the HENA program, thesechallenges are a starting point forcreating services and allocatingresources that will lead to success.

“We have to use culture as aplace to help our students grow,”said Martínez Pollack. “For example,many times we end up having towork with families of students ashard as we work with the studentsthemselves. The families ask: ‘Whyare you going off to college?’ ‘Whydon’t you just get a job?’ ‘If being acar mechanic was good enough foryour father, why can’t it be goodenough for you?’

“So there really is some familytension to deal with here.”

Rather than see the family as anobstacle or detractor for students,the HENA approach is to pull the family into the process and have conver-sations about the value of a college education. Martínez Pollack says thatonce parents see a pathway that will lead to a job and an economic payoff,they begin to accept the need to invest in education.

“We don’t see families as a negative or interference,” said MartínezPollack. “Instead, we build a relationship with the families so they are sup-portive of their son or daughter’s commitment to college.”

By examining the role family background and influence plays in thelives of young Mexican-Americans, OLLU has considered factors that mighthave shaped students’ attitudes toward money and decision making. AsMartínez Pollack says, many of these students have parents who are labor-ers or service employees, therefore, they have not been exposed to thekind of financial planning common to white-collar households in whichchildren are expected to go to college.

“We found that students from nonprofessional households just do nothave the same experience as those from professional households,” shesaid. “They did not see their parents routinely gather information or makelong-term decisions about education and money. That made us realize thatstudents need training in financial literacy.”

But consideration of culture goes even deeper. Martínez Pollack saysthey have looked at health care issues that might be prevalent.

“Many of our students come from families with diabetes issues,” shesaid. “So even our food services vendors were chosen with the idea that

they would provide meal choices for a proper diet and cultivate healthiereating habits.”

By acknowledging these factors and dealing with them holistically,OLLU gives students a better chance of persisting to their degree.

“We need to match up with students by looking at where they are andgetting them to where they need to be,” she said. “We have to use cultureas a place to help our students grow.”

All of this is supported by curriculum changes designed to graduateMexican-American and first-generation students with the talent andresources needed for the workplace. The OLLU general education programcalls for students to have competencies reflecting what employers expectand need. These include technology and information literacy, criticalthinking and problem-solving skills, and the ability to communicate andanalyze ideas orally and in writing. Curricular offerings have been added tomeet these goals.

“We instituted a speech and debate program after we heard employerstalk about the importance of communication skills,” said Martínez Pollack.

Employers also have made it clear that speaking Spanish, a skill thatironically is in decline among younger Mexican-Americans, is important inthe workplace, especially in nursing and health care occupations.

“We had to give students the message that their language is important,so we offer the opportunity to develop professional proficiency in Spanishas part of our degree programs,” said Martínez Pollack.

But the curriculum goes beyond academics and includes a commitmentto cultivate leadership skills through internships. As described by the uni-versity, the internships prepare students who are grounded with communityvalues, ready for careers and for advanced learning. The HENA initiative hasset a goal of 100 percent participation in an internship or practicum.

The current participation rate among graduates is 55 percent.Response to HENA has been overwhelmingly positive, says Martínez


Participants at HENA Strategic Meeting

Pollack, on and off campus. The initiative has received support from 26influential members of the area’s business community, and the members ofthe university’s board of trustees are solidly behind it.

Henry Cisneros, former mayor of San Antonio and former U.S. secre-tary of housing and urban development, is one of the community leaderswho sees HENA as good for the future of San Antonio and a more promi-nent role for Latinos.

“It is time in our nation’s development that an institution of higher edu-cation would adopt as its core mission the development of Latino leader-ship,” he said. “Our nation needs Latinos who have been prepared acade-mically, are committed to their societal obligations and are tested inreal-world leadership experiences.”

It is no surprise to those familiar with OLLU that this small universitywould take such a big step to serve its core population. Since its foundingin 1895, Our Lady of the Lake University has been deeply connected to thehistory and community of San Antonio. It is located in one the most dense-ly populated and poorest parts of the city with some of the lowest comple-tion rates for high school and college. But despite its size, OLLU has con-sistently been ranked among the top 50 universities in the country forawarding master’s degrees to Hispanics. It also has been named one of thebest universities for promoting Latino success in STEM fields.

“OLLU is perfect for this special role because of its location, its demo-graphics and its historic sense of mission,” said Cisneros. “The key isinfusing that commitment into the marrow of every university function andprogram, from top to bottom.”

Noting that only 13 percent of Hispanics 25 years and older have abachelor’s degree, and nine out of 10 low-income, first-generation stu-dents leave college within six years – without a degree, Cisneros said,“Those statistics are not acceptable, and HENA is part of the solution.”

And the benefits of HENA will reverberate for years to come.“The economic impact of a growing population with college degrees can

do more than face the challenges of our city,” said Cisneros. “It will providebetter-educated employees for companies, community leaders who careabout the future of our city and make San Antonio an education destination.”

HENA supporters hope it will become a national movement, with insti-tutions collaborating to share resources and best practices. They point outthat the city was the launching pad for the Hispanic Association of Collegesand Universities (HACU) more than 20 years ago. The organization wasstarted in a small office on the campus of OLLU and grew to a force formore than 450 colleges and universities across the nation.

Martínez Pollack says that OLLU certainly does not have all the answers tothe new educational challenges, but is in a position to facilitate the conversa-tion with others seeking to prepare a soon-to-be majority of Americans.

“We need to take a careful look and ask: who is the new population thatwe are serving?” she said. “We sometimes throw a lot of money at educationto try and solve problems, but this time, we need to dig deeper and dealwith the cultural sensitivities that our students bring to higher education.”


Tenure Track Faculty Position – Cornell University, Ithaca, NYWeill Institute for Cell and Molecular Biology / Microbiology

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

Cornell University, located in Ithaca, New York, is an inclusive, dynamic, and innovative Ivy League university and New York’s land-grant institution. Itsstaff, faculty, and students impart an uncommon sense of larger purpose and contribute creative ideas and best practices to further the university’s missionof teaching, research, and outreach.

Cornell University has established and endowed the Weill Institute for Cell and Molecular Biology (http://www.icmb.cornell.edu). The Institute currentlyhas nine faculty who are located in a $160M new research building—Weill Hall—designed by renowned architect Richard Meier, and dedicated in October2008. The goal of the Institute is to build a vibrant center of scientific excellence in basic biology integrated with existing outstanding programs in cell andmolecular biology, chemistry, physics, computational biology, and engineering. Institute faculty have full academic appointments in basic sciencedepartments to which they contribute teaching and service. The Institute, directed by Professor Scott Emr, sits in the middle of a set of life sciences researchbuildings on Cornell’s Ithaca campus.

The Department of Microbiology (MICRO) (http://www.micro.cornell.edu) in conjunction with the Weill Institute invites applications at the AssistantProfessor level. Microbiology currently has over 40 affiliated faculty members. Candidates with expertise in bacterial cell biology and macromolecularstructure-function analyses are encouraged to apply. The ideal candidate will integrate, as appropriate, some of the following: molecular genetics,biochemistry, proteomics, spatially and time-resolved imaging of single cells or molecules, and modeling to understand fundamental processes in livingcells. Specific areas of interest include: cell motility, secretion, cell division, stress response pathways, and macromolecular assembly and turnover.Questions about this position can be directed to Joe Peters, the search committee chair, at [email protected].

How to Apply – Applicants should submit a curriculum vitae (highlighting 3-5 publications with title and abstract), a research plan (2-3 pages), and astatement of teaching interests. Three letters of recommendation are also required. The cover letter should describe how the applicant fits the interests of theWeill Institute and Microbiology. All materials, including letters of recommendation, should be submitted electronically tohttps://fastmicro.icmb.cornell.edu. The committee will evaluate completed applications beginning December 1, 2011; applications will be accepted andreviewed thereafter until a suitable applicant is identified. Administrative questions can be addressed to Cathy Williammee, Weill Institute Manager, [email protected].

About Cornell – Cornell comprises a varied array of academic units from music and literature to astrophysics and veterinary medicine and is a member ofthe Ivy League. The main campus of Cornell University, which overlooks 40-mile-long Cayuga Lake, is located in the Finger Lakes region of Upstate NewYork, a scenic environment of spectacular lakes, waterfalls, gorges, rolling hills, farmland, vineyards, and state parks. It is an area with outstandingrecreational and summer and winter sports opportunities for individuals and families. For more information and links to individual attractions, visithttp://www.visitithaca.com/.


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

Onething was clear at the NationalCouncil of La Raza’s (NCLR)annual conference in Washington,

D.C., in July – the empowerment of the Latina isa major priority and an increasing success.Latinas are visible, vocal and vital in every aspectof the organization.

“A Latina Perspective” was one of the sixmajor tracks at the conference. Latina empower-ment was highlighted in workshops on businesspresented by the Hispanic Women’s Corporation;in a NCLR report on its “Latina Wisdom Project,”in a presentation on teenage pregnancy preven-tion and in a workshop called “Own It” aboutwomen entrepreneurship, among others. Latinaempowerment was even evident in the firstevening’s entertainment session, the Nuevo TV’sComedy Night featuring three hilarious stand-upcomedians, including the side-splittingly funnyDebbie Gutiérrez.

But the “Empowerment of Latinas” focuswas most evident at the “Latina Brunch” whenLa Raza President Janet Murguía, recognized bymany organizations as one of the most power-ful women in America, introduced the “incom-parable” keynote speaker, Arianna Huffington.“In her past life, Huffington must have been afierce warrior and a wise Latina,” laughedMurguía. “She is certainly now the AmericanDream personified.”

Born in Greece, Huffington spoke aboutbeing raised by a dedicated mother after herfather, “a terrible philanderer,” left; and how hermother sacrificed everything to save enoughmoney to send Arianna to college at Cambridge,England, because that was her daughter’sdream. After receiving a master’s degree in eco-nomics, she told how she received more than 35rejections of her first book before it being pub-lished, when she then went to America and, asMurguía puts it, “with incredible immigrantspirit, dove into politics and journalism.”

As blogger Angelica Pérez-Litwin gushedonline for “Nueva Latina” during the luncheon:“Amidst a room filled with over 1,800 Latinos ofall ages, nationalities and professional back-

grounds, this influential social icon stood infront of us and immediately felt like one of us.”

Huffington has the advantage of a life storythat fits just about any audience. As she said her-self, in her heavy Greek accent: “We are broughttogether here by our shared immigrant experi-ences and by the fact that immigration expresslyis the foundation of America,” she said. “So it istruly so great for me to be here, walking aroundand greeting so many people with accents. It’sall good.” She joked, “Henry Kissinger told meyears ago to never underestimate the incredibleadvantage in American public life of total andcomplete incomprehensibility.”

A mother of two college students, sherecalled that when she was growing up hermother made her believe that “failure is not theopposite of success; it is a steppingstone to suc-cess. That’s what I call fearlessness,” she said.“Fearlessness is really about getting up onemore time after you fall down.”

Conquering fear also makes one more empa-thetic, Huffington said. “In order to move thecountry away from fear, we need to stop thescapegoating; the fear of ‘the other’ – the immi-grants. We need to teach people how to expandthemselves, as we become increasingly empa-thetic – and interdependent.”

As the new president and editor-in-chief ofthe AOL Huffington Post Media Group, whichbought out her highly successful Huffington Postjust six years after she launched it, the wayHuffington wants to increase empathy is by hav-ing Latinos “share our stories.” She launched anew online site, “Latino Voices,” in October todo just that. “The success of 50 million-plusLatinos in America means that their success isvital to all,” said Huffington. “We must be surewe and our children have the education to suc-ceed,” Huffington concluded. “And we have toshare our stories.”

That message matches the mission for theNCLR envisioned by Murguía. “We are workingon telling our story every day,” she often says,and the visibility of Latinos and Latinas in themedia is one of her key concerns. As president,

she has “sought to strengthen the Latino voice inthe media” and has appeared on all the majorcable news shows as well as PBS. Murguíareceived her B.S. degree in journalism in 1982at Kansas University, then went on to earn a B.A.in Spanish and a J.D. from the Kansas School ofLaw. Like Huffington, Murguía also dove intopolitics and journalism, working for a Hispanicstate legislator and then deputy assistant toPresident Bill Clinton in the White House beforebecoming vice chancellor for university relationsat her alma mater. She sees La Raza’s strategy topromote fair, accurate and balanced portrayalsof Latinos and Latinas in the entertainmentindustry ... by telling real stories, according toHuffington’s message.

But the message that the blogger Pérez heardfrom Huffington was “don’t give up on yourself.”

That was certainly the theme of the panel ofsuccessful Hispanic, Asian- and African-American business women who discussed“Bridging the Gap ... Building the Future.” All oftheir stories were of struggle and surprising suc-cess. The number of Latina-owned businesses is44 percent compared to a national of 18 per-cent,” Huffington had pointed out. But theseprofessional leaders emphasized that as women,they especially had the skills to “collaborate”and to work with others from all ethnic groups.“You’re not an island,” the officials fromPepsiCo. Inc., Walmart, Kraft Food and CampbellSoup Company agreed. “You can’t achieve suc-cess by yourself. You have to get help and helpothers along the way. Having a mentor – andlater being one – is a key to success.”

The women business leaders had all experi-enced ethnic and gender discrimination. “Weneed to change stereotypes, be they about ‘angry’Blacks or ‘yielding’ Asians or ‘obeisant’ Hispanicwomen,” they all agreed. “You learn to work withambivalence and change.”

In our next issue, the last article in the seriesfrom the La Raza conference will address theLatino demographic and the electorate.

CONFERENCES/CONVENTIONS

Students Receive College-LevelCredit with I-BEST Programby Frank DiMaria

Many of America’s community colleges facethe challenge of educating basic skills stu-dents, those students who have very low

levels of academic skill. The community collegesof Washington state are no exception.Washington State Board for Community andTechnical Colleges (SBCTC) research finds thatonly 13 percent of English as a Second Language(ESL) students and less than a third of adultbasic education (ABE) students continue on tocollege-level work.

Nationally, more than 2.5 million studentstake adult basic skills courses through commu-nity colleges, high schools or community organi-zations. Often, these students hold low-skill jobsor are not employed at all, and few successfullytransition from basic skills courses to college-level coursework that would help them earn cre-dentials that would increase their chances ofsecuring jobs paying family-supporting wages.

Barbara-Jacala Whalen, student support spe-cialist at Edmonds Community College inLynnwood, Wash., says she knows about the lack

of confidence ESL and ABE students can experi-ence as a result of their lack of academic suc-cess. “I teach a class here called Keys toSuccess, and I discuss multiple intelligences,and we talk not about how smart you are, butabout how you are smart. When I tell my stu-dents this, many cry and say, ‘Why didn’t anyonetell me about this before?’” says Jacala-Whalen.“It’s all about teaching them confidence, a feel-ing very few have had,” she says.

And Marcos Valle, Ph.D., an instructor inEdmonds’ International Division, knows abouttheir hardships. “I’ve heard from a student who‘had to raise myself’ due to family chaos. Othersmay be young, unmarried parents, caring for achild or more. Others may have heretoforeunattended learning disabilities.” Most recently,Valle has welcomed soldiers returning from wartheaters in need of further education and jobplacement.

Valle’s ABE students face financial obstacles,scheduling obstacles and a lack of sufficientprior education. Many have difficulty adjustingto a dynamic, complex, diverse environmentand have difficulty balancing academic life.

ESL students might have the roughest time. Inmany cases, the ESL student “used to be some-body,” as one of Valle’s students put it. In theirnative countries, they were accountants, nursesand veterinary technicians. “A student in one ofmy spring quarter classes was a psychotherapistin her country. Now they are looking for theirnew voice while struggling to redefine their iden-tity and build a new life while learning anotherlanguage and navigating a new culture.

“Some ESL students may be illiterate in theirown languages, some may be elderly, some maycome from removed rural areas. Some maycome from war-torn regions. They all find them-selves now in a culture that depends tremendous-ly on reading, on technology, on the complexdynamics of urban environments, or may findthemselves in the same academic space with fel-low students who were on ‘the other side’ ofwhatever war they are running from. As you cansee, the difficulties are many,” says Valle.

To increase the rate at which ABE, ESL andGED students advance to and succeed in college-level occupational programs, SBCTC developedthe Integrated Basic Education and Skills Training(I-BEST) program. In the I-BEST model, a basicskills instructor and an occupational instructorteam teach occupational courses with integratedbasic skills content, and students receive college-level credit for the occupational coursework. I-BEST classes integrate college credit courses withEnglish-language and adult basic skills andinclude five hours a week of noncredit ABE andESL instruction.

I-BEST increases the rate at which basicskills students succeed in college-level course-work leading to certificates and associatedegrees in high-demand fields. In AY 2010-11,Edmonds Community College served 232 I-BESTstudents. The average persistence rate (rate ofstudents continuing from quarter to quarter tocomplete a degree) is 82 percent in Edmond’s I-BEST program. Edmonds issued 158 certificatesto 106 I-BEST students, and only had a 14 per-cent dropout rate.

I-BEST programs cover a wide range ofoccupations, with courses in areas such as asnursing and allied health, computer technologyand automotive technology. With integratedprogramming, basic skills students get the ben-efit of support from basic skills instructorswhile earning credit toward a certificate ordegree. Jacala-Whalen says that currently morethan 140 I-BEST courses are offered statewideat community colleges in Washington.

In addition to helping students succeed, I-BEST courses save them time and moneybecause they dispense with prerequisites. Forexample, for students who need two or threemath courses before they may enroll in a com-puter science course, those prerequisites willbe satisfied by the single computer science I-BEST course. Students are learning the com-puter science and the basic math ski l lsrequired for the class concurrently. In addi-tion to saving students time, Jacala-Whalensays, I-BEST courses also make the financial



Marcos Valle, Ph.D., instructor, International Division,

Edmonds Community College

aid people very happy because the schoolspends less on financial aid.

Before an I-BEST course is offered, the twoprofessors assigned to the course must firstdetermine the most effective way to team-teachthat course. They do this by developing theteaching strategies that they will employ for thatspecific course. The I-BEST program recom-mends six teaching strategies from which theinstructors can choose: traditional team teach-ing, collaborative teaching, complementary/sup-portive team teaching, parallel instruction, dif-ferentiated split class, and monitoring teacher.

In the traditional team-teaching strategy,all instructors utilize the instructional time topresent the same curriculum in different for-mats and approaches. This strategy prizesmultiple intelligence approaches and currentcognitive science.

In the collaborative teaching strategy,instructors explore theory and curricula

through Socratic discussion between instructorsand students. Student-led discussions and smallgroup work may also be used. Instructors act asguides to prompt an exchange of ideas betweenthe students.

The complementary/supportive team-teach-ing strategy requires instructors to maintaintheir separate roles as core content instructorand basic skills support instructor. Core instruc-tion is provided by the content instructor, andthe support instructor follows up with supple-mental activities to dissect the core lecture, text

book and curriculum.The Parallel instruction strategy embraces

both instructors as leaders in the classroom.When the class is divided into groups, eachteacher is responsible for leading identical cur-riculum to his/her individual group.

In the differentiated split-class strategy, theinstructors use their increased manpower anddivide the class into skill levels, addressing thoseskills separately. This technique addresses thevaried progress between student populationswithin a class.

In the monitoring teacher strategy, oneteacher assumes the responsibility of instructionwhile the other monitors student behavior andcurriculum acquisition.

For instructors who are not used to sharingtheir teaching space, the I-BEST model cantake some getting used to. “People are just peo-ple, and issues will arise. One might have feelingsof insecurity or inadequacy, or communicationskills might be worked on. Different levels of pro-fessionalism or different levels of passion for/ded-ication to the subject matter and students mightalso arise and make the work relationship onethat requires attention. I can see how these situa-tions might occur. I was fortunate to work in I-BEST situations in which both the content instruc-tor and I checked our egos at the door andallowed ourselves to make mistakes and be recip-ients of – and donors of – input and feedbackand learning,” says Valle.

The six team-teaching strategies of the I-BEST program may be employed in one of fourI-BEST instruction models: nonintegrated; non-integrated instruction with separate, contextual-ized basic skills; partially integrated instruction;and fully integrated instruction.

In the nonintegrated model, the contentinstructor teaches his/her class as in a tradi-tional classroom. However, the basic skillsinstructor is in the classroom for clarificationand support. In the nonintegrated instructionwith separate, contextualized basic skillsmodel, the two instructors work independently.Typically, they will review each other’s lessonplans, and the content instructor will providethe basic skills instructor with input on the lat-ter’s plans applicability, relevance and/or accu-racy for the content class. In this model, twodifferent classes are taught on the same subject– one by each instructor.

In partially integrated instruction, the contentinstructor listens to the basic skills instructor’sfeedback on text selection, curriculum organiza-

tion and layout and pedagogy. For instance, a basicskills instructor might suggest that the contentinstructor replace the lecture-only model of teach-ing with more student-centered practices, fromrole-playing to group work to group presentation,to name a few. They cooperate together in the class.

The fully integrated model might bedescribed as a marriage of content and basicskills support, as both take place concurrentlyin the classroom. Typically, instructors will dis-cuss their strengths and weaknesses and struc-ture the classes so as to benefit from bothinstructors’ strengths.

“If, for instance, one instructor is very goodat, say, organizing role-playing scenarios (notmy strong suit), the other will allow the first touse that skill to foster student learning as theyadvance the curriculum together. In my mostrecent I-BEST experience, I teach just straightESL. My co-instructor and I worked together atthe front of the class, cooperating with one

another, picking up where the other left off,breaking down concepts, and establishing con-nections with previously presented content,completing and complementing each other’sthoughts and work. Both content and basic skillshappened throughout all classes,” says Valle.

This pairing up requires that instructorsdecide how they are going to tackle the lessons,such as what model of instruction they are goingto use. “In our program, we tend to allow for asmuch integration as possible. It’s possible that incases where there might be a lot of territoriality,


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

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

a non-integrated model might be in the bestinterest of students,” says Valle.

And that’s the key; keeping the best interestof the students in mind. I-BEST courses shouldappear seamless to the students and offer thebest possible environment for learning.

Crhistian Blanco, a native of Managua,Nicaragua, was first introduced to the I-BESTprogram at Olympic College and transferred toEdmonds to enroll in the I-BEST accountingprogram, which was not offered at Olympic.For Blanco, the experience has been incrediblypositive. Since enrolling in the class, Blancohas had the opportunity to reinforce his“English and accounting knowledge in manyaspects,” he says, reaching a level of proficien-cy he had not expected.

Having an I-BEST instructor in a classroomis like having a second set of eyes and ears, anadvocate for the students. For example, whenBlanco would fall behind in his note taking inhis accounting class because of his lack ofEnglish proficiency, his I-BEST instructorwould ask the accounting professor to repeatwhat he had just said, allowing the ESL students

to catch up.“She always was aware of the students who

were not understanding the material by justlooking at my classmates’ faces and asking ouraccounting teacher questions for us. As aninstructor, she knew who understood the sub-ject and who did not. At least, this is my percep-tion from having seen her doing her job. Shewas definitely an important and crucial part inthat I-BEST class for every student to succeed,”says Blanco.

The I-BEST instructor was ever-present inBlanco’s accounting class, where she reviewedcomplicated accounting terms with the ESL stu-dents and asked questions that most of the ESLstudents could not ask because of the languagebarrier. “Every single day she was in that class,she found a very clear way to re-explain every-thing that our accounting teacher taught usabout accounting,” says Blanco.

But the I-BEST instructor’s role did not endin the accounting classroom. She would meetwith her I-BEST students in her classroom whereshe would review dynamic accounting activitiesand electronically share the notes she had taken

through Blackboard.“Periodically, she went though our account-

ing material in her class and tested our knowl-edge of it. It seemed to me that she did all ofthese things to find out what problems we werehaving. Usually, she was very creative in herclass. She helped us to boost our learningprocess and English skills by making us readaccounting concepts, encouraging us and walk-ing us though every exercise. Undoubtedly, thejob she did jointly with our teacher allowedmany of us to successfully pass the accountingclass and keep moving forward despite all of theEnglish issues we faced in it,” says Blanco.

Edmonds was one of five community collegesin the state of Washington that piloted the I-BESTprogram back in 2006, offering just one com-puter course. All I-BEST participants must quali-fy as basic skills students. Washington State’sonly requirement for I-BEST eligibility is that stu-dents score below a certain cutoff on a standard-ized basic skills assessment. Individual colleges,however, often have additional academic andpersonal criteria for student participation. I-BEST students are, on average, more likely thanother basic skills students to be older, female, tohave a GED or high school diploma and to beenrolled in college full time. Further, a higherpercentage of I-BEST students are in the lowestquintiles of socioeconomic status. Collegesrecruit students for I-BEST from their own basicskills courses and through partnerships withoutside organizations and businesses. Still, I-BEST programs have varying degrees of successin recruiting enough students to warrant offeringall their I-BEST courses every quarter.

Blanco was one of those lucky students whowas successfully recruited into Edmond’s I-BESTaccounting program, and as a result he has blos-somed as a student and has set his sights on com-pleting an associate degree.

“I strongly believe that the I-BEST programcan make people believe in themselves and takethem down a path that can give them back thehope of getting a higher education. This pro-gram I got into can completely make peopledream about reaching a college education theyhave never gotten, or finish a career they havenever been able to complete,” says Blanco.


Vice President of Student Services (#3ASP01) The Chabot-Las Positas Community College District is seeking a Vice President

of Student Services for Las Positas College in Livermore, CA. The Vice President

of Student Services is the Chief Student Services Officer and is responsible

for the overall design, organization, delivery, supervision, evaluation, and

fiscal management of a comprehensive student services program including

admissions and records, counseling and advisement, matriculation, financial

aid, Veterans’ affairs, assessment, transfer/career center, health services,

Extended Opportunity Programs & Services, Disabled Student Programs and

Services, CalWORKS, course and program articulation, student outreach and

recruitment, international student services, community

education, student discipline, student grievances, student

scholarships, student government and activities, and the

One Stop Career Center. $130,430 - $154,911/yr.

Closing date: 11/07/11, 5 p.m. (Pacific Time).

For a complete description, the interview schedule, and to apply for this position, visit us online at www.clpccd.org/hr.

EOE

Speaking Out on CampusAddiction and Sexual Assault by Michelle Adam

Thestatistics are mind-boggling: One thousand eight hundredtwenty-five college students between the ages of 18 and 24die annually from alcohol-related unintentional injuries,

including motor vehicle crashes. Nearly 600,000 students between ages 18and 24 are unintentionally injured under the influence of alcohol, andabout 700,000 between 18 and 24 are assaulted by another student whohas been drinking. In addition, 97,000 students between 18 and 24 arevictims of alcohol-related sexual assault or date rape, and about 25 per-cent of college students report academic consequences of their drinking,including missing class, falling behind, doing poorly on exams or papers,and receiving lower grades overall (according to NIAAA, the NationalInstitute on Alcohol Abuse and Alcoholism).

Unfortunately, these statistics are worse than those of a decade ago.According to NIAAA, binge drinking, and driving while intoxicated haveincreased since 1998 (DWI student reports increased from 2.3 million to2.8 million). In 2001, there were an estimated 1,700 alcohol-related unin-tentional injury deaths among students 18 and 24, an increase of 6 percentamong college students since 1998. In addition, the connection betweenalcohol abuse and sexual assault on campuses has only become strongerand more evident.

What’s different today, though, on a positive note, is that finally peopleare speaking out on this topic. One such speaker, Elaine Williams, hasexperienced firsthand addiction, sexual assault and low self-esteem as acollege student, and is now traveling across the country to speak to thisreality on college campuses.

“I like to think that there is a lot more awareness now about addictionand sexual assault issues on campuses than in the ’80s when I went toschool,” said Williams, who works with Admire Entertainment, a speakers’agency out of New York. “Every time I go on stage, I pray that I can helpsomeone. If I can help one kid, then all this travel is worth it.”

Williams met Barbara Meyer, president of Admire Entertainment, abouta year ago, and since then she’s been speaking to students on addiction,sexual assault and eating disorders. Williams brings to the stage her skillsas a New York comedian (including appearances on Saturday Night Liveand HBO), and a Certified Ford Institute Life Coach. She shares her per-sonal story with humor and hope.

Raised in Dallas, Texas, Williams tells students about her childhood,growing up with a raging alcoholic stepmother, and many incidents of sex-ual assault from close family members and neighbors. “I tried to tell mystepmother and father, but they said that I was being dramatic. I becamebulimic and began abusing laxatives off and on for 12 years,” she said.“When I got to college, I made a deal with myself that as long as I get goodgrades I could do anything I wanted. I drank every night and took ecstasyon weekends my freshman year. I still abused laxatives, but not as much asbefore. Also, my freshman year I was part of an attempted date rape. I was



Elaine Williams has experiencedfirsthand addiction, sexualassault and low self-esteem

as a college student, and is now traveling across the country to speak to thisreality on college campuses.

nervous and insecure, so I’d drink extra on dates. On one date, I woke upfrom blackouts with a guy on top of me.”

Williams tells students how her substance abuse continued despite itseventual impact on her grades and its precipitation of harmful events thattook place on and off campus. “By my junior year, I was snorting crystalmeth. Because I had had a lot of sexual stuff happen to me, I had a lot ofshame. I know there’s a strong correlation between shame and addiction,”she said. “I had been an A student with a couple of B’s. But then my gradeswent down to C’s the semester I was on crystal meth. Also, during myspring break, I had memories of coming in and out of a closet with guystaking turns on top of me. I had been drinking all day, and I know I would-n’t have been in that situation if I had not been drinking.”

Williams’ story is difficult to hear, but her message is highly relevant.With nearly four out of five students (78 percent) having consumed alco-hol by their senior year in high school (and one of four females molestedby the time they are 18, and one in six males, according to Williams), it’scrucial that students learn to be careful.

Williams teaches moderation. “I teach students to breathe and slowdown. I show them relaxation techniques so they can learn to deal with thestress of college life. If you come from stress, anger, fear or frustration andthen you start to party, that is when dangerous stuff happens,” she said. “Itell them not to leave a drink unattended because of all the date rape drugs.And to always go with a party buddy and a designated driver. I also addresswhat to do if you aren’t driving. Just because you aren’t driving doesn’t meanyou don’t need to be safe. All of these assaults happen on college campuses.”

Admire Entertainment has been addressing these issues with studentsin other ways for years now.

One specific program the agency has created for students throughoutthe country is called Playfair. Speakers visit about 350 campuses within athree-week period in the beginning of the school year for orientation.Admire Entertainment President Barbara Meyer calls it “an orientationshow that is an icebreaker. We want students to feel secure right away intheir communities. They say students drop out of school because they feelisolated and not because of grades. So we want students to know each

other from the beginning.”“There are lots of studies that show there is a direct link between sexu-

al assault and substance abuse. And there’s a direct link between sexualassault and food disorders. It’s all about stuffing feelings down and self-medicating to ease the pain,” said Meyer. “The trend is also that studentsare trying to keep up with the fast pace of technology and what they see inthe media, and so they will do anything to keep up. It is even more difficultthan before for students to avoid all the media where everything is overlysexualized. It’s also dangerous that on every channel there is always the lat-est fad. ... There’s a lot of pressure.”

While these kinds of issues are less “hidden in the closet” than they usedto be – and there are more resources for addressing concerns related to sex-ual abuse, addiction or eating disorders – Meyer feels not enough is beingdone to address what’s really happening. “I think sexual assault is occurringmuch more than before and it is still not being talked about enough. Manyschools want to handle this internally, and there’s still a double standard forwomen,” she said. “Our goal is to encourage students not to be silent.”

Hispanic students have their own challenges to deal with on collegecampuses, said Meyer. “I do a lot of work with schools in the Southwestpart of the country, and am especially fond of schools in Southwest Texas.Many of these students are first-generation and bilingual. Many of themstay within 100 miles of their homes,” she said. “These kinds of issuesoften aren’t talked about in their communities. When I speak to schoolswith high Hispanic populations or Asian populations, a lot of these topicsare rarely out there in the forefront.”

In addition to issues of sexual assault and addiction being quieted more inHispanic or Asian-American communities, Hispanic students often face the chal-lenge of being the first in their family to attend college. Said Meyer, “People whocome from Hispanic communities often come from close-knit families and cul-tures. When they come into a large-school environment, they can be prey.”

“The other day, a Hispanic boy came to me and told me that he had justbeen sexually assaulted when he had been drunk,” she said. “I am amazedwith how many students come up to me to tell me about themselves or theirmother, brother or sister. I have at least a few people every time come up to


“I think sexual assault isoccurring much more thanbefore, and it is still not beingtalked about enough. Manyschools want to handle thisinternally, and there’s still a

double standard for women.”Barbara Meyer, president,

Admire Entertainment

me sharing their stories. Sometimes no one wants to admit to me that theyhave a problem, so they tell me about family members or others struggling.”

Williams says, “I teach students how to party safely. We know thatdrinking is often a part of the college experience. My goal is to give stu-dents some tools to make healthier decisions when they are under peerpressure. I talk about how alcohol affects your ability to reason and affectsyour inhibitions.”

For many students who hear Williams or other speakers addressingthese kinds of issues, the words come too late. Yet it’s never too late to healthe wounds inflicted.

“My final point is the importance of talking about this with the rightperson. I would often reach out, but to the wrong person,” said Williams.“There is something so healing about being able to share with those whohave had the same experience. You know you are not alone and that it

really happened. I think there is something very powerful about getting thisout of our bodies. We carry all of this emotional stuff in our bodies.”

With each campus visit, Williams hopes she can open a door that willallow students to heal and feel safer on campus. Her speech prior to TheHispanic Outlook interview was in Las Cruces at New Mexico State University(NMSU). Here she was pleasantly surprised to discover ways in which theschool aimed to make campus a safer place for students. At NMSU, studentscould use a free cab service, and if “you are studying late and need to comeacross campus, they will pick you up in a golf cart and take you home,” saidWilliams. “This is a phenomenal service we should have nationwide.”

Changing the campus environment so it is safer for all students seemslike it will take time, though. First, “universities need to educate their stu-dents,” said Williams. And students will need to change their habits andbuild greater awareness for a safer campus community to develop.


As an aspiring elementary schoolteacher, I once hoped to empower and prepare elementaryschool students to pursue education beyond high school. However, as I continued through the edu-cational pipeline myself, I realized that there were multiple challenges throughout the pipeline andthat not only is access to postsecondary education of high importance, but of equal importance ispersistence within higher education.

Hispanics are the nation’s fastest-growing minority group, and although a large minority group,Hispanic youths are still less likely than Blacks, Whites or Asian-Americans to graduate from highschool, go on to college and earn a degree. Further, the number of Hispanics who apply, are admit-ted and complete a doctoral program in the United States is smaller than that of almost any otherethnic group. This fact, in conjunction with the challenging educational experiences I have facedalong with my community, led me to desire an understanding of how we can inspire Hispanic stu-dents to pursue education beyond the bachelor’s degree. Now, with the understanding I gainthrough my studies and research, I hope to directly inspire undergraduate students to pursue agraduate education.

Within my specific graduate studies at the University of California-Santa Barbara, I have focusedmy interest on examining Hispanic access and persistence through the education pipeline. My teaching, service and research have focused on howinstitutional and individual factors influence Hispanic undergraduate students’ aspirations to pursue education beyond the baccalaureate degree.Graduate education is a way to facilitate opportunity for the social mobility of Hispanic students. The choice to enroll in graduate education can stemfrom earlier decisions made through the educational pipeline.

I had the opportunity to attend the 2007 and 2009 American Association of Hispanics in Higher Education (AAHHE) conferences. The interactionwith a diverse group of scholars greatly benefited me with its focus on improving the quality of higher education, mentorship and peer networking,values I share as a result of their direct impact on my own educational success. In 2011, I had the good fortune of being selected to attend the con-

ference as an AAHHE Fellow. The opportunity to join this circle of trust, support and encouragement inspires me to do better in myown research, mentorship and teaching. Having an education family – a community in which I can share my challenges and

my successes and participate in critical dialogue surrounding issues related to Hispanics in higher education with fellowgraduate students, professors and administrators from around the country – provides me with a sense of purpose

to make a contribution to education policy that affects not only access to higher education, but to persis-tence and access to graduate education.

BByy AAmmbbeerr MM.. GGoonnzzáálleezzDoctoral Candidate, Child and Adolescent Development, Gevirtz Graduate School of Education,

University of California-Santa Barbara, 2011 AAHHE Fellow

SScchhoollaarrss’’ CCoorrnneerr

by Sylvia Mendoza

Formany students at Sierra Vista Alternative High School inWhittier, Calif., math courses were more than intimidating.Almost all the students there had failed math classes at one

time or another. Math was a sign of personal failure that could be detri-mental to any thought of pursuing higher education. Why was there thisdisconnect from math?

Sierra Vista staff sought ways to turn around the dismal situation.Online resources seemed like a possible solution, but they knew they hadto take into account district assessments and cost. It was frustrating to fig-ure out ways to get their students through algebra and other basic mathcourses. They all wanted to close the educational gap, as well as the con-ceptual gap of how students saw themselves.

“When you get the ‘I’m terrible at math’ attitude, self-esteem spirals outof control and they perpetuate their own fears with math anxiety,” says

Carrie Bisgard, math chair at Sierra Vista, and online program coordinator.“We know that all kids don’t learn the same way, but some hadn’t passed amath test in years.”

Bisgard knew about National Repository of Online Courses (NROC) andthat the Monterey Institute of Technology and Education (MITE) wasalready working on a bilingual online math resource called HippoCampus(hippocampus.org). With continuous enrollment of about 430-450 stu-dents throughout the year because of students’ life circumstances, a hybridteaching approach seemed perfect and very appealing. “Students can startschool in November and not be behind,” said Bisgard. “They would juststart at the beginning of the book and work at their own pace. Independentstudy through online sources for an alternative school is a perfect fit.”

HippoCampus could ascertain students’ strengths and weaknesses, andguide them on a path of remediation they could relate to until they couldmaster given math concepts. She wanted in.

“I harassed them until they accepted us as part of their pilot program,”she says.

Sierra Vista became the first high school to try out the HippoCampuscurriculum. This interactive, multimodal, multimedia developmental mathprogram teaches arithmetic and beginning and intermediate algebra – andstudies already show that it closes proficiency gaps. The program includespre- and post-assessments that guide students to use a combination oflearning methods that work for them – from enriched videos to wordproblems. It could include warm-up exercises, presentations, examples,problems, strategies, tutoring, puzzles, projects, reviews and choices forproblem solving.

“The kids were excited for a new format,” says Bisgard. “It’s like atutoring program that goes at your own pace. They could try a problemover and over again until they got it right.”

Other programs were costly. If they had to pay, they could not do it,says Bisgard. HippoCampus was good quality and flexible; it could pinpointwhat the student needed and where she or he was having the most difficul-ty, taking the guesswork out of it for teachers.

“It is set up in such a way that they really don’t fail,” she says. “Eachstudent takes accountability for his own success. Instead of saying I’vefailed, they can say, ‘I haven’t finished yet, or I’m still working on it.’ Anyounce of success helps move them forward.”

The difference from using HippoCampus as an online math sourceproved phenomenal. After finishing one textbook unit, more than 90 per-cent of the students passed. Only 40 percent to 50 percent had passedprior to that. For many, this was the first time they passed a math test.Success grew. One student got through the whole course in about threemonths on his own time, Bisgard says. Now the alternative education site isdoing as well as comprehensive traditional schools in algebra success.

“Some students have to take their time to master the subject,” sheexplains. “It might take two academic years, but the trade-off is great. Theywill be solid and most likely won’t have to take remedial math in college.It’s an investment we need to make.”



Educators Develop a Bilingual Online Math Program that Works

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

The InceptionThe Monterey Institute for Technology and Education (MITE) created

HippoCampus as an online bilingual developmental math curriculum,using Open Educational Resource (OER) guidelines. The website taglinereads: “Teaching with the Power of Digital Media.”

“It is specifically aimed at increasing the math mastery of students fromlow-income and minority communities that need to develop additionalmath skills in order to make progress in their college careers,” said Dr.Gary López, MITE founder and executive director.

When López was a graduate student at University of California (UC)-SanDiego and later a lecturer there, he knew, with a background in media,software development and education, that online educational resourceswould be the wave of the future. “I worked on computers that were as big

as a garage, but I watched the whole technology thing evolve from that. Iknew the power of this technology would be useful for education.”

His goal became clear. “If I could use it as a teaching tool and make itcheap enough and available enough, it could be life-changing,” he says.“The system told students they had failed. Then the idea of failing was self-perpetuating. It was not acceptable.”

Dr. Francisco Hernández, currently chancellor for students at Universityof Hawaii, was the last of nine children, born and raised in El Paso, Texas.By the time he started school, his siblings had already taught him how toread; he also knew his colors and numbers. He had made his way throughcommunity college in California, transferred to UC-Berkeley and went onto earn his Ph.D. from Stanford. His mission was always clear: for thosewho had not had the same opportunities as he had, he wanted to makeresources available and accessible, especially for low-income and minoritystudents. He wanted to level the playing field.

Fast forward to the 1990s when he met López, who by then had also found-ed Archipelago Productions, developing award-winning digital products for theeducation market and documentary films for television, including films forJacques Cousteau. In 1997, López became president and CEO of NETg, a globalleader in providing e-Learning solutions to many of the largest corporations inthe world, including Shell, IBM, AT&T, Honeywell and Motorola. He was morethan qualified to tackle the challenge of online educational resources.

The duo tried to figure out a way to make these resources free andaccessible to any student worldwide – no matter where they lived – and tomake the high school and college curriculum comply with federal andstate standards. It also had to be rigorous enough to fit UC standards.

“The field of online learning is rapidly expanding for all levels of edu-cation,” says Hernández. “Teachers need to use online technologies andbetter digital media in order to provide students with access to learningboth inside and outside of the classroom so they can have a greater chanceof academic success.”

It was a huge undertaking.

HippoCampus Raises the BarThey scoured the country for content that would align with federal and

state standards. HippoCampus was born. The name was the brainchild ofMITE’s director of operations, Nancy Cook. “It was a perfect double enten-dre for the site – for the part of the human brain responsible for our memo-ries and also for a playful academic institution,” explains López. Funded by


Educators Develop a Bilingual Online Math Program that Works

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

Carnegie Mellon and eventually the Bill & Melinda Gates Foundation, mem-bership fees set up much like PBS make the nonprofit program sustainable.

“I knew how to run a business, but here, the financial picture wasn’tthe bottom line,” says López. “I had to post our mission over my desk tokeep me on track.”

Mission No. 1: There was a need to stay financially solvent with sustain-ing memberships. Community colleges, universities, school districtsseemed to be on board with this.

Mission No. 2: Reach as many students and teachers as possible.Hippocampus is doing that; it has about 250,000 visitors in a given month,López says. “Eighty-five percent of these are online between 8 a.m. and3 p.m., so that means they are using it in the classroom, projecting it, andstarting students on independent study.”

It took time to get to this point. Hernández introduced López to Dr. BlasGuerrero, dean of Medano College in California, who had created a modelprogram called the Algebra Academies. The three worked together on aproject Hernández had developed called the University of CaliforniaCollege-Prep Initiative (UCCP), designed to provide online AP and honorscourses to rural and low-income communities in California.

With a focus group that included administrators, teachers and students in28 states, it took about three years to develop the HippoCampus program.“They piped up on everything from the actor we used and everything associ-ated with him – from his dress, the speed he spoke, to the way he lookedand his hand gestures,” says López. “We didn’t get it right, according to thestudents. The online presenter was talking too fast, his dress was not cool.”

They kept fine-tuning it. It took more creative approaches and trials andtribulations. “It was very frustrating, but we needed to get a presenter stu-dents could relate to. It had to be saleable to superintendents and schoolboards because initially these technologies weren’t working for them.”

In the end, it had to be a multimedia approach with videos, simulatedlearning models, game-based learning, and graphics. There had to be afull complement for teachers to learn how to use it effectively as part oftheir teaching – and correlate it to most textbooks. The focus groups’input was incredibly valuable, says López. Implementing those changesinto the pilot program has led to Sierra Vista’s success to date.

Hernández and Guerrero ran pilots in school districts across the UnitedStates to see if teachers would use it. Because of his own goals in providingminorities and low-income students access to this online source, it wasimportant to Hernández that Sierra Vista succeed. At Sierra Vista,Hernández says, there were homeless students; 80-90 percent wereHispanic; many were poor. “We wanted to see success. We had a startlingresponse. Halfway during the first semester, there was a 90 percent passrate using Hippocampus versus being taught traditionally.”

Now that they understood it, there was no stopping them from movingforward and going to college with new-found confidence. His vision forequal access to education was becoming a reality.

Online Programs Down the LineHernández believes online education in math is important to Latino stu-

dents for two reasons. First, Latino students do not receive the highest-quality instruction in math and thus have a high failure rate in math cours-es. Second, Latinos need access to a rigorous math curriculum in manydifferent forms, inside the classroom, outside of the classroom, and tostudy on their own.

Over the next year or so, University of Guadalajara is working on atranslation program with Mexican dialect for the voice/audio parts of theHippoCampus math program. Students will have a choice of audio in

English with closed captions in Spanish or alternatively testing in Spanishand English with a toggle button. “It is a way to take care of the bilingual,binational population we share,” says Hernández.

They share their findings with other Latino educators, like those whoattend the annual American Association of Hispanics in Higher Education(AAHHE) conference, because they can be the catalysts of change in theirown communities. “That organization brings together the thought andaction leaders for Latinos in higher education. It is an opportunity to edu-cate the group about the strengths of online curriculum for Latino studentsand also to gain information about how best to serve Latino students. Wewill continue to bring the program up to standards of excellence.”

Today’s kids have never known anything different than their lives andeducation being intertwined with technology, says López. Staying in touchand communicating with students through technology is natural – fromBlackboard to e-mail to texting.

Online resources are the next logical integration of material. “It defi-nitely does not take the place of a live instructor. A competent instructorwho knows and uses this technology can guide students on a course ofstudy that would be unequaled.”

López is convinced that if Latino students can get through their mathconfidently, their market value shoots up. “If you get one student throughcollege, you can elevate the entire culture of a family.”

This virtual tutor is one more tool that can help students control theway they best processes information and learn – sometimes beyond whatthey thought possible, he explains. “Students have a chance to blossomwith this,” says López. “The idea of failing at learning is preposterous.”


DePaul University seeks an energetic, adept, and engaging communications professionalwith a demonstrated commitment to strategic planning, strong leadership, and thoughtfulcollaboration to serve as its next Vice President for Public Relations and Communications.Reporting to the President, the VP will have a broad mandate to oversee and integratepublic relations, internal, executive and crisis communications, as well as coordinate withother external communications functions targeting the university's diverse constituencies.

By promoting the strengths and accomplishments of DePaul's undergraduate, graduate, andprofessional schools to national and international audiences, the Vice President plays acritical role in advancing the university and cementing DePaul's outstanding reputation.The Vice President will provide the leadership necessary to plan and implement aneffective communications strategy and to ensure the consistent, accurate, and effectiverepresentation of DePaul to all important constituencies.

This position is a key strategic and leadership role in the DePaul administration. Serving asa member of the President's executive team, the VP will work closely with deans, faculty,and senior administrators to increase DePaul's visibility both nationally and internationally.To be successful, the VP must welcome the unique challenges and rewards of working aspart of a leadership team at a major university.

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

The university has retained Heyman Associates to assist in this search, which will remainopen until the position is filled. Nominations and expressions of interest should be sent viaemail to: [email protected].

DePaul University is an equal opportunity affirmative action employer and is stronglycommitted to diversity. Minorities, females, veterans, and individuals with disabilities arestrongly encouraged to apply.

VICE PRESIDENT FOR PUBLIC RELATIONS AND COMMUNICATIONS


Northwestern Names RodríguezLaw Dean

Daniel B. Rodríguez, Minerva HouseDrysdale Regents Chair in Law at theUniversity of TexasSchool of Law, hasbeen appointed deanof NorthwesternUniversity School ofLaw (Ill.) and HaroldWashington Professor,effective Jan. 1, 2012.Rodríguez is a formerdean at the Universityof San Diego (USD) Law School. Before com-ing to USD, he was a tenured professor at theUniversity of California-Berkeley’s Boalt HallSchool of Law. He has been a visiting profes-sor at the law schools at Columbia, Universityof Southern California, University of Illinoisand University of Virginia.

Gutiérrez New VP for ExternalRelations at U. of Arizona

The University of Arizona (UA) has namedJaime P. Gutiérrez vice president for externalrelations. Gutiérrezhad been associatevice president forcommunity relations,overseeing neighbor-hood relations andoutreach, local gov-ernment relations, theUA Visitor Center,University Events andcommunity partnerships. Previously,Gutiérrez was a special assistant to the UApresident. He also was an Arizona state sena-tor for 14 years, elected to several leadershippositions, including minority whip and assis-tant minority leader. He served on a numberof legislative committees dealing with juveniledelinquency, state budget and revenue issues.

Medina Selected for PrestigiousFulbright Specialist Program

Dr. Myra M. Medina, professor in theDepartment of ESL and Foreign Languages atMiami Dade College’s (Fla.) North Campus,this past summer joined the ranks of notablescholars and professionals in the U.S. recentlyselected for the prestigious Fulbright

Specialist Program.Medina spent threeweeks during July andAugust at UniversidadAPEC in the DominicanRepublic, where shelectured on language-acquisition theories,conducted workshopson second-language-learning methodology,and consulted with administrators and facultyon the faculty evaluation process.

Gutiérrez Wins Award for DiversityResearch and Education

Félix F. Gutiérrez, professor of journalism,communication and American studies andethnicity at Universityof Southern California(USC) Annenberg, waschosen to receivethe 2011 Lionel C.Barrow Jr. Award forDistinguished Achie-vement in DiversityResearch and Edu-cation by the Associa-tion for Education in Journalism and MassCommunication (AEJMC). The Barrow Awardrecognizes outstanding accomplishment andleadership in diversity efforts for underrepre-sented groups by race and ethnicity. Gutiérrezholds a journalism diversity appointment inthe USC Annenberg School for Journalism &Communication and is a professor in theDana and David Dornsife College of Letters,Arts and Sciences.

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

The Knowles Science Teaching Foundation(KSTF), an advocate for new teachers and theteaching profession, hasawarded Tara MarieEck Perea a fellowshipin math valued at upto $150,000 over fiveyears. Perea, a gradu-ate of AlbuquerqueAcademy, an indepen-dent day school locatedin Albuquerque, N.M., isan AmeriCorps volunteer with an underserved

elementary school. As a participant in theKSTF Fellows Program, she will be empow-ered to think critically and creatively aboutthe teaching of mathematics and science.

Chávez Performs at Sul RossNoted author Denise Chávez recently pre-

sented “Familia! An Evening of Stories” at SulRoss State University(Texas). Chávez, whohas roots in NewMexico, Texas andMéxico, is the author ofthe recent memoirA Taco Testimony:Meditations on Family,Food and Culture andthe novels Loving PedroInfante and Face of An Angel as well as ashort-story collection, The Last of the MenuGirls. She has published a children’s book,La Mujer Que Sabía El Idioma de LosAnimales/The Woman Who Knew theLanguage of the Animals. The author ofmany plays, she considers herself a perfor-mance writer.

HHIISSPPAANNIICCSS OONN TTHHEE MMOOVVEEHHIISSPPAANNIICCSS OONN TTHHEE MMOOVVEE

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“Early College”Boosts Retentionby Angela Provitera McGlynn

Ina new report released by Jobs for theFuture (March 2011) tit ledUnconventional Wisdom: A Profile of

the Graduates of Early College High School,authors Michael Webb and Lia Mayka examinecharacteristics of the 2007, 2008 and 2009“early college” graduating class.

For those unfamiliar with the early collegeinitiative, in 2002, supported by the Bill &Melinda Gates Foundation, Carnegie Corporationof New York, the Ford Foundation and the W.K.Kellogg Foundation, eight organizationslaunched what is now called the Early CollegeHigh School Initiative. The initiative was begunto help address one of our nation’s greatest andvitally important challenges, that is, raising col-lege completion rates for the underserved: low-income, first-generation-to-college students, andminority students.

According to this new report, only 21 per-cent of low- and moderate-income students whostart high school actually graduate from college.Previous research shows African-American andLatino students lagging behind their White peersin college graduation rates by wide margins. Bynow, most educators acknowledge that a collegeeducation is a prerequisite for success in the21st century, both for individuals and for ournation to remain competitive in a global econo-

my. It is also now common knowledge thatAmerica cannot achieve its goal of a college-edu-cated work force by 2020 that is competitive onthe international stage without educating andgraduating more low-income, first-generationand minority students.

Within that context, the Early College HighSchool initiative steps in with a bold plan to helpyoung people succeed who are perceived asunlikely to attend college or to earn a collegedegree. Here’s what began in 2002 and hasflourished: the partner organizations of the ini-tiative have started or redesigned 230 schools in28 states and the District of Columbia – servingmore than 50,000 students. The prediction forthe next five years is that early college schoolswill enroll 100,000 students.

The schools are designed so that studentstraditionally underrepresented in college – low-income, first-generation, English-languagelearners, students of color and Latinos – canearn both a high school diploma and either anassociate degree or up to two years of collegecredit - tuition free. All the schools includegrades nine through 12, and some include mid-dle school grades as well.

More than 50 percent of these early collegesare housed on a college campus, most common-ly at a two-year college. Five percent are located

on four-year private college campuses, with 19percent at four-year public colleges, and 31 per-cent are located on high school campuses. Beinghoused on a college campus helps studentsidentify with the institution and to see themselvesas college-goers. College courses are offered atthese various locations, and one school offeredcollege credit through distance learning.

States that have more than 10 early collegesare California, Texas, Georgia, North Carolinaand New York.

The initiative is based on the idea that com-bining academic rigor with the opportunity tosave time and money motivates the underservedto work hard and meet the academic challengesset for them. The program is academically rigor-ous, but provides support at the same time. Itcondenses the time it takes to complete a highschool diploma and two years of college for stu-dents for whom the phrase “time is money’couldn’t be more apt.

Unconventional Wisdom focuses on earlycollege high schools and programs that havebeen open for four or more years. Some of theschools are known as “conversions” in that theywere open before becoming early colleges andunderwent restructuring to accommodate theearly college design. This report focuses on stu-dents who had the chance to enroll in these



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

Year GraduatesNumber of

Schools

Percent of Graduates

Earning College Credits


Earning More than One Year

of College Credit


Earning A.A. or at Least

Two Years of College Credit

2007 905 18 80% 36% 10%

2008 2,258 37 88% 40% 11%

2009 2,995 64 91% 44% 24%

Source: 2007-2009 Integrated Surveys

early college schools for a minimum of fouryears from ninth through 12th grade. The stu-dents in each graduating year are called “four-year graduating cohorts.”

Based on the data gathered from the cohortsof the initiative, early college schools havedemonstrated some remarkable success in edu-cating and graduating traditionally underrepre-sented students.

Here are some of the key findings presentedin the report about the early college schools andtheir students:• Almost all early college graduates earn somecollege credits• In 2009, 24 percent of graduates who wereenrolled for four years earned an associatedegree or two years of college credit; 44 percentearned at least a year of college• During the 2009 school year, 70 percent ofthe students enrolled were students of color, and59 percent were classified as eligible for freeand reduced lunch; nearly half will be the first intheir family to attend college• Nearly three-fourths of early college schoolspartner with two-year colleges; the others part-ner with four-year institutions; several schoolspartner with both• A substantial number of college coursestaken by early college graduates were in coreacademic areas; fine-grained data were availablefor 24 schools; at the vast majority of theseschools, graduates took an average of more thanone-fifth of their college classes from among thecore academic areas of math, science, socialstudies and English• 73 percent of all early college four-yearcohort graduates for whom National StudentClearinghouse data were available enrolled incollege the next year; this compares favorably toU.S. government estimates of the proportion ofrecent high school graduates enrolled in college,which ranges from 63 percent to 69 percent;what makes the enrollment figures especiallynoteworthy is that most early college studentsare from groups with lower-than-average nation-al college-going rates

In a Jobs for the Future document titled,Early College High School: A Portrait inNumbers, available online at www.jff.org/sites/de f au l t / f i l e s / a_por t r a i t_ in_number s_110110_0.pdf, the core principles of the earlycollege high school initiative are delineated, giv-ing us a bigger picture of how the initiative oper-ates. All participants adhere to five basic princi-ples of the initiative: 1) Early colleges are com-mitted to serving students underrepresented inhigher education. 2) Early colleges are createdand sustained by a local education agency, a

higher education institution, and the community,all jointly accountable for student success. 3)Early colleges and their higher education part-ners and community jointly develop an integrat-ed academic program so all students earn oneor two years of transferable college credit lead-ing to college completion. 4) Early collegesengage all students in a comprehensive supportsystem that develops academic and social skills,as well as the behaviors and conditions neces-sary for college completion. 5) Early collegesand their higher education and community part-ners work with intermediaries to create condi-tions and advocate for supportive policies thatadvance the early college movement.

Within these guidelines, early college pro-grams reflect a unique vision and learning envi-

ronment tailored to a particular community’syoung population. Early college students takecollege-level courses by their junior and senioryear of high school. Some schools (17 percent)begin working with students as early as sixthgrade. Some schools work with students whodropped out of a traditional high school. Andstill other schools (about 15 percent) includegrade 13, which gives students more time to pre-pare to do college-level work or to attain anassociate degree upon graduation.

As mentioned, every early college highschool partners with either a two- or four-yearcollege. Some partner with both sectors.Whatever the configuration, the partners work asa team to create a rigorous, coherent program

of study so that the transition to college is asmooth one for students.

Early College High School: A Portrait inNumbers spells out the commitment to servingthe underrepresented. Looking at demographiccharacteristics of early college students, we seethat 25 percent are Black and 37 percent areLatino; 59 percent are eligible for free orreduced lunch, representing a conservative esti-mate of just how many early college students arelow-income; nearly one-third of the early collegeprograms receive Title I funding based on thehigh percent of low-income students served; 32schools serve students who dropped out of tradi-tional high schools or were at risk of doing so;and seven schools serve Native American youthand are located in communities where Native

American students live. The pie chart “Race andEthnicity of Early College Students” is found inthe paper A Portrait in Numbers.

Data for the early college four-year cohortgraduates presented in UnconventionalWisdom are encouraging. Although collegecompletion rates for the historically underservedare generally pretty dismal, nearly 50 percent ofthe four-year cohort graduates leave high schoolwith a year of college credits completed. Evenmore encouraging is the finding that 86 percentof early college graduates in 2010 enrolled inhigher education the following fall. Future datawill track their success rates.

Table 1: “Four-Year Cohort Graduates, 2007-2009” from page 8 of Unconventional Wisdom,


Race and Ethnicity of Early College Students

Asian-American

4%

30%White

37%

Latino

25%

Black

3%

Mixed/Other Native American 1%

shows more encouraging data. The report istitled Unconventional Wisdom because the datarefute the conventional wisdom that these typesof students cannot complete high school on timeand enter college without remediation.

Both Jobs for the Future reports,Unconventional Wisdom and A Portrait inNumbers, explain the logistics of the initiativeand describe preliminary data that are indeedencouraging. I wanted to know more about whatmakes the initiative successful. For that, I turnedto an article published in the April 18, 2011,Community College Week, titled “Five Lessonson College Retention from Early Colleges.”

Cecilia L. Cunningham, president andfounder of Middle College National Consortium,and Roberta S. Matthews, provost and vice presi-dent for academic affairs at Brooklyn College,New York, representing the Woodrow WilsonNational Fellowship Foundation (two of the 13Early College High School Initiative partner orga-nizations), describe the basis for the initiative’ssuccess.

According to Cunningham and Matthews, it isthe intentionality in the links between secondaryand postsecondary education embedded in boththe Middle College National Consortium and theWoodrow Wilson National FellowshipFoundation that promote college success forthese historically underserved students.

For institutions committed to raising collegecompletion rates for low-income, first-generation,and minority students, Cunningham and Matthewssuggest five practices that are part of the early col-lege initiative success. They are: “being thereinstead of transitioning into, wraparound supportand advocacy, no interruptions or diversions,building family understanding and realistic expec-tations, and alignment as a given – not a goal.”

Early college high school students (ECHS)who attend classes on college campuses areintroduced to college resources such as the col-lege library where they participate in orientationsessions. They can then use college resourcesfrom the start of their high school years. ECHSstudents are tutored by college students; theyparticipate in college workshops, attend after-school college events and even enjoy weekendcollege experiences, thus facilitating their feel-ings of sense of belonging – long known toimprove college degree completion.

ECHS students are the recipients of intrusiveguidance and support so there are early inter-ventions if they struggle academically. There isan uninterrupted flow from high school to col-lege, eliminating one of the established risk fac-tors for degree completion. Involving students’

families helps educate families about what it willtake for their children to succeed and coachingthem to support their children.

Finally, the ECHS structure pulls together sec-ondary and postsecondary faculty to worktogether in a coordinated system with studentsuccess as the goal. Alignment involves curricu-lum development, with a major focus on collegereadiness.

The success of the ECHS initiative is a productof the integration of the five practices describedin this article. Cunningham and Matthews say thatalthough any of the practices will contribute to

student success, it is the combination and inter-weaving of the five practices that has the mostpowerful effect. These strategies may be used bytraditional high schools as well; and with a care-fully designed dual-enrollment college program,the strategies will result in greater academic suc-cess for the underserved.

Angela Provitera McGlynn, who taughtpsychology at a community college for 35years, is now a national consultant on teach-ing and learning issues.


Study Examines RetirementPlans for Charter School Teachersby Paul Hoogeveen

Teacher retirement systems in public schools are fast approaching afunding crossroads, and are in many cases already there. School dis-tricts increasingly contend with having to inject a larger and larger

slice of their budgets into state retirement systems that often have unfund-ed liabilities. Meanwhile, elected officials in states like Wisconsin, facingprotracted budget shortfalls in a difficult economic climate, have begunpassing controversial legislation aimed at reducing costs related to teachercompensation and retirement.

On the other hand, public charter schools, which often have more flex-ibility in terms of retirement plan offerings, have been able to avoid at leastsome of these issues – and might provide a laboratory environment fromwhich mainstream public schools systems can take valuable lessons.

Charting a New Course to Retirement: How Charter Schools HandleTeacher Pensions, a recent report from the Thomas B. Fordham Institute,presents a study of the topic. And while it notes a few clear patterns, it rais-es far more questions than it answers.

The report’s authors, Michael J. Podgursky of the University ofMissouri-Columbia and Amanda Olberg, a Fordham research assistant,focused their study on two basic questions: When given the option, howmany charter schools choose to participate in their regular state (or local)teacher pension plans, and how many do not? And in the case of charterschools that do not participate in state plans, what do they offer instead?

Of the 40 states that currently have charter programs, 16 allow charterschools to either opt in or opt out of state pension systems. To maximizestudy participation, Podgursky and Olberg concentrated their study on sixof the most charter-heavy states: Arizona, California, Florida, Louisiana,Michigan and New York. (The 2,270 charter schools operating in thesestates in the 2008-09 school year comprised about 75 percent of all char-ter schools that met the opt-in qualifications for inclusion in the study.)Charter school lists were obtained from the National Center for EducationStatistics’ Common Core of Data. The National Alliance for Public CharterSchools (NAPCS) provided further data on charter management.Podgursky and Olberg then merged this with participation data obtainedfrom the states’ annual reports (as well as direct requests from some char-ter schools).

In their report, Podgursky and Olberg point out that charter schoolsoffer more than the opportunity to examine the various retirement systemsbeing utilized. Because of their historically intended role as magnets forhigh-quality teachers, they might also act as case examples as to how thesediffering retirement systems can affect such issues as teacher quality,turnover rate/retention, and job satisfaction.

While such issues lie beyond the focus of the report, it does raise thesekinds of important questions. As the authors suggest: “A continuing studyof the alternatives employed by such schools could instruct the reform oftraditional pension systems, while also informing issues of teacher recruit-ment, retention, and quality.”

Retirement Options and Findings

Because state laws that deal with public school retirement systems varyto a significant degree, it is perhaps not surprising that state pension opt-inrates vary widely among the states included in the study. California has thehighest participation rate at more than 90 percent, followed by Louisianaat 71 percent; Arizona at 41 percent; Michigan and New York, both at 28percent; and Florida at 23 percent. (It should be noted that in most cases,state laws do not allow charter schools to opt out of state retirement oncethey have opted in.)

By far, the most popular alternative retirement systems chosen by char-ter schools that opted out of state pension are 401(k) or 403(b) plans,with employer matches closely resembling plans for private-sector profes-sionals. The popularity of these plans varies greatly from state to state, butperhaps even more surprisingly, Podgursky and Olberg found that manycharter schools have no retirement plans at all for their teachers. This phe-nomenon also appears to vary greatly depending on the state. WhereasMichigan has only one charter school with no retirement plan, 18 percentof Florida’s charter schools and nearly a quarter of Arizona’s have no suchplan. Overall, 14 percent of charter schools in the states studied offer noretirement plan.

A number of other sometimes stark differences emerged among char-ters in the states studied. Employer contributions for schools not partici-pating in state plans vary, for example. While a solid majority (77 percent)

REPORTS


Michael J. Podgursky, University of Missouri-Columbia

of the schools studied have plans with employer contributions, straightcontributions to these plans range from 4 percent to 10 percent, while dol-lar-for-dollar matches range from 2 percent to 15 percent (for employeeswho work for 15 or more years at one school).

Employer contribution rates for state pension plans differ even more,ranging from a high of 15.5 percent of an employee’s annual salary inLouisiana to a low of 6.19 percent in New York. Confusingly, however, NewYork has two pension systems, a statewide system (NYSTRS) and one forNew York City (TRSNYC); charter schools in the city may opt for either. Thecontribution rate of schools in NYSTRS is 6.19 percent, while thoseschools in TRSNYC contribute an astonishing 30.8 percent – nearly twiceLouisiana’s statewide rate.

Despite these and other differences, a few clear patterns have emerged.For example, state retirement plan participation rates also vary by locale(rural, town, suburb and city). While rates once again differ among states,the general trend is for state pension opt-in rates to be higher in rural andtown locales than in suburbs or cities. The report suggests it is possiblethis trend might indicate that charter schools in smaller communities haveless access to a diverse teacher recruitment base and therefore must com-pete directly with mainstream public schools for teachers already vested inthe state system.

Perhaps more significantly, states in which charter schools that areallowed to opt out of Social Security (Louisiana and California) generallyshow a higher state pension participation rate than states in which teachersin the state pension plan also participate in Social Security (New York,Florida, Michigan, Arizona). Thus, in California and Louisiana, the abilityto opt out of Social Security appears to provide some incentive for chartersto favor state pension systems.

“The pattern is clear,” remarked Podgursky. “In states where teachersare not in Social Security, charters tend to stay in the state plan. In conver-sations with charters, there was some aversion to joining Social Security;teachers would have to pay FICA, for example.”

In California’s case specifically, it appears as though the combined costof Social Security plus alternative defined contribution plans – 401(k) or403(b) – might be higher than state retirement alone. According toPodgursky, however, the report is not definitive on this point.

“It is not likely that the case going forward since the California StateTeachers’ Retirement System (CalSTRS) rate is rising,” he explained. “Aswe noted in the report, this is conjecture and needs further research.”

The report also pointedly notes that state laws in the states studied donot allow charter schools to opt out of state pension plans once they haveopted in, which raises yet another question: given the option to opt out ofstate pension, what percentage of charter schools – particularly those instates where a cost savings might be realized under 401(k) or 403(b)plans – might choose to opt out of state retirement?

Unique CasesAs already noted, the report demonstrates that state laws governing

teacher retirement policies differ from state to state in many regards. Somestates have unique circumstances that have significantly muddied the watersfor charter schools, further affecting state pension participation rates.

According to the report, Florida’s charter school law, enacted in 1996,allows charter schools to self-identify as either public or private employers.Those charter schools operating as public are allowed to participate in theFlorida Retirement System (FRS), while privates are not; as with other

states, schools that have opted into state retirement are not allowed to optout. Florida does not as yet have centralized data indicating employer statusof charter schools, but charter operators indicate that most charter schoolsare private – which would to a large extent seem to explain why Florida hasthe lowest state pension participation rate of all the states studied.

Meanwhile, the Teacher’s Retirement System of Louisiana (TRSL) has putsome teachers in pension limbo, the study found. In the ongoing aftermathof Hurricane Katrina in 2005, the state passed a temporary law allowingteachers who worked in districts affected by storm damage to take a leave ofabsence while staying enrolled in TRSL; after the law expired in 2010, Act999 was passed, which permanently extended state pension opt-in for char-ter school teachers provided they had been enrolled in TRSI prior to theircurrent employment. But the law requires approval by the IRS – and as ofJune 2011, the state’s request for a ruling from the IRS remains pending.

Arizona’s high percentage of charter schools with no retirement plan atall (24 percent) presents a bit of a mystery. State law requires charterschools to participate in Social Security whether or not they participate inthe Arizona State Retirement System (ASRS); meanwhile, the employercontribution rate – which increased from 2.66 percent to 9.45 percentbetween 2001 and 2009 – is projected to continue spiraling upward overthe next decade. Consequently, charter schools can reduce payroll costs byopting for 401(k) or 403(b) plans. According to the report, charterschool leaders have indicated that many charter schools participating inASRS opened in the early years of the charter school movement and wereeither unaware of or did not consider the alternatives.

What’s Next?As the first study of its kind, the report, while offering some significant

insight into the widely varying ways in which charter schools in differentstates approach retirement plans, raises a number of significant questionsthat bear further investigation, such as: If charter retirement benefit costsfor teachers are lower, are other benefits or salaries higher? What effect, ifany, is there of charter pension policies on teacher recruitment, retentionand quality? How can the lessons gleaned from charter school experimen-tation with alternative retirement systems inform ongoing reform efforts intraditional public schools? And perhaps more profoundly, how do salariesand retention rates at charter schools that offer no pension plan at allcompare to those at schools that offer state pension or 401(k)? Podgurskyisn’t waiting for the dust to settle.

“These questions can be addressed if researchers can get access to stateadministrative data files on educators,” he commented. “We are now workingto secure data in a couple of states, and we have begun research on Florida.”

The report’s conclusion alludes to public charter schools as being alaboratory of sorts for the various pension plans currently being utilized,and presents the idea that by examining the effectiveness of these plans,“perhaps it is possible to restructure retirement options in a way thatenhances the growth of human capital at all our schools.” Toward thatend, charter schools might serve as a bellwether of sorts for possiblefuture pension system changes at mainstream public school systems.

On this, Podgursky concludes: “Some states are considering definedcontribution plans for new teacher hires. Utah implemented such a plan.Charter schools are public schools that need to recruit and retain qualifiedteachers; the charter school experience would certainly seem relevant inthis regard.”


HHIIGGHH SSCCHHOOOOLL FFOORRUUMM

New Study Links Bullying toLower High School GPAs –Especially Among Hispanics

by Mary Ann Cooper

High schools and colleges are makingstrides to ensure that high school stu-dents, particularly those who are Black

and Hispanic, pursue and complete a degree inhigher education. Remedial courses are madeavailable to them, as well as counseling andadvanced placement courses. But one deterrentto higher education success might be off theradar screen. An inability to deal with bulliesdoes more than just make for an uncomfortableat best and dangerous at worst atmosphere.Bullies can cause otherwise high-achievingBlack and Hispanic students to get lower gradesand post a lower grade point average than theywould in a bully-free environment.

Research backing up that assertion was pre-sented at the 106th Annual Meeting of theAmerican Sociological Association in Las Vegas.The authors of a paper titled The Impact ofSchool Bullying on Racial/Ethnic Achievementacknowledge that bullying impacts the GPAs ofall students, but is particularly impactful forHispanic and Black students who would other-wise be exemplary students. The sample used inthe study consisted of 9,590 students from 580schools and included 1,150 Asian-American,1,360 African-American, 1,470 Hispanic and5,610 White students.

Co-author Anthony A. Peguero, assistant pro-fessor of sociology at Virginia Tech, said that thestudy suggests “bullying has implications forachievement regardless of racial and ethnicbackground, but seems to be especially detri-mental for subsets of certain racial and ethnicgroups.” Lead author Lisa M. Williams, a doctor-al student in sociology at Ohio State University,explains there is no doubt that other things affectGPAs, but bullying shouldn’t be ruled out as acontributing factor. “Although academic achieve-ment is largely influenced by family backgroundand school characteristics, our study suggeststhat the experience of being bullied also influ-ences students’ grades.”

Williams and Peguero began their study usinginformation from the Educational LongitudinalStudy, which asked students if they sufferedschool bullying when they were in 10th grade.The authors compared the GPAs of the partici-pants in the study in ninth grade, before sufferingbullying, with the results obtained by the samegroup of students when they were in 12th grade.According to the authors, one of the most signifi-cant findings of this study was the dramatic nega-tive effect bullying had on the GPAs of high-achieving Black and Latino students. The intimi-dation factor amounted to the loss of half a gradepoint in Hispanics. According to the authors,“Those that had achieved a 3.5 GPA in ninthgrade and were bullied the following year sawtheir GPAs drop 0.5 points in 12th grade.” Theyalso found that Black students who had obtaineda GPA of 3.5 in ninth grade and were bullied inthe 10th had a GPA 0.3 points lower in the 12thgrade. White students, on the other hand, hadtheir GPA far less affected by bullying. In thesame circumstance, White students saw theirGPAs drop 0.03 points.

“Stereotypes about Black and Latino youthsuggest that they perform poorly in school. High-achieving Blacks and Latinos who do not conformto these stereotypes may be especially vulnerableto the effect bullying has on grades,” Williamssaid and explained that school boards and localofficials should consider investing in resourcesthat would provide greater security and safety forstudents from bullying because of its correlationto decreased academic performance. It is, hesays, one of the most productive ways to have apositive effect on the grades of all students, racialand ethnic minorities, in particular.

In a government study titled MeasuringBullying Victimization, Perpetration, andBystander Experiences: A Compendium ofAssessment Tools posted by www.stopbullying.gov,the prevalence of bullying and the need to treat itas seriously as any other impediment to academic

success is borne out in statistics. According to thestudy, “Bullying, particularly among school-agechildren, is a major public health problem bothdomestically and internationally. Current estimatessuggest that nearly 30 percent of American adoles-cents reported at least moderate bullying experi-ences as the bully, the victim, or both. Specifically,of a nationally representative sample of adoles-cents, 13 percent reported being a bully, 11 per-cent reported being a victim of bullying, and 6percent reported being both a bully and a victim.”

According to a website for parents, childrenand educators, teenshealth.org, created byNemours, a nonprofit organization devoted tochildren’s health and established in 1936 byAlfred I. duPont, caring directly for 250,000children annually, bullying is often difficult foradults to spot because of the wall of silence sur-rounding it from its victims and those who wit-ness it and maintain silence because of fear ofretaliation. But teenshealth.org offers a patternto look for in accessing whether bullying is aproblem in a particular community or school. Itstates that there are two primary reasons stu-dents are bullied in school – their appearanceor lifestyle.

Appearance can mean something physicalsuch as the race of the individual. It can alsorefer to the attractiveness of the person or howthey act. Students who are shy or withdrawnmake easy targets. Lifestyle can include religionor sexual orientation. Bullies, both boys andgirls, isolate students who seem not to be part ofthe school’s mainstream and target them forabuse, which can be verbal or physical. In thistechno society, verbal abuse can include the useof instant or e-mail messages as well as postingdevastating messages about the victim on web-sites. This practice is known as cyberbullying.

As Teenshealth.org explains, the effects ofbullying go far beyond a lower GPA. “Studiesshow that people who are abused by their peersare at risk for mental health problems, such as


low self-esteem, stress, depression or anxiety.They may also think about suicide more.” Thewebsite also offers advice to schools trying toroot out and eliminate bullying in their districts.It recommends that schools target areas where abully can isolate a victim, such as unpatrolledstairwells and courtyards. It also recommendscreating an anti-violence program in eachschool to raise the profile of prevention.

The damage to the bully is sometimes evenmore devastating than the damage he or she

inflicts on a victim. Teenshealth.com reports,“It’s estimated that 1 out of 4 elementary-schoolbullies will have a criminal record by the timethey are 30. Some teen bullies end up beingrejected by their peers and lose friendships asthey grow older. Bullies may also fail in schooland not have the career or relationship successthat other people enjoy.”

Measuring Bullying Victimization,Perpetration, and Bystander Experiences: ACompendium of Assessment Tools concurs

with the assessment that the worst victims of bul-lies are the bullies themselves. “Adolescents whobully others tend to exhibit other defiant anddelinquent behaviors, have poor school perfor-mance, be more likely to drop out of school,and be more likely to bring weapons to school.Victims of bullying tend to report feelings ofdepression, anxiety, low self-esteem, and isola-tion; poor school performance; suicidalideation; and suicide attempts.”


Theory into PracticeTheory into Practice

As an adult supervising students in your care, you can’t always count on students revealing that they have been or are the victims of bullies. But youcan give students a blueprint for dealing with this troubling problem that plagues our schools and neighborhoods. Teenshealth.org has come up withseven helpful hints to defuse a dangerous and threatening situation. Passing these tips along to your children or students can make a difference.Encourage those in your charge to spread the word and tell their friends how to cope and overcome a difficult situation.

1. Just Walk Away – The conventional teenage wisdom is that if you back away from a fight things will get worse. A bully will see this as a sign of weak-ness and come after you that much more. Bullies also crave attention. They feed off the fear they receive from the people they bully. But remember towalk away without emotion. According to teenshealth.org, Sooner or later the bully will probably get bored with trying to bother you. “Walk tall and holdyour head high. Using this type of body language sends a message that you’re not vulnerable.”

2. Anger Management – Many victims of bullying believe in fighting fire with fire. They match angry rhetoric with even angrier talk. But experts sayonce you lose your temper, the bully wins. They know that they have control of your emotions once you get that upset. Teenshealth.com also recommendsthat you use humor and distractions, not anger, to make your point. “It can throw the bully off guard. Work out your anger in another way, such asthrough exercise or writing it down, but make sure you tear up any letters or notes you write in anger.”

3. Hands Off – Students need to understand that they can’t match physical violence with that of those who would bully them. Bullies count on physicalsuperiority in the choosing of their victims. Being goaded into fighting back allows victims to fall into the bully’s trap. Teenshealth.com notes, “Someadults believe that bullying is a part of growing up (even that it is character building) and that hitting back is the only way to tackle the problem. But that’snot the case. Aggressive responses tend to lead to more violence and more bullying for the victims.”

4. Put Your Best Foot Forward – Students need to anticipate what they would do if approached by a bully. Encourage a little role-playing so studentscan master verbal or behavioral reactions and defenses to bullying. Students should also “act as if.” What that means is to exude self-confidence even ifyou are putting on an act and don’t really have those feelings initially.

5. Take Control – Students need to know that they can only control what they do and how they react. They can’t change the behavior of the bully. Theidea here is to encourage students to evaluate how they are perceived and take steps to be the best they can be while remaining true to their own positivecore beliefs and standards. The stronger and more self-confident they are, the more likely to be less attractive to a potential bully. Teenshealth.org advisesstudents, “Exercise is one way to feel strong and powerful. (It’s a great mood lifter, too!) Learn a martial art or take a class like yoga. Another way to gainconfidence is to hone your skills in something like chess, art, music, computers, or writing. Joining a class, club, or gym is a great way to make newfriends and feel great about yourself. The confidence you gain will help you ignore the mean kids.”

6. Say Something – It sometimes might seem easier to the student to just keep quiet about being bullied, hoping that in time his antagonist mightmove on to another victim and forget about him. But that is rarely the case. Bullies expand their circle of victims; they don’t replace one for another. So,students should be encouraged to speak up and let people know what’s going on – especially to those adults they can trust to be discreet and help themwithout exacerbating the problem. Teenshealth.org explains, “It may help to talk to a guidance counselor, teacher, or friend – anyone who can give youthe support you need. Talking can be a good outlet for the fears and frustrations that can build when you’re being bullied.”

7. Strength in Numbers – Having one or two good friends to talk to can make a big difference to the student on the receiving end of vicious gossip orinsults. Teenshealth recommends, “Set the record straight by telling your friends quietly and confidently what’s true and not true about you. Hearing afriend say, ‘I know the rumor’s not true. I didn’t pay attention to it,’ can help you realize that most of the time people see gossip for what it is – petty, rudeand immature.

43 Percent of 2011 College-BoundSeniors Met SAT College and CareerReadiness Benchmark

NEW YORK, N.Y.

The College Board recently announcedthat 43 percent of 2011 college-boundseniors met the SAT College and CareerReadiness Benchmark. The benchmark rep-resents the level of academic preparednessassociated with a high likelihood of collegesuccess and completion.“The SAT is the national leader in assess-

ing college readiness, and students whomeet the College Board’s College Readinessbenchmark are more likely to enroll in,

succeed and graduate from college,” saidCollege Board President Gaston Caperton.“Ensuring that students are ready to attendand complete college provides them withthe competitive advantage they need to suc-cessfully compete in the global economy,which is critical to the future of our nation.”The College Board also announced that

more college-bound students in the class of2011 took the SAT than in any other highschool graduating class in history. Nearly1.65 million students from the 2011 gradu-ating class participated in the college-goingprocess by taking the SAT. It is the mostdiverse class in history, underscoring theCollege Board’s continued commitment toaccess, equity and minority participation.

“In today’s knowledge-based, globaleconomy, it’s more critical than ever thatAmerican students are adequately preparedto pursue advanced degrees and competefor the jobs of the future,” said U.S.Secretary of Education Arne Duncan.“Growing participation in the SAT is anencouraging sign that more students are tak-ing the necessary steps toward enrolling inhigher education. But the overall prepared-ness rate from these SAT results reinforcesthe need to invest in reforms that preparemore students for success in college.”To read more about the SAT College and

Career Readiness Benchmark and 2011College-Bound Seniors, go to www.college-board.org/SATPress.

College Spending Impacted byRecession: Cost Cutting, TuitionIncreases and Growing Gaps

WASHINGTON, D.C.

Analysis of revenue and spending patternsin higher education for 1999-2009 showsgrowing gaps between public and privateinstitutions,with the public community col-lege sector falling behind in efforts to meetenrollment demand in the face of deep bud-get cuts. The 20-year trend toward studentsand families paying ever-larger share of costscontinued in all types of institutions. In mostcases, these tuition increases were the resultof cost-shifting as other revenue sourcesdeclined, rather than new spending.The report Trends in College Spending

1999-2009: Where Does the Money ComeFrom? Where Does It Go? What Does ItBuy? examines national college spending

and revenue trends in the years leading upto and including the beginning of the cur-rent recession. Focusing on 1999 to 2009,the report uses the most recent data avail-able to identify several ongoing and newpatterns in how institutions get and spendtheir money.The recession’s effects are visible in all

types of institutions, from declines in fund-ing per student in public institutions, andlarge losses in private gifts and endowmentreturns. Public research and comprehensivecolleges were able to offset state fundingcuts through increases in tuition, resultingin spending levels per student that are virtu-ally unchanged between 2008-09. Analysesof the relation between tuition and statefunding shows that tuition increases wereentirely fueled by revenue shifts, rather thanincreases in spending. Community colleges,however, saw absolute declines in spending,down by nearly 2.5 percent per student in

2009. The reductions are likely to continuefor several years, as public revenues contin-ue to lag and federal stimulus funds willbe spent.Despite these signs of the recession, the

report did find some positive trends in2009. Unlike the across-the-board cuts seenin past recessions, public four-year institu-tions maintained spending on instructionand student services by shifting spendingaway from administration and deferringmaintenance. This approach indicates amore strategic approach to budget cuts thanin previous recessions.Also, colleges and universities in all sec-

tors became more productive in producingdegrees from 1999 to 2009 – even with therapid growth in enrollments. Private non-profit research and master’s institutions stillhave the highest number of degrees relativeto enrollment.

The Hispanic Outlook In Higher Education www.hispanicoutlook.com October 31, 2011


AAU Announces Major Initiative toImprove Undergraduate STEMEducation

WASHINGTON, D.C.

The Association of American Universities(AAU), an organization of leading U.S. pub-lic and private research universities, hasannounced a five-year initiative to improvethe quality of undergraduate teaching andlearning in science, technology, engineeringand mathematics (STEM) fields at its mem-ber institutions.“In recent years, researchers, many of

them at our universities, have learned agreat deal about the most effective methodsof teaching specific STEM subjects,” saidAAU President Hunter R. Rawlings. “We now

need to disseminate these methods widelyamong universities so that more facultymembers will adopt the best teaching prac-tices in their classrooms. AAU is not con-ducting another study or research projecton STEM education. We are moving toimplement the results of the latest researchinto science and math pedagogy.”“To be sure,” he added, “a number of

our universities are already leading the wayin developing and implementing these newways of teaching. But there is a long way togo, and there is an urgent need to acceler-ate the process of reform.”Rawlings said that AAU would work with

experts in the field, AAU member universi-ties and scientific disciplinary societies tofind ways to encourage faculty members anddepartments to employ new teaching tech-

niques in the classroom.“Our work will build on the research uni-

versity model that has served our country sowell,” he added. “A singular strength of U.S.research universities, one that has con-tributed to this nation’s global leadership inhigher education and innovation, is the syner-gy between teaching and research,” he said.“Bringing these together in the classroombenefits education as well as research.”In a description of the plan, AAU noted

the increasing importance of STEM educa-tion. “The STEM fields are critical to gener-ating the new ideas, companies and indus-tries that drive our nation’s competitiveness,and will become even more important in thefuture. Improving undergraduate STEM edu-cation is both a national need and a long-term challenge.”

Hispanic Heritage Awards HonorSignificant Latino Leaders During25th Anniversary Event

WASHINGTON, D.C.

The Hispanic Heritage Foundation(HHF) honored seven significant Latinos forachievements in their respective fields dur-ing the Annual Hispanic Heritage Awards atthe John F. Kennedy Center for thePerforming Arts last month.The Hispanic Heritage Awards are consid-

ered the highest honor given by Latinos to cel-ebrate cultural pride, accomplishment and thepromise of Hispanics in America. This yearmarks the 25th anniversary of the awards.Among the honorees was Dr. Elizabeth

“Betty” Molina Morgan, who received theScience, Technology, Engineering and Math

(STEM) Education Award, created byExxonMobil as part of the company’s com-mitment to advance STEM education in theUnited States.Morgan has spent more than 30 years

working in all facets of public education –inner-city, rural and suburban. She wassuperintendent of Washington CountySchools, in Maryland, for nearly a decadeand led the high-poverty district to increaseits graduation rate from 78 percent to 92percent. At the same time, she improved thedropout rate from one of the highest of anydistrict in the state to one of the lowest.Before that, she was chief academic officerwith Baltimore city public schools during itsfirst major reform effort – and also ateacher, principal and senior administratorin other school systems.Additional honorees included:

• Columbian singer Juanes, “Vision”• Singer and songwriter Rubén Blades, “Arts”• Coach, Olympian and World Cup playerHugo Sánchez,”Sports”• Writer, actor and humorist Roberto“Chespirito” Gómez Bolaños, “Legend”• Dr. Juan Andrade, “Leadership”• Jorge Vergara, “Business”“We are thrilled to honor yet another

class of inspiring Latino leaders, includingDr. Morgan,” said José Antonio Tijerino,president and CEO of the Hispanic HeritageFoundation. “The Latino communitythroughout history has made a positiveimpact in America; going forward, there isno greater priority than education. We areproud to work with ExxonMobil to highlightthe important work and lifelong commit-ment of great Latino Americans like Dr.Morgan and the other honorees.”

The Hispanic Outlook In Higher Education www.hispanicoutlook.com October 31, 2011



DEAN OF FINANCIAL AIDThe Dean of Financial Aid will be responsible for providing hands-on efficient operations, strong leadership, and superior service to 15,000 financial aid applicants, their families, and members of the university community; oversee an $85 million dollar financial aid program annually and administer Title IV and institutional loans, grants, and scholarships to a diverse population of students. This position will also coordinate and oversee audits, compliance review and account reconciliation, and ensure institutional compliance with relevant regulations, codes and statutes; conduct regular meetings with staff to inform them of program policies, procedures, and deadlines as needed; and provide the strategic direction and leadership for a results-oriented financial aid program of considerable skill and innovation that is consistent with the goals and mission of the College.

Requirements include a Master’s degree, 5+ years progressive managerial experience in Financial Aid administration, comprehensive knowledge of federal and state higher education aid programs, along with Scholarship, Veterans, and Federal and Institutional work student programs. Knowledge of and experience working in a high-volume, large college environment is also required. Candidates must thoroughly understand compliance with Federal, State, and Institutional guidelines while maintaining a high level of customer service. In addition, candidates must possess comprehensive knowledge and management experience with all aspects of the financial aid operations and experience with administration and maintenance of various financial aid systems.

This is a twelve (12) month administrative position with a competitive salary dependent upon knowledge, skills and experience.

For detailed information and to apply online now, please visit: http://www.daytonastate.edu/hr/ If unable to see us online, call Human Resources at 386-506-4505. Equal Opportunity/Equal Access Employer

Established in 1885, the University of St.Thomas is located in themajor metropolitan area of Minneapolis-St. Paul, and is Minnesota’slargest private university. Its more than 10,000 students pursue degreesin a wide range of liberal arts, professional and graduate programs.

Positions are available in: Accounting; Biology; Chemistry;Computer and Information Sciences; Economics; Engineering;English; Finance; Health and Human Performance; History; Law;Leadership, Policy and Administration; Management; Marketing;Mathematics; Music; Organization Learning and Development;Philosophy; Physics; Professional Psychology; Psychology; SpecialEducation; Social Work; and Teacher Education. Applications areaccepted online: www.stthomas.edu/jobsatust.com.

Inspired by Catholic intellectual tradition, the University of St.Thomaseducates students to be morally responsible leaders who think critically,act wisely, and work skillfully to advance the common good. Successfulcandidates will possess commitments to the ideals of this mission.

The University of St. Thomas has a strong commitment to theprinciples of diversity and inclusion, to equal opportunity policies andpractices, and to the principles and goals of affirmative action. Theuniversity welcomes nominations and applications from a broad anddiverse applicant pool.

Challenge YourselfChange Our World

EOEHR029012 www.stthomas.edu

Dean, School of Public Health

Georgia State University, a leading researchuniversity located in the heart of downtownAtlanta, is conducting a search for thefounding Dean of its new School of PublicHealth. Georgia State’s Institute of PublicHealth was established in 2001 and received afull accreditation from the Council onEducation for Public Health in 2007. TheSearch Committee invites letters of nominationand applications (letters of interest, completeCV, and references) to be submitted to Schoolof Public Health Dean Search, c/o Dana R.Carter, Office of the Provost, PO Box 3999,Atlanta, GA 30302-3999. Confidential reviewof materials will begin November 18, 2011 butposition will remain open until filled. For acomplete position description, refer to CurrentOpportunities on http://jobs.gsu.edu.

Georgia State University, a unit if theUniversity System of Georgia, is an equal

opportunity educational institution and is anequal opportunity/affirmative action employer.


www.owens.edu

With a commitment to providing small classes, personal attention andunmatched affordability, Owens Community College offers rigorous, high-quality career and transfer programs and prepares students to achieveadvanced degrees in a learner-centered environment. The College’sWorkforce and Community Services provides for the workforce developmentand training needs of local businesses and industries.

Owens Community College is a fully accredited, comprehensive statecommunity college in The University System of Ohio. The College has uniqueand modern facilities with locations in Perrysburg (main campus), Findlay,downtown Toledo, and Maumee, Ohio, as well as a strong on-line presence.Owens serves 20,000 students while being one of Ohio’s lowest costproviders. Owens offers associate degrees that transfer to baccalaureatedegrees in the Arts and Sciences and over 130 technical program areasin Agriculture, Business, Health Sciences, Nursing, Public Safety andEmergency Preparedness, Skilled Trades, Engineering and TransportationTechnologies. The success of Owens Community College students, graduates,and alumni is the essence of our mission. Together, we transform ourcommunities into vibrant places to live and work in Northwest Ohio.

Reporting to the Board of Trustees, the President serves as chief executiveofficer of the institution and as professional advisor to the Board of Trustees.Serving as the visionary leader for the College, the President should have atleast 10 years of senior-level administrative experience in higher educationor equivalent corporate executive experience, an advanced degree from anaccredited institution and experience teaching. The ideal candidate willbring a commitment to student success, fostering diversity, and engagingthe campus community as well as successful experience collaborating withexternal stakeholders.

Initial screening of applicants will begin by October 31, and continue untilthe position is filled. Owens Community College will be assisted by MatthewStencil and Tracie Smith of Heidrick & Struggles. For confidential inquiries,please contact us at 404.682.7316. Nominations and applications should bedirected to:

Owens Community College Presidential Search CommitteeHeidrick & Struggles, Inc.600 Superior Avenue EastSuite 2500Cleveland, OH 44114Email: [email protected]

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

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

Owens Community College

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

Tufts UniversitySchool of Arts & Sciences

School of Engineering

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

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

Department

ARTS & SCIENCES

Anthropology

Chemistry

Drama and Dance

Drama and Dance

Economics

Economics

Education

English

History

Music

Occupational Therapy

Philosophy

Political Science

Psychology

Psychology

Romance Languages

Romance Languages

Sociology

ENGINEERING

School of Engineering

Chemical and Biological Engg

Civil and Environmental Engg

Electrical and Computer Engg

Mechanical Engineering

Field

Anthropology of the Environment

Chemistry/Biology Interface OR

Energy and New Materials

Dance/Director of the

Dance Program

Lighting Design

Environmental Economics

Applied Econometrics OR

Economic Growth and

Development

Cultural and Social Foundations

of Education

Eighteenth-Century British

Literature

Chinese History

Director of Orchestral Activities

Occupational Therapy with

Children and Adolescents

Environmental Ethics

International Relations

Social Psychology

Cognitive and Brain Sciences

Latin American Studies

Spanish Language

Open

Engineering Education

(McDonnell Professorship)

Biological Engineering;

Sustainable Energy

Environmental Health

Signals and Systems

John R. Beaver Professor and

Department Chair

Rank

Assistant Professor

Assistant Professor

Lecturer/Director (NTT)

Lecturer (NTT)

Asst/Asso/Full Professor

Assistant Professor

Assistant Professor

Assistant Professor

Assistant Professor

Lecturer/Director (NTT)

Lecturer (NTT)

Assistant Professor

Assistant Professor



Assistant Professor

Lecturer (NTT)

Asso/Full Professor and

Department Chair

Asst/Asso Professor

Asst/Asso Professor

Asst/Asso Professor

Asst/Asso Professor

Full Professor

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


U.S. News and World Report’s Best Graduate SchoolsEdutopia

Word documents or PDF files preferred. All materials will be kept in strict confidence. Supplementary support materials may be requested later in the search process.

Montclair State University is an Equal Opportunity/Affirmative Action institution with a strong commitment to diversity

Life SciencesOpen Rank Faculty Search

The Division of Life Sciences (www.lifesciences.ucla.edu)in the UCLA College of Letters and Sciences announces aspecial initiative to recruit excellent research scientistswith a history and commitment to the mentorship ofstudents from underrepresented and underservedpopulations. We seek individuals who will lead andfacilitate Life Science programs focused on providingresearch and professional development opportunities forour diverse student body. Candidates should haveoutstanding records of scholarly publications, researchsupport, and teaching. Successful candidates will have thesame opportunities and expectations for a successfulresearch program as other UCLAfaculty, but with teachingloads and service adjusted for participation in this specialinitiative. These positions will have an Academic Senateappointment in one of five Life Science departments(Ecology and Evolutionary Biology; Microbiology,Immunology, & Molecular Genetics; Molecular, Cell, andDevelopmental Biology; Integrative Biology andPhysiology; and Psychology) at a professorial rankcommensurate with current academic standing andachievement. UCLA offers competitive salaries, researchset-up funds, and recruitment allowances.

Nominations and questions should be sent to: Dr. Paul

Barber ([email protected]) or Dr. David O. Sears

([email protected]). Application packages shouldcontain 1) a cover letter that specifically details his or herphilosophy and record of mentoring of underrepresentedand underserved students, 2) curriculum vitae and 3) astatement of research and teaching interests and 4) thenames of three references. Submit these materials asattachments to [email protected]. Review of theapplications will begin on November 15, 2011, and willcontinue until the positions are filled (Job #: 0875-1112-03).

UCLA is ranked the 2nd best public university in the U.S.by US News & World Report and is California's largestuniversity with an enrollment of nearly 38,000undergraduate and graduate students. The UCLA Collegeof Letters and Science and the university's 11 professionalschools feature renowned faculty and offer more than 323degree programs and majors. The Biomedical, Behavioraland Life Sciences areas at UCLA have more than 300faculty members, includes many top ten rankeddepartments, and is consistently in the top ten in NIHfunding. The UCLA College has a tradition of outstandingteaching and mentorship of undergraduates, which theDivision of Life Sciences hopes to enhance through thisspecial initiative. As a campus with a diverse student body,we encourage applications from women, minorities, andindividuals with a history of mentoring underrepresentedminorities in the sciences.

UCLA is an affirmative action/equal opportunity

employer with a strong institutional commitment to the

achievement of faculty and staff diversity.

CARLETON COLLEGECarleton College has a tenure-track position open in the Department of EducationalStudies for Fall 2012. The position is at the Assistant Professor level (with Ph.D.completed or substantially completed by time of appointment). In extraordinary cases,higher rank will be considered.

Carleton is a highly selective liberal arts college with 1950 undergraduates located 45miles south of Minneapolis and St. Paul.

Carleton College does not discriminate on the basis of race, color, creed, ethnicity, religion, sex, nationalorigin, marital status, veteran status, actual or perceived sexual orientation, gender identity and expression,status with regard to public assistance, disability, or age in providing employment or access to itseducational facilities and activities.

For a full description of this position, visit Carleton’s web site at https://jobs.carleton.edu/.


Founded in 1956, the University of South Florida is a public research universityof growing national distinction. The USF System is comprised of memberinstitutions; USF Tampa, the doctoral granting institution which includes USF

Health; USF St. Petersburg; USF Sarasota-Manatee; USF Polytechnic, located inLakeland, separately accredited by the Commission Colleges of the SouthernAssociation of Colleges and Schools (SACS). USF is one of only four Florida publicuniversities classified by the Carnegie Foundation for the Advancement of Teaching inthe top tier of research universities. More than 47,000 students are studying on USFcampuses and the University offers 228 degree programs at the undergraduate,graduate, specialty and doctoral levels, including the doctor of medicine. USF is amember of the Big East Athletic Conference. And, USF is listed in the PrincetonReview as one of the nation’s 50 “Best Value” public colleges and universities.

The university is currently recruiting for the following positions; the number inparentheses represents the number of positions available to that specific title:

Administrative Positions:Assistant Vice President & Executive Director (Alumni Association)

Director (Student Affairs-Marshall Ctr)Director of Development (Health Development)Director of Housing Facilities (Student Affairs)

Director of Strategic Community (Provost Office)

Faculty Positions:College of Arts and Sciences Center for Community PartnerAssistant/Associate Professor (1) Assistant Professor (1)

Assistant Professor (8)Associate/Full Professor (1)

Engineering BusinessAssociate Professor (4) Associate Professor (2)

Dean (1)

Associate/Full Professor (1)

Education PolyTechnic CampusAssistant/Associate Professor (1) Associate Professor (1)Assistant Professor (4) Assistant Professor (1)

Dean (1)

College of Arts University CollegeDean (1) Dean (1)Assistant Professor (1)

Pharmacy SarasotaAssistant/Associate (1) Assistant/Associate (1)

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

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

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

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

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

(3) callUSF job line at 813.974.2879.

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

committed to excellence through diversity in education and employment.

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


NYU is an Equal Opportunity/Affirmative Action Employer.

CLINICAL ASSISTANT PROFESSOR IN THE VISUAL ARTSTHE GALLATIN SCHOOL OF INDIVIDUALIZED STUDY

The Gallatin School of Individualized Study at New York University invites applications from visual artists for the position of Clinical Assistant Professor in the Visual Arts, a full-time teaching position to commence on September 1, 2012. The position is a non-tenure track but renewable contract line, and includes all the rights of full-time faculty within the Gallatin School. We encourage applications from artists who work at the intersections of various media, especially painting, drawing, and new media. The successful candidate will contribute actively to the School’s interdisciplinary curriculum and teach both studio courses and courses that focus on thematic topics, problems, and questions pertaining to artistic production as a form of cultural work and mode of expression. We are seeking an artist-scholar who can conceptualize and develop innovative ways of linking Gallatin’s studio arts curriculum to its theoretically and historically grounded interdisciplinary curriculum.

The ideal candidate will have experience and a strong interest in interdisciplinary teaching and inadvising individualized B.A. and M.A. research and arts programs.

Qualifications: Demonstrated excellence in teaching at the university level. MFA required;Ph.D. desirable.

Founded in 1972, Gallatin is an experimental college of 1,350 undergraduate students and 180 Masters students which forms a part of NYU, a major research university. Its innovative, nationally recognized B.A. and M.A. programs in individualized study encourage students to develop an integrated, multi-disciplinary program of study that combines courses taken in the various schools of NYU with inde-pendent studies, internships, and Gallatin’s own interdisciplinary seminars, writing courses and arts workshops. The School emphasizes excellent teaching, intensive student advising and mentoring, and a unique combination of program flexibility and academic rigor.

All application materials must be submitted electronically. To apply, please visitwww.nyuopsearch.com/applicants/Central?quickFind=51014

Please submit a letter of application, curriculum vitae, a writing sample (of up to 30 pages), three letters of recommendation, a statement of your teaching philosophy, and a brief description of three dream courses.

For questions, please contact Amber Pritchett at [email protected] .

Review of applications will begin Thursday, December 1, 2011 and will continue until the position is filled.

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

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

Assistant Professor, Chicana/Latina StudiesUniversity of California, San Diego (UCSD)

Department of LiteratureEffective 7/1/12

The Department of Literature within the Division ofArts & Humanities at the University of California, SanDiego (http://literature.ucsd.edu) seeks candidates fora faculty position in the area of Chicana/LatinaStudies, whose research, teaching, or service hasprepared them to contribute to our commitment todiversity and inclusion in higher education. Applicantsare asked to summarize their past or potentialcontributions to diversity in their personal statement.Preference will be given to scholars at the tenure-trackassistant professor level.

Faculty members teach and supervise students at theundergraduate and graduate level. The level ofappointment will be commensurate with qualificationsand experience. Successful candidates willdemonstrate strong or potential accomplishments inareas contributing to diversity, equity, and inclusion,and a desire to play a leadership role in advancing UCSan Diego’s commitment to achieving excellence anddiversity. In addition to having demonstrated thehighest standards of scholarship and professionalactivity, or for junior scholars to have the potentialthereof, we welcome candidates to teach in a worldliteratures program. Candidate should have a well-developed methodology rooted in historical contextsfor the interpretation of 20th- and 21st-centuryChicana/Latina cultural production in the UnitedStates. Ability to teach courses on Latin Americantopics is also required; candidate must be able to teachcourses in Spanish and English. Special interests suchas the history of gender formations and comparativestudies across ethnic groups are welcome.

Salary: Salary will be based on published UC pay scales.

Closing Date: November 15, 2011

To Apply: Submit all application documentationusing UCSD’s online Recruit web page

https://apol-recruit.ucsd.edu/apply

Please apply to the following job posting:

Assistant Professor (12-004)Required documents include: 1) a cover letter (includejob ad code, 152OUT) at the top of your cover letter,2) CV, 3) add contact names and requestedinformation, then click on the prompt to contactreferences as this generates an email to references,with instructions, and 4) writing samples.

Applicants should include in their cover letters apersonal statement summarizing their contributions todiversity as well as summarizing teaching experienceand interests, and leadership efforts, or their potentialto make contributions in the field. Immigration statusof non-citizens should be stated in CV. The deadline toapply is November 15, 2011.

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

Chicana/Latina Search Committee Chair #152OUTDepartment of Literature 0410

University of California, San Diego9500 Gilman DriveLa Jolla, CA 92093

UCSD is an Equal Opportunity/Affirmative Action

Employer with a strong institutional commitment to

excellence through diversity

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


Anticipated Faculty PositionsSpring 2012

Kean, a comprehensive New Jersey state University, is committed toexcellence and access and to developing, maintaining and strengtheninginteractive ties with the community. Kean University takes pride in itscontinuing effort to build a multicultural professional community to serve arichly diversified student population of almost 16,000. The University sits onthree adjoining campus sites covering 180 acres, two miles from NewarkLiberty International Airport and thirty minutes from NewYork City.

All open faculty positions are at the rank of Assistant/Associate Professor.Positions are ten-month, full-time tenure-track assignments, effectiveJanuary 3, 2012 unless otherwise indicated. Teaching assignments andrelated responsibilities may include day, evening, weekend and onlinecourses. Courses are taught at the Union campus but some positions mayinclude assignments at Ocean County College in Toms River, New Jersey orother locations.

All faculty are expected to demonstrate a commitment to teaching excellenceand an on-going program of research and publication or creative andperformance activity. Participation in curriculum development, studentadvisement and service at the departmental/school, college and universitylevel is also required. Interest or experience in using advanced instructionaltechnologies to improve the teaching/learning process is highly desirable.All positions are subject to availability of funds, due to financial exigencies.

Nathan Weiss Graduate College

Department of Counselor Education - to teach a variety of core courses inmaster's degree program options. Earned doctoral degree in CounselorEducation and Supervision (CACREP accredited preferred); LPC or NJlicense-eligible; strong counselor identity; and counseling professionalinvolvement required. ABD considered with completion by January 1, 2012.Contact Dr. J. Barry Mascari, Chairperson at [email protected] specify course expertise/preferences.

Department of Graduate Management Studies - International ManagementTo teach graduate courses in both the Global MBA and Executive MBAoptions. The candidate must have a strong focus and background inInternational Business/Global Management. The new faculty is expected tobe active in expanding the department's global network to new regions withpriority given to South America and Africa. Preference will be given toapplicants that can demonstrate a research and teaching record at thegraduate level in the areas of International HR Management, Cross CulturalManagement or Global Leadership. Doctorate from an accredited school anda proven research record required; ABD considered with completion byJanuary 1, 2012. Contact Dr. Veysel Yucetepe, Program Director [email protected].

Application, Salary and Benefits Information

Review of applications will begin immediately and continue until position isfilled. Send letter of interest, up-to-date resume and names and contactinformation for three professional references. Apply directly to the ProgramDirector/Department Chair as identified to: Kean University, 1000 MorrisAvenue, Union, NJ 07083. Official transcripts for all degrees and threecurrent letters of recommendation are required before appointment. Salary iscompetitive and commensurate with qualifications and experience.Comprehensive benefits program included. Contingent on BudgetaryApproval and Appropriated Funding.

Kean University is an EOE/AA Institution

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

College of Liberal Arts

We are seeking candidates for the following faculty positions to begin August 2012:

Assistant Professor of English: 18th Century British Literature (Tenure Track)Review begins November 7, 2011. Interviews will be conducted at the MLA in Seattle, Jan. 2012.

Assistant Professor of Exercise Science (Tenure Track)Application Deadline is January 16, 2012.

Visiting Assistant Professor of FrenchApplication deadline is November 22, 2011. Interviews will be conducted at the MLA in Seattle, Jan. 2012.

Visiting Assistant Professor of German Application deadline is November 22, 2011. Interviews will be conducted at the MLA in Seattle, Jan. 2012.

Atkinson Graduate School of Management Faculty Positions

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

Global Management, Global Strategy, or Global Entrepreneurship

Quantitative Methods

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

Administrative/Professional

Assistant/Associate Dean and Director of Admission MBA for Professionals – Atkinson Graduate School of ManagementOpen until filled, please apply immediately.

Director of Special Projects & Events – President’s OfficeApplication deadline is Nov. 1, 2011. Desired start date is Jan. 2012.

Senior Associate Dean - Atkinson Graduate School of ManagementOpen until filled, please apply immediately.

For complete job announcements and application guidelines visit our website athttp://apptrkr.com/210838.

Believing that diversity contributes to academicexcellence and to rich and rewarding communities,Willamette University is committed to recruitingand retaining a diverse faculty, staff and student body. We seek candidates, particularly those fromhistorically under-represented groups, whose workfurthers diversity and who bring to campus variedexperiences, perspectives and backgrounds.


• Montclair State University

The New York Times

Montclair State University is an Equal Opportunity/Affirmative Action institution with a strong commitment to diversity

Dean, Joan B. Kroc School of Peace Studies

The University of San Diego seeks a dynamic leader toserve as the next Dean of the Joan B. Kroc School ofPeace Studies.

The University of San Diego (USD) is dedicated toproviding a values-based education grounded in Catholicsocial thought and practice. Located on 180 acresoverlooking the city of San Diego, Mission Bay and thePacific Ocean, its campus buildings feature 16th centurySpanish Renaissance architectural style. With anenrollment of approximately 7,800 students and 400 full-time faculty members, the university has six academicdivisions including the College of Arts and Sciences, theSchool of Law, the School of Business Administration,the School of Leadership and Education Sciences, theHahn School of Nursing and Health Science, and theJoan B. Kroc School of Peace Studies (KSPS).

Since its inauguration in 2007, KSPS has worked forsustainable peace and justice through innovativeeducation, interdisciplinary scholarship, advancedpractice and policy engagement. The Master’scurriculum is interdisciplinary and involves faculty fromUSD’s other schools as well as utilizing the school’s owncore faculty, curriculum, dedicated facility and students,and areas of focus include conflict analysis andresolution, human rights, development and humansecurity. In addition to the graduate academic program,the school also includes the Joan B. Kroc Institute forPeace & Justice and the Trans-Border Institute.

The school is located in a 90,000 square foot facility inthe middle of the USD campus which providesstudents, dignitaries, stakeholders, faculty and visitorswith an auditorium, classrooms, and space for a rangeof events. As KSPS moves forward into the nextdecade, it has the opportunity to serve as a nexusof engagement, drawing together scholars andpractitioners, political leaders and civil society experts,religious and laypeople who will inform, challenge,support and inspire each other with the idea that peacecan be imagined and built.

The dean of KSPS must be committed to peace andjustice through both practice and education. The nextdean will build upon the strong foundation at the schooland expand opportunities as its growth continues. Thesuccessful candidate will have leadership experience ina related field of higher education and/or have attaineddistinction in a related area of policy or practice. Thenext dean will provide the leadership for the academicenterprise of the school and will play a lead role inresource development and expanding the externalvisibility of KSPS. For additional information on theUniversity of San Diego and the Joan B. Kroc Schoolof Peace Studies, please reference the website at

http://www.sandiego.edu/

Initial screening of applicants will begin immediately,and continue until the position is filled. The Universityof San Diego will be assisted by Ellen Brown, DaleJones, and Mark Caldwell of Heidrick & Struggles, Inc.Nominations and applications should be directed to:

KSPS Dean SearchHeidrick & Struggles, Inc.303 Peachtree Street, NE

Suite 4300Atlanta, GA 30308

Email: [email protected]

The University of San Diego is an Equal OpportunityEmployer and seeks gender, cultural, and ethnic

diversity in its administration, faculty,staff and student populations.


COLLEGE OF APPLIED SCIENCES & ARTS Kinesiology For Full Consideration:

10/31/11School of Social Work

1/20/12

COLLEGE OF EDUCATION Child & Adolescent Development

10/17/11Educational Leadership

12/15/11Elementary Education

1/10/12Counselor Education

1/17/12

COLLEGE OF ENGINEERING Aviation

1/15/12Mechanical & Aerospace Engineering

2/1/12

COLLEGE OF HUMANITIES & THE ARTS Design

1/30/12Music & Dance

2/3/122/15/12

COLLEGE OF SCIENCE Biological Sciences

11/4/1111/4/11

Physics & Astronomy1/1/121/1/12

Mathematics1/11/121/11/12

Science Education1/30/12

COLLEGE OF SOCIAL SCIENCES Political Science

11/18/11Dr. Martin Luther King, Jr. Library

12/1/11

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

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

Subject to Budgetary Approval

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

DEAN OF THE COLLEGE OFEDUCATION AND HUMAN SERVICES

Lock Haven University of Pennsylvania invites applicationsand nominations for the position of Dean of the College ofEducation and Human Services.

THE UNIVERSITYLock Haven University is one of fourteen institutions in thePennsylvania State System of Higher Education, enrollingapproximately 5,200 undergraduate and 300 graduatestudents. Lock Haven University has an emphasis on

professional and applied programs with a strong liberal arts foundation. The Universityis a dynamic, progressive institution committed to shared, collaborative leadership; weseek candidates who share this commitment. The University employs approximately 290faculty and offers more than 50 programs of study at 4 campus sites.

The main campus is located in rural north central Pennsylvania in the scenic Appalachianmountains along the banks of the Susquehanna River. The city of Lock Haven has apopulation of approximately 9300; State College (42,000) and Williamsport (30,000) areeach less than an hour’s drive away. The main campus is located within a 210 mile radiusof Philadelphia, Pittsburgh, New York, Toronto, and Washington, DC. Other campus sitesare in Clearfield, Coudersport and Harrisburg.

RESPONSIBILITIESReporting to the Provost, the dean will provide leadership to professionally oriented academicdepartments. Approximately 100 faculty have primary appointments in the College. TheCollege includes the departments of Academic Development & Counseling, Pre K - 4 and4-8 Education programs, Special Education, Health & Physical Education, Health Sciences,Nursing, Sport Studies, Recreation Management, Physician Assistant Studies, and GraduateStudies. The dean will have responsibility for overall academic quality, including teaching,research, service, and assessment. In collaboration with the department chairs and directors inthe College, the dean ensures a commitment to student success, faculty development andinnovative contributions to broader university goals and initiatives. The dean works closelywith the Dean of the College of Arts & Sciences to coordinate general education, secondaryeducation, and other shared program areas. The dean devotes a significant portion of time onthe efficient management of the college’s human and financial resources.

The dean serves as a member of the leadership team for Academic Affairs and representsthe university in state-wide system initiatives. The dean is also responsible for buildingrelationships with school districts, health care organizations, and other businesses andagencies which support the College’s initiatives. The institution is at a critical juncture inthe expansion of graduate programs, and the dean will serve a pivotal role in this process.

QUALIFICATIONS: The following qualifications are required: A terminal degree in aneducation or human service discipline; exemplary teaching experience; significant scholarlyachievement; a record of increasing level of responsibility in leadership with service at thelevel of departmental chairperson or equivalent; demonstrated knowledge of programaccreditation processes and assessment of learning outcomes; effective oral, written andinterpersonal communication skills and a commitment to promoting and embracingdiversity. Preferred qualifications include; evidence of entrepreneurial leadership skills;creative problem-solving in previous work experiences; knowledge about grants and grant-writing; experience in a union environment; a commitment to engaging the community;knowledge about professional aspects of programs such as clinical supervision; studentteaching and external field experiences as well as demonstrated skills in technology,including experience teaching in an online learning platform. Selected candidates will beinvited for a two-day campus interview involving a public presentation and interaction withstudents, faculty, administrators, staff, trustees, alumni, and community members. Thesuccessful candidate must pass a background investigation prior to employment.

SALARYSalary is competitive and commensurate with qualifications and experience. A generousbenefits package is included. Under current policy, state system administrators may attainfaculty status, rank and tenure.

NOMINATIONS AND APPLICATIONSApplicants must provide the following: a letter detailing administrative philosophy and abrief statement of accomplishments in teaching, research and service; a CV; officialtranscripts of all graduate work; and a list of at least five (5) references. These referenceswill not be contacted without applicant’s approval. Application deadline Monday,November 28th, 2011. Anticipated starting date is July 2, 2012.

Applicants can apply online at http://jobs.lhup.edu/postings/636Learn more about LHU at http://www.lhup.edu

Submit nominations to:Human Resource office - Attn: Albert JonesDean of Education and Human Services SearchEast Campus J205Lock Haven University of PennsylvaniaLock Haven, PA 17745

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

Lock Haven University is a member of Pennsylvania’s State System of Higher Education.

Lock Haven University is an equal opportunity/affirmative action employer and encourages applications from persons of color,

women, veterans, and persons with disabilities.

For more information visit our web site at www.lhup.edu.


Non-Tenure Track Clinical Assistant Professor PositionIn Planning and Economic Development

The Department of Public Management and Policy at Georgia State University seeks a strong teacher to fill anon-tenure track Clinical Assistant Professor position in planning and economic development, beginning fall2012. The successful applicant will be expected to teach up to eight courses per year, but with course loadreductions available for activities such as new course preparations, curriculum development, outcomeassessment activities, and teaching large sections. Candidates for this position must bring a strong backgroundand commitment to teaching in the area of planning and economic development.

The department offers a NASPAA-accredited MPA program, master's and undergraduate degrees in publicpolicy, and a doctorate in public policy. The Andrew Young School of Policy Studies ranks 27th nationallyamong schools of public affairs and public policy, according to the U.S. News &World Report. The school alsohouses the departments of Economics, Criminal Justice, The School of Social Work, and several outstandingresearch centers in fiscal policy, nonprofit studies, health policy, experimental economics, and publicperformance and management. The school is located in downtown Atlanta at the heart of a vibrant public andnonprofit sector. The school is committed to graduating students who can improve policy-making andmanagement at all levels of government and the nonprofit sector.

Candidates should submit a letter of interest, curriculum vitae, graduate transcripts, three letters ofrecommendation, and teaching evaluations to: Dr. Harvey Newman, Chair, Faculty Search Committee,Department of Public Management and Policy, P.O. Box 3992, Georgia State University, Atlanta, GA30302-3992. The position requires a doctorate in an appropriate field. Candidate must be eligible to work inthe USA. At the time of offer, a background check will be required. Review of applications will beginimmediately and will continue until the position is filled. Information about the Andrew Young School isavailable at www.aysps.gsu.edu. Georgia State University, a unit of the University System of Georgia, is anequal opportunity educational institution and an equal opportunity affirmative action employer. The positionis subject to budgetary approval.

Promoting academic quality byenhancing learning, teaching,scholarship, and service and

by celebrating MTSU’sdistinctive strengths.

We are currentlyseeking applicants for57 faculty positionsfor the 2012-2013academic year.

For current position listings,please visit our website

https://mtsujobs.mtsu.edu

BUSINESS MANAGER(Financial Services Manager II)

Position 00002

Christanna Campus, Alberta, VA

SVCC is currently accepting applications for Business Manager. This is a college-wide position,primarily located on the Christanna Campus, Alberta, VA. The Business Manager supports theVice President of Finance by managing and supervising all accounting and budgeting functionsfor educational, general and restricted funds, foundation and local funds of the college. Supervisesthe business office, purchasing and bookstore operations and coordinates financial andadministrative operations for the Christanna and John H. Daniel campuses, Southside VAEducation Center, Pickett Park, and other off-campus sites.

Requires experience with spreadsheets, accounting software, supervision, and knowledge ofaccounting principles and theory, automated systems, and purchasing principles. Bachelor’sdegree, MBA or CPA preferred; fund accounting experience preferred.

Visit www.southside.edu/about/employment for more information on duties and requirements.

Position is full time; Pay Band 6; minimum starting salary: $53,510, commensurate witheducation and experience; and includes State and VCCS benefits.

To apply, submit a complete State Application and electronic transcripts through the RMS websiteat http://jobs.virginia.gov. Applicants must create an RMS user account to apply. Satisfactoryreference and criminal background checks are a condition of employment. Position is dependenton available funding. Review of candidate materials commences November 15, 2011. Position isopen until filled.

SVCC does not discriminate on the basis of race, color, national origin, sex, disability, or age inits programs and activities. The following person has been designated to handle inquiriesregarding the non-discrimination policies: Peter Hunt, Vice President of Finance andAdministration, 109 Campus Drive, Alberta, VA 23821, 434-949-1005.

Women, minorities, and those with disabilities are encouraged to apply. In compliance with theAmericans with Disabilities act (ADA and ADAAA), SVCC will provide, if requested, reasonableaccommodation to applicants in need of access to the application,interviewing and selection processes.

SVCC is committed to Diversity, Equal EmploymentOpportunity and Affirmative Action.

www.hispanicoutlook.com for additional informationwww.hispanicoutlook.com for additional informationwww.hispanicoutlook.com for additional information

The Hispanic OutlookMagazine®

is also available in adigital format


VICE PRESIDENT FOR UNIVERSITY ADVANCEMENT SEARCH

Savannah State University (SSU) invites nominations and applications for the positionof vice president for university advancement. The University is the oldest publichistorically black institution in the state of Georgia and a fully accredited unit of theUniversity System of Georgia. It is seeking a dynamic, accomplished, and creative leaderwho will oversee the development and implementation of the University’s advancementgoals as well as direct the integrated university advancement units which includefundraising, development, alumni relations, and marketing and communications.Embracing the university’s mission of developing productive members of a globalsociety through high quality instruction, scholarship, research, service, and communityinvolvement, the vice president for university advancement must be highly motivatedand a collaborative strategist with skill sets for transforming the University’sadvancement program into a distinctive model for securing resources to fulfill SSU’seducational mission.

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

Founded in 1890 as a land-grant institution of higher education, SSU serves more than4,500 students who are enrolled in a nurturing educational environment that embracessocial and intellectual diversity and prepares them to perform at higher levels ofeconomic productivity, social responsibility, and excellence in their chosen fields ofendeavor in a changing global community. Located minutes from the famed historicdistrict of Savannah, Georgia, SSU offers academic programs in the College of BusinessAdministration, the College of Liberal Arts and Social Sciences, the College of Sciencesand Technology and the School of Teacher Education, which lead to baccalaureate andmaster’s degrees; a strong athletic program with NCAA affiliation; and an array of extra-curricular and recreational activities for students.

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

A confidential review of nominations and applications will begin immediately andcontinue until the position is filled. For best consideration, materials should be providedby November 25, 2011. Nominations should include name, address, telephone number,and email address. Application materials should include a letter explaining relevantexperience, a resume, and the names, addresses, telephone numbers, and email addressesof five references. Nominations and applications, which will be kept confidential, shouldbe sent electronically to:

AYERS & ASSOCIATES, INC.Savannah State University - Vice President for University Advancement Search

2001 Jefferson Davis Hwy., Suite 503, Arlington, Virginia 22202Telephone: 703-418-2815 Fax: 703-418-2814 Email: [email protected]

The President expects to make an appointment by December 2011with a reporting date in January 2012.

Savannah State University is an Equal Opportunity/Affirmative Action Employer.

Teaching FacultyPosition Announcement

The George Washington University School of Business invites applications to fillteaching faculty positions, to begin Fall 2012, in the following disciplines:Accounting, Business Communications, and Management.

Basic Qualifications: Applicants must have either 1) a doctoral degree in the teachingarea, or 2) a master’s degree in the teaching area and professional experiencesignificant in duration and the level of responsibility. Applicants must have evidenceof an excellent record of teaching. Preference will be given to candidates whodemonstrate a strong commitment to teaching excellence and a willingness to activelyparticipate in non-teaching activities the School.

The successful candidate will be appointed to an academic rank and salarycommensurate with qualifications and experience. Remuneration package includesfringe benefits and medical and dental benefits. The appointment will be made on afixed-term contract lasting at least two years.

Application Procedure: To be considered, please send (or email) an application letterthat specifies the field(s) of interest, resume, record of teaching and summary teachingevaluations to: Vice Dean for Faculty and Research, School of Business, The GeorgeWashington University, Washington, DC 20052 (e-mail: [email protected]).Only complete applications will be considered.

Review of applications will begin on November 7, 2011 and will continue until thepositions are filled.

The George Washington University is an Equal Opportunity/Affirmative ActionEmployer. The University and the GW Business School seek to attract an active,

culturally and academically diverse faculty of the highest caliber.

UTSA Electrical and ComputerEngineering Department Chair

The Department of Electrical and Computer Engineering at the University of Texasat San Antonio invites applications or nominations for the position of DepartmentChair at Full Professor rank.

The Department has 26 full-time faculty (3 endowed chairs) and enrolls some 200graduate and 540 undergraduate students. It offers accredited B.S. and M.S.degrees in Electrical Engineering and Computer Engineering, and a Ph.D. degreein Electrical Engineering. Current annual research expenditures of the departmentamount to over $ 3.2 million.

Applicants for the position should have an established research record, interest inteaching excellence and preferably strong leadership and administrative skills.They must also demonstrate a clear vision for expanding the research enterprise ofthe department, and the ability to build strong relationships with local industry andother academic departments. In addition they must have a clear view of the futureof electrical and computer engineering education. The required qualifications ofthe successful candidate are a Ph.D. in electrical or computer engineering or otherrelated areas and a sufficient research record to warrant an appointment at the FullProfessor rank with tenure.

The position is available July 1, 2012 or earlier and will remain open until filled.Please refer to the full advertisement for this position. For more information pleasevisit http://ece.utsa.edu/. UTSA is an EO/AA employer.

Interested candidates should send a letter of interest, their curriculum vitae, and threereferences to Chair, Department Chair Search Committee, ECE Department,1 UTSA Circle, SanAntonio, TX 78249 or electronically at [email protected].


President

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

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

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

With over 300 tenure-track faculty members, Georgia College provides itsstudents with an exceptional learning environment that extends beyond theclassroom, with hands-on involvement with faculty research, communityservice, residential learning communities, study abroad and a myriad ofinternships. Georgia College places a high priority on small class sizes andstudent-centered learning.

The President serves as the chief executive officer of the institution whichis part of the University System of Georgia. Providing visionary leadershipfor Georgia College, the next President should have significant leadershipexperience in an academic institution or other complex organization, acommitment to students and academic excellence, a collaborativemanagement style committed to shared governance and successfulexperience engaging external stakeholders. For additional information onGeorgia College, please reference www.gcsu.edu.

Initial screening of applicants will begin immediately, and continue until theposition is filled. Georgia College will be assisted by Ellen Brown andTracie Smith of Heidrick & Struggles, Inc. Nominations and applicationsshould be directed to:

Georgia College Presidential Search and Screen CommitteeHeidrick & Struggles, Inc.303 Peachtree Street, NE

Suite 4300Atlanta, GA 30308

Email: [email protected]

Georgia College is an Equal Opportunity, Affirmative-Action Institutioncommitted to cultural, racial, and multi-ethnic communities and

compliance with the Americans with Disabilities Act. It is expected thatsuccessful candidates share in this commitment. Persons who need

reasonable accommodations under the Americans with Disabilities Act toparticipate in the application process should contact the

Office of Human Resources at 478-445-5596.

Fall 2012Founded in 1840 by Horace Mann, Daniel Webster and John QuincyAdams, Bridgewater State University today is a dynamic, vibrantcommunity of students and scholars, with excellent facilities, an outstandingrange of academic programs and a broad array of undergraduate learningexperiences.The University is home to over 11,200 students and over 315faculty members. It is situated on an idyllic, 270-acre campus, and isapproximately 45 minutes from Cape Cod and Boston, to which it islinked by commuter rail.The cultural and intellectual resources of the greaterBoston area are world class.

Full-time, tenure track positions are available in the followingdepartments:

Bridgewater State University is an affirmative action/equal employmentopportunity employer which actively seeks to increase the diversity of its workforce.

For a complete listing of all available positions,and to apply online visit

http://jobs.bridgew.edu

• Accounting and Finance (Accounting)• Communication Studies – (Multimedia Journalism)• Criminal Justice – 2 positions (Homeland Security or

Violence and Victimization, Quantitative Data Analysis)• English (Contemporary British and Anglophone World

Literature)• History – 2 positions (Medieval Europe, World History:

History of Africa or India)• Mathematics – 2 positions (Mathematics)• Management – 2 positions (Marketing)

• Movement Arts, Health Promotion and LeisureStudies (Teacher Licensure)

• Philosophy (Applied Ethics)

• Psychology (Statistics and Research Methods)

• Sociology – 2 positions (Methods and Data Analysis,Globalization and Social Justice)

• Special Education and Communication Disorders(Special Education)

Faculty Openings

Delivering the breadth, depth and quality programming of a university

for more than a century

Scan QR Code with smartphone for more information.


Washington State UniversityDepartment of Teaching and Learning

Literacy Education, Assistant ProfessorTri-Cities Campus

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

Desired Qualifications: Commitment to working inculturally-diverse communities. Familiarity with Title Ischool districts, minority education programs, and secondlanguage acquisition processes. Ability to establish effectivepartnerships with a variety of school districts and stateagencies. Preferred: Demonstrated ability to teach literacyin K-12 or college settings.

Responsibilities include publishing based on a focusedprogram of research, pursuing external funding, teachinggraduate and undergraduate courses, mentoring graduatestudents, and teaching an array of undergraduate andgraduate literacy courses, specifically in early literacy,upper elementary literacy, and literacy in multilingualschooling environments, as well as courses in reading andwriting, critical literacy studies, children’s literature, andbiliteracy development utilizing face-to-face, online, and/orteleconferencing formats.

Screening will begin on November 15, 2011, and continueas applications are received. Applicants should apply onlineat www.wsujobs.com and submit a letter of applicationaddressing the qualifications, two samples of scholarlywork, graduate transcripts, and a current comprehensivevita including the names, addresses, and phone numbers ofat least three references. For additional information, contactHelen Berry at [email protected].


Since its founding in 1991, Heartland Community College has been dedicated to providing access to higher education and excellence in teaching and learning for residents of Central Illinois. The College has experienced considerable growth in the past two decades, with more than 5,600 credit students and approximately 20,000 community members engaged in a diverse range of continuing education offerings each year. The College places strong emphasis on student success as evidenced by its comprehensive student support initiative – Heartland GPS: Guided Path to Success.

Located in the vibrant, growing community of Bloomington-Normal, the College’s permanent main campus opened in 2000, making it one of the newest community college campuses in the country. The college is equipped with leading classroom technology and incorporates sustainable designs and operations. Two extension centers broaden Heartland’s support throughout the district. Heartland area residents enjoy a tremendously high standard of living, as HCC’s district is home to outstanding K-12 schools, top healthcare providers, business/industry leaders, and fantastic university partners.

Application ProcessHeartland Community College seeks a dynamic leader who embraces the community college mission and demonstrates genuine enthusiasm for student success. For a complete profile of the position and application instructions, please visit the HCC website at www.heartland.edu. Screening of applicants will begin on December 1, 2011. Applications will continue to be accepted after that date, and the position will remain open until filled.

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

Heartland Community College strategic goals affirm the value of diversity among students and employees.

Heartland Community College is an equal opportunity employer.

www.heartland.edu

for Learning and Student SuccessVice President


POSITIONSCALIFORNIA

California State University, Long Beach 4; 35Las Positas College 14San Jose State University 41University of California, Los Angeles 34University of California, San Diego 38University of San Diego 40DC

George Washington University 43FLORIDA

Daytona State College 32University of South Florida 35GEORGIA

Georgia College 44Georgia State University 32; 42Savannah State University 43ILLINOIS

DePaul University 20Heartland Community College 46KANSAS

Kansas State University 32MARYLAND

University of Maryland, College Park 46MASSACHUSETTS

Bentley University 45Bridgewater State University 44Tufts University 33University of Massachusetts, Boston 47MINNESOTA

Carleton College 34University of St. Thomas 32NEW MEXICO

New Mexico Junior College 27NEW JERSEY

Kean University 39Montclair State University 34; 40NEW YORK

Cornell University 10New York University 38NORTH CAROLINA

University of North Carolina at Asheville 47OHIO

College of Wooster 40; 42; 45Owens Community College 33OREGON

Willamette University 39PENNSYLVANIA

Lock Haven University of Pennsylvania 41TENNESSEE

Middle Tennessee State University 42TEXAS

University of Texas at Austin 38University of Texas at San Antonio 43VIRGINIA

Southside Virginia Community College 42WASHINGTON

Washington State University - Tri Cities 45WISCONSIN

University of Wisconsin-Platteville 24; 36-37; 45

CONFERENCES/FELLOWSHIPS/SCHOLARSHIPSAmerican Association of Hispanics in Higher Education, Inc. CA 2

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

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

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

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

The teaching load is four courses per semester. Applications, accompanied by acurrent curriculum vitae and three letters of recommendation, should be sent toLora L. Holland, Chair, Department of Classics, CPO 2850, University ofNorth Carolina at Asheville, Asheville, NC 28804 (email: [email protected];fax: 828.251.6820; telephone: 828.251.6466).

UNC Asheville is the designated Liberal Arts institution in the UNC publicuniversity system and is located in the Blue Ridge Mountains in Western NorthCarolina. We encourage applications from traditionally underrepresentedminorities. UNC Asheville is committed to increasing and sustaining the diversityof its faculty, staff, and student body as part of its mission and its commitment toexcellence in the liberal arts.

UNC Asheville is an Affirmative Action/Equal Opportunity Employer.

The University of Massachusetts Boston was established in 1964 to provide the opportunity for superior education at moderate cost and is nationally recognized as a model of excellence for urban universities. The University is proud of its diverse, culturally rich and progressive work environment and of its beautiful campus on Boston harbor, minutes from downtown Boston.

We are currently beginning searches for tenure-system faculty inthe following academic colleges:

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

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

Careers with Mass Appeal

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

CHANGE SERVICE REQUESTED

Tohelp Latino teens prepare for higher education, talk to them aboutmarriage and having a family.Marriage and parenthood are a ways off for many adolescents. With

the high rates of teen marriage and parenthood among Latinos, highereducation moves off their radar of possibilities. If Latino adolescents arechoosing marriage and parenthood early (and, for most, postponing ornot considering higher education), they should know what successfulmarriage and parenthood require. Money is inevitably involved, andhigher education often arises as a way to greater income.

It seems logical that youth would consider school first, and marriageand parenthood later, but many don’t. Imagine how Hispanic girls feelwhen family asks them first if they have a novio instead of inquiringabout school or career plans. Consider the pressure to conform tofriends who are already having children. Witness the media barrage thatpushes early (and often very casual) sexual involvement (typically omit-ting the dangers or challenges that can result). And don’t forget the mul-timillion-dollar celebrity weddings with over-the-top arrangements thatmight whet the appetite of any young girl contemplating her future. Teengirls don’t think about the cost of those lavish affairs and the future ofthose brides. They only think about the dress and the romance. So theLatina might have a boyfriend (good choice or not), unclear future plansand little guidance in figuring out the choices. By default, higher educa-tion takes a backseat.

How can we encourage Latino teens to pursue higher education first?First help them learn what the options mean. Instead of talking with

Latino teens about marriage and parenthood, talk about relationshipsand commitment.

Most Latino teens have two templates for understanding marriage:their parents’ marriage and what is seen via media. If a teen has seenunhealthy relationships among family, they might follow the same path.Since many young Latinas pondering their future think about what theirwedding (not their marriage) will be like, encourage looking past a one-day ceremony to lifelong decisions.

A lasting marriage requires commitment to a relationship, not simply

to a person. Committing to a personmight seem romantic, but it can berisky because humans inevitably dis-appoint. A Latino in love is typically their partner’s biggest fan (and for animmature or self-centered partner needing adulation, that seems per-fect). Marriage, though, requires two who persist beyond disagreement,disappointment or other challenges, determined to continue relating toone another. This shifts the focus from the partner to the relationshipwith the mate, and that shift means the difference between fault-findingand blaming an individual to finding ways to get along through the toughtimes. Essentially, it transforms what can feel to a young, frustrated Latinolike a daily grind into a spiritual journey of growth with another. The for-mer beckons to forget the hassle and move on; the latter says stick with it.

Latino teens need to understand that parenthood requires a similaryet different type of commitment – a lifelong promise to set oneself asidefor the well-being of one’s child. Since the template for child rearing isusually one’s own parents, the quality of that relationship is mirrored inthe young parent’s relationship with his own child. The toughest part isthat developmentally teens are self-centered and cannot fully imaginewhat being other-centered requires. So while teens can become parentsphysically (intentionally or not), they might still lack the emotionalmaturity and judgment it takes to be a good parent.

Once Latino teens understand more fully what the commitments tomarriage and parenthood require and what it would take to sustainthem, many might figure that pursuing higher education first makesmore sense. They can begin to consider the quality of their relationshipchoices and what they would offer their own children. Beyond increasedearnings that come with higher education, the selection of partners andlifestyles broadens, and so do the options for sustaining those relation-ships. The here-and-now romance or pressures can perhaps be deferreduntil one is actually prepared – via higher education, experience andpersonal growth – to commit to lifelong relationships in a deeper, moremeaningful way. Marriage and family – the best things in life – can thenbe even better.

UNDERSTANDING MARRIAGE AND PARENTHOOD MIGHT HELP LATINO

YOUTH COMPLETE HIGHER ED FIRST

PPrriimmiinngg tthhee PPuummpp......

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

These articles appearedonline only in the

10/31/11Issue

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by Rosie Carbo

Vermont Academy, a private co-ed high school in scenic Vermont,recently started a Spanish-language immersion program in Santiagode Compostela, situated in the Galicia region in northern Spain.The Vermont Spain program, aimed at a select group of high-achieving,

college-bound high school students determined to learn Spanish, is differ-ent from many Spanish-language immersion study abroad programs.For one, the program’s ultimate goal is to establish a year-round satel-

lite campus within the ancient city of Santiago, which, together with its12th-century cathedral and monastery, is a UNESCO world heritage site.“In an initiative like this you can’t have just one goal, so we have sever-

al goals. The main goal is to improve the quality of global education. Butour ultimate goal is to open a permanent, year-round campus in Santiago,where our American students will stay,” said Ricardo Carreño, the pro-gram’s founder and director, who also teaches Spanish at VermontAcademy.Another factor that sets this total Spanish immersion program apart

from other foreign-language study abroad programs is that studentsremain connected to their own school’s curriculum back at home.“There are lots of programs, like School Year Abroad (SYA), but what

we like about our program is that students use our own curriculum,” saidVermont Academy Head of School Sean P. Brennan. “So when the studentsget back, they’re right on par with our school curriculum. And I think thisis the unique nature of our program.”SYA, which offers foreign-language immersion programs around the

world, opened its first school in Spain in 1964. SYA receives hundreds ofapplications and accepts hundreds of students. Vermont Spain’s program,however, prefers to focus on its own small group of students.It’s tailored toward a maximum of 15 students, grades 10 through 12.

The new 10-week-long immersion program began last March and ended inmid-May. Students were housed with host families in and around the city,famous for its hallowed Santiago de Compostela Cathedral.Brennan said that he and Carreño began laying the groundwork well in

advance of the arrival of the 13 qualified students. Carreño, a native ofMadrid, had many friends and business connections in Galicia.“Ricardo had the vision for this program and brought it to me. He

spoke with some people he knew down there about courses and housing,and that’s how it all began,” Brennan said.While Vermont Academy (VA) is also steeped in history, having been

established in 1876, neither Brennan nor the students had envisioned thatSantiago, with approximately 100,000 residents, had an unparalleledmedieval history.“I’ve been there twice now, and Santiago is an amazing and incredibly

ancient city. And since it’s not a large city like Madrid or Barcelona, wethought it would be a great place for these students to grow and learn,”Brennan said.

Carreño, an attorney who gave up his law practice in Spain to become ateacher, has been at the co-educational private school for the past sixyears. During his tenure, he also launched another language program insouthern Spain.“We had a language program in Cadiz, which we held during the annu-

al spring break. But after five years, I realized that a one-week programwas not nearly enough time to prepare our students for globalization,” saidCarreño, adding that no decision has been made on whether to keep theCadiz program.“Every day, it is clear that globalization is a reality. We realized this

years ago, so we felt that we needed to offer a quality program that offeredmore. The reason for this is that we want our students to become citizensof the world,” said Carreño.To that end, a satellite campus in Santiago de Compostela is the ulti-

mate goal. The city, built around the 16th-century University of Santiago, isrevered as Christianity’s third-most sacred site after Jerusalem and Rome.Students saw a throng of pilgrims from all over the world converge on

the medieval city daily. The pilgrims take a path called the “Way of St.James” annually to see Santiago’s cathedral, where a crypt is believed tohold the remains of the apostle St. James.“I had never been there. But when I saw this ancient city of Santiago, it

more than surpassed my expectations. I think it’s truly an amazing city,”said Brennan, who has been at VA for two years.“The second time I went over was in April when our students were still


Vermont Academy LaunchingSatellite Campus in Spain

Cathedral Santiago de Compostela

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there. I met the host families and attended a reception. And to me, our stu-dents seemed worldly and more confident after this experience.”But Brennan pointed out that an enriching language-immersion pro-

gram like this one, where the 12th-century San Martin Pinario monasteryserved as the educational center, is not for every student at VA.“These are mostly 11th- and 12th-graders who are goal-oriented and

self-motivated. We don’t allow every student to go. Those who apply andare accepted are kids who have to earn the right to go,” Brennan said.Jack Aitken was one of those students. He graduated from VA when he

returned home in May. But he spoke to host families and fellow studentsbefore he left Santiago. Aitken said he had grown, changed and matured asa result of the Vermont Spain program.“Thanks to Mr. Carreño, I’ll go to college with a new world view, differ-

ent from the United States. I have learned a lot about Europe and Spain. ...To understand the world, people should leave their environment and learnabout other countries,” Aitken stated on the group’s VA Spain Blog.Built in 1494, San Martin Pinario Monastery fulfilled the need for class-

room space. Then, the 13 visiting students – five seniors, six juniors and asophomore – were dispersed among seven host families.Anna Brown, now a senior at VA, had never studied abroad. For her,

Santiago was love at first sight.“For me, one of the best things about the program was the location. I

fell in love with Santiago. My host family’s home looked out over the city,and I started each day watching the sun rise behind the cathedral,” saidthe 17-year-old Brown.“The enchanting streets of the old town and the safe feeling of the

entire city made me feel comfortable and never want to leave. I also reallyenjoyed our weekend trips, getting to know both the local area and othercities,” said Brown.She added that being submerged in the unique culture of Galicia, and

the daily life with her host family, enhanced her ability to speak Spanish bythe end of the program.“My Spanish improved a lot while I was there. I was able to communi-

cate basic ideas when I arrived, but by the end of the program, I was ableto have full conversations with my host family. I think living with host par-ents who did not speak English was the reason my Spanish improved themost,” she said.Brown said that since local Spanish-speaking teachers were hired as

tutors, the curriculum could be improved in that area for next year’sprogram.“I think the curriculum could be improved. It was challenging to keep

up with some of my courses that our Spanish tutors were unfamiliar with,”she said.The Vermont Spain program is subsidized by the school and the board

of trustees. As with any new program, the curriculum will be changed asneeded. Carreño and Brennan said future plans include the program’sexpansion from three to five months. Starting in 2012, the program will beoffered from January through the end of May.Thomas Savoca, a senior this year, called the 10-week experience of liv-

ing in Santiago a once-in-lifetime opportunity that will stay with him for therest of his life.“I learned the language, I lived the culture, and I acquired both acade-

mic and nonacademic skills which I’ll have with me forever. Specifically, Ilearned the language through both my host family and the country in gen-eral. It was impossible to walk around every day without learning new

vocabulary, grammar, et cetera,” said Savoca, 17.Brennan takes pride in relating to prospective students and their par-

ents that much is expected of them at VA, especially regarding the school’sstudy abroad programs.“We believe in setting the bar high, while also securing a safety net

to catch those who fall short of their goals,” he writes on the school’sWeb page.Magda Blakeson, also a senior this year, said she has always loved and

recognized the value of knowing a universal language such as Spanish.“I have always loved Spanish. It is a very practical language to learn

and one that can be used in many places of the world,” said Blakeson, whohas traveled overseas, but had not studied abroad.The Vermont Spain program, she said, “helped me to become totally

immersed in the language because we were constantly surrounded by it. Itwas a great learning experience, and an opportunity to practice ourSpanish in real situations,” she said.Savoca lauded the day-to-day experiences of exploring Santiago, whose

street musicians retain their Celtic heritage by wearing kilts and playingbagpipes.“In this city, we were able to live and explore the Spanish lifestyle while

enjoying the beautiful city around us – without being taken over by thestress that comes with a modern city,” he said.“I loved experiencing Spanish culture. They have a fascinating and

complex history. I loved trying new foods, meeting the outgoing people,and living on a completely different time schedule,” said Blakeson.Carreño said that with some 400 million Spanish speakers worldwide,

the school is on the cutting edge of offering an education experience thatwill prepare high school students for a global world beyond college.“Vermont Academy chose Spain as its first destination for its expanding

international program. So while San Pinario Monastery is and always willbe the starting point, we need a year-round campus in order to better pre-pare our students for globalization, and Santiago’s historic center willserve that purpose,” he said.

Students at San Martin Pinario Monastery

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“Theyear is 2071, andthere’s a serialkiller loose in

Atlanta. Lieutenant Jak Decker, a homi-cide cop, is on the case, but is gettingnowhere. As the body count mounts, hisboss assigns him a partner, the smartand beautiful Detective Cassandra Smith.Decker, a tough, wise-cracking loner,doesn’t want a partner, especially whenhe finds out she’s an android.”I preface this review by stating that I

do not as a usual course read either sci-ence fiction or detective stories. I grew up, however, on television shows likeStar Trek, Lost in Space and Battlestar Galactica. I also watched the olddetective movies with Humphrey Bogart and James Cagney. I am no strangerto the irreverent unorthodox tough-guy detective. The Nanotech Murders isa detective mystery set in 2071. It is part science fiction, part old-style detec-tive story. This is Lee Gimenez’s fifth science fiction book. He is one of thevery few published Hispanic science fiction writers in the United States.The Nanotech Murders is a quick read. The dialogue moves the story

along effectively, and unlike so many books written today, here there is noprofanity, gruesome descriptions or X-rated sex. It is therefore appropriatefor adolescents who like this genre. The number of pages will not dissuadethe less-enthusiastic reader. The book has “shoot’em-ups,” flying cars, lasersand androids. There are heartless villains and beautiful damsels in distress.The book has its flaws, but none ruin the story. There are errors in edit-

ing such as typos or incorrectly written Spanish words. Some of the technol-ogy we have today seems to have been lost by the year 2071 with no replace-ment. Sometimes the reader might think he’s reading Mickey Spillane sincethe main character Decker is aptly named – he likes to “deck” the bad guys.I like to think detectives would have evolved beyond that. In spite of this, thestory has some very creative parts. It also has an android that quickly getsyour attention and wins your heart. Even Decker, who doesn’t like machines,is no match for her innocent charms. When she goes down, the reader alongwith Decker cries out “Please, Cass. Wake up.” For all of Decker’s heroism,and there’s plenty of that, it is Cass whose logic, deliberateness and detectivework crack the case and keep the reader enthralled. Like Robbie, the first“Robot” in The Forbidden Planet, Cassandra has a dignity about her that isrich and powerful and comes across clearly in this book.The Nanotech Murders begins with a serial killer, and what starts

out as a simple murder mystery quickly turns much more com-plicated and interesting while remaining straightfor-ward and appealing.

Reviewed by Myrka A. González

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

IInntteerreessttiinngg RReeaaddss

Bolitas de Oro: Poems from My Marble-Playing DaysBy Nasario García

Written in Spanish, then translated to English, thesepoems paint García’s youth and the lives of his family mem-bers and neighbors in the town of Guadalupe, which waslocated in west central New Mexico in the mid-20th century.2010. 126 pgs. ISBN: 978-0-8263-4791-6. $24.95

cloth. University of New Mexico Press, (505) 277-2346.www.unmpress.com.

Reinventing Higher Education: The Promise of InnovationEdited by Ben Wildavsky, Andrew Kelly and Kevin Carey

The editors document a rising chorus of concerns aboutbusiness schools gleaned from extensive interviews with deansand executives, and from a detailed analysis of current curric-ula and emerging trends in graduate business education.2011. 288 pgs. ISBN: 978-1-934742-87-7. $29.95

paper. Harvard Education Press, (617) 495-3432. www.har-vardeducationpress.org.

U Chic: The Girl’s Guide to CollegeBy Christie Garton

U Chic gives an edge to today’s high achieving collegegirl. It’s not just about good grades or being at the top ofthe class, but having a great social experience. Written by agroup of 50 students and journalists, this book coverseverything from birth control and eating disorders to howto maintain that all-important GPA.2011. 412 pgs. ISBN: 978-140224-398-1. $16.99 paper.

Sourcebooks, (630) 961-3900. www.sourcebooks.com.

Territories of DifferenceBy Arturo Escobar

Escobar offers a detailed ethnographic account of Afro-Colombian activists of Colombia’s Pacific rainforest region,revealing their strategies and practices. He chronicles andanalyzes the movement’s struggles for autonomy, territory,justice and cultural recognition.2009. 456 pgs. ISBN: 978-0-8223-4327-1. $24.95 paper. Duke

University Press, (919) 688-5134. www.dukeupress.edu.

10/31/2011 Taking our Efforts to a new level

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