The Hispanic Outlook in Higher Education Magazine 01/18/2016

VOLUME 26 • NUMBER 4JANUARY 18, 2016

WWW.HISPANICOUTLOOK.COM

HOW NASA ATTRACTS TALENTED MINORITY UNDERGRADUATES

TOP 25 STEM SCHOOLS FOR HISPANICS

BOSTON HISPANICS SEEK TECHNOLOGY DEGREES

FOR HIGH DEMAND JOBS

Opens Doors to Science

AWARDWINNING TEACHER

2 • January 18, 2016

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www.HispanicOutlook.com • 3

The best new minds to

ANALYZEUniversity of Central Florida Assistant Professor Fei Liu is teaching computers to better understand human language. Previously at Carnegie Mellon University and Bosch Research, Liu works with natural language processing to help computers learn and derive meaning from written text — and generate it as well. With her algorithm, computers can identify important details in massive amounts of text and produce summaries that reduce information overload for humans.UCF is an equal opportunity/affirmative action employer.

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

Misspellings, abbreviations and slang

cause problems in computer translation.

By developing an algorithm that

converts them into standard

English, smartphone apps or car

systems could correctly read out

text messages while you drive.

– FEI LIU

4 • January 18, 2016

THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINEVOLUME 26 • NUMBER 4

PUBLISHERJOSÉ LÓPEZ-ISAEDITOR IN CHIEF

MARY ANN COOPERWASHINGTON DC BUREAU CHIEF

PEGGY SANDS ORCHOWSKICONTRIBUTING EDITORS

CARLOS D. CONDE, MICHELLE ADAMEDITOR EMERITUSMARILYN GILROY

CONTRIBUTING WRITERSGUSTAVO A. MELLANDER

CHIEF OF HUMAN RESOURCES & ADMINISTRATIONTOMÁS CASTELLANOS NÚÑEZ

CHIEF OF ADVERTISING, MARKETING & PRODUCTIONMEREDITH COOPER

RESEARCH & DEVELOPMENT DIRECTORMARILYN ROCA ENRÍQUEZ

ART & PRODUCTION DIRECTORRICARDO CASTILLO

DIRECTOR OF ACCOUNTING & FINANCEJAVIER SALAZAR CARRIÓN

SALES ASSOCIATESERGIO LUGO

ARTICLE CONTRIBUTORSSTACEY MARCUS, ROCIO MENDOZA, GARY M. STERN

on the coverCarlos Montero

Courtesy of Nova Southeastern University

PUBLISHED BY “THE HISPANIC OUTLOOK IN HIGHER EDUCATION PUBLISHING COMPANY, INC.”

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

Letters to the EditorThe Hispanic Outlook in Higher Education Magazine ®

email: [email protected]

Editorial Office299 Market St, Ste. 145, Saddle Brook, N.J. 07663

TEL (201) 587-8800 or (800) 549-8280

“‘The Hispanic Outlook in Higher Education’ and ’Hispanic Outlook are registered trademarks.’”

Featured Article At 21, when her son Elijah was born, Elisa Hornedo found herself at an important crossroads. “I wanted to do something for Elija’s life...

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7084701/18/16Hispanic Outlook in Higher Ed1/2 pg V 7.5 x 4.75pmc

Be a part of the South Orange County Community College District! We seek highly qualified people with a passion for excellence and a commitment to preparing students for the highly competitive, global workplace. The District encompasses 382 square miles in south Orange County serving over 900,000 residents in 26 communities. Distinguished faculty from Saddleback College and Irvine Valley College provide students with rigorous academic classes to prepare them for transfers to four-year colleges and universities, basic skills attainment, or career technical training.

To view current job openings, learn more about the District, and submit an application, please visit our District employment website at https://jobs.socccd.edu

SOCCCD is pleased to announce the following Full-Time Tenured Faculty openings.

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ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES

Spring 2016 Working Conferences

General Education and Assessment: From My Work to Our WorkFebruary 18–20, 2016 New Orleans, Louisiana

Developing high-quality general education pathways that are effective for all students requires advancing collabora-tion among all educators. AAC&U invites you to join with colleagues to rethink general education designs; connect curricular and cocurricular pathways; and re-envision the nature of all campus sectors’ roles in moving from “my work” to “our work.” The conference will examine campus models for con-

necting general education to real-world problems along four pathways: integrative conceptual frameworks; equity, empowerment, and agency; assessment and transpar-ency; and pedagogies and practices.

Diversity, Learning, and Student Success: Shifting Paradigms and Challenging Mindsets March 17–19, 2016 Philadelphia, Pennsylvania

AAC&U invites you to explore how to move from deficit-minded to asset-based designs for more effectively advanc-ing diversity, student learning, and success; engage in “courageous conversations” that are problem-oriented and solution-driven; and expand institutional capacity to prepare all students for lifelong success and engaged citizenship.Conference sessions will examine how to incentivize

collaborative action across campus sectors, advance student success, and build democratic capacity. Plenaries will provide research, theory, and context for problem solving and strategic planning sessions that follow.

6 • January 18, 2016

THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINEJANUARY 18, 2016

AWARD-WINNING TEACHER OPENS DOORS TO SCIENCECarlos Montero’s Dedication to Teaching Science is Contagious.by Michelle Adam

HOW NASA ATTRACTS TALENTED MINORITY UNDERGRADUATES Are You Ready to be a Rocket Scientist?by Gary M. Stern

BOSTON HISPANICS SEEK TECHNOLOGY DEGREES FOR HIGH DEMAND JOBSBenjamin Franklin Institute of Technology offers Minorities Chance to compete for Lucrative STEM Careersby Stacey Marcus

NAFSA LAUNCHES NEW INITIATIVE TO EXPAND RELATIONSHIPS BETWEEN U.S. & CUBAN HIGHER EDUCATION INSTITUTIONS The U.S. and Cuba Need a Structured and Meaningful Framework to Engage and Learn from Each Otherby NAFSA: Association of International Educators

TOP 25 STEM SCHOOLS FOR HISPANICSThese Schools Grant the Most Engineering and Math Degrees to Hispanics by National Center for Education Statistics

COLLEGE GRADUATION RATES ARE UP FOR LATINO STUDENTS AT MANY FOUR-YEAR PUBLIC COLLEGES AND UNIVERSITIES Yet Large Completion Gaps Remain, According to Ed Trust by The Education Trust

SCHOLAR’S CORNERby Rocío Mendoza, PhD student, Higher Education, Claremont Graduate University

TARGETING HIGHER EDUCATIONThe Unending Cost of Going to College by Gustavo A. Mellander

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TOP 25

STEM SCHOOLS


LSC-CyFair • LSC-Kingwood • LSC-Montgomery • LSC-North Harris • LSC-Tomball • LSC-University Park

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Lone Star College Seeks Multiple Full-Time Faculty

For complete job descriptions, required qualifications, and access to our on-line application, visit: http://Jobs.LoneStar.edu. Search by Job Opening ID number or click the “Advanced Search” link to search by keyword or campus. Everyone must apply on-line, but technical assistance with the application is available by e-mail: [email protected]. Criminal background check required. Lone Star College is an EEO Employer.

To apply: LoneStar.edu/LSC-Jobs

If you believe students matter and that student success is a top priority, LSC is where you want to teach! LSC faculty: • create active learning environments and include service learning, civic engagement, learning communities and technology in the classroom. • inspire excellence, are proactive lifelong learners and flexible team members. • act intentionally & actively participate in the curriculum development process. • value the diversity of the LSC student population which is 37% Hispanic, 34% White, 16% Black, 7% Asian and 6% other. • believe we are better together and are highly collaborative working across departments, campuses and the system office with department chairs, deans, administrators and colleagues to achieve our goals.

LSC-CyFair Accounting – Job ID #18673 Dev. English, 3 positions – Job ID #18628 Education/EDUC 1300 – Job ID #18670 Government – Job ID #18666 English, 3 positions – Job ID #18250 History – Job ID #18962 Mathematics – 2 positions – Job ID #18672 Philosophy, 2 positions – Job ID #18627 Speech – Job ID #18669

LSC-Kingwood Biology – Job ID #18863

Education/Psychology – Job ID #18859 Education/EDUC 1300 – Job ID #18854 English – Job ID #18862 Geology – Job ID #18865 Government – Job ID #18860 Mathematics – Job ID #18853 Physics – Job ID #18864 Speech – Job ID #18855

LSC-Montgomery Accounting – Job ID #18292 Art – Job ID #18813 Biology – Job ID #18809

English – Job ID #18811 History – Job ID #18812 Mathematics – Job ID #18816

LSC-North Harris Economics – Job ID #18763 English – Job ID #18768 Government, 2 positions – Job ID #18745 Kinesiology – Job ID #18764 Visual Communications – Job ID #18819 Government – Job ID #18765 Mathematics – Job ID #18209 Music – Job ID #18911

The following positions are currently available for fall 2016:

Lone Star College is currently hiring full-time faculty to meet our growing student population and anticipates 500 NEW full-time faculty positions being added over the next seven years. The LSC Board of Trustees is committed to hiring 500 new full-time faculty who believe in the community college mission, care about students and have a passion for making a difference in the lives of our community.

Known for its leadership, innovation and steadfast commitment to student success and credential completion, Lone Star College is currently ranked 5th in the U.S. for associate degrees awarded. LSC believes that strong student pathways for both academic transfer and workforce education are critical for student success and economic prosperity. We want all students to be fully prepared for the 21st century workforce.

With 84,000 students in credit classes each semester, and a total enrollment of more than 95,000, Lone Star College is the largest institution of higher education in the Houston region and one of the fastest-growing community colleges in the nation. LSC serves a diverse community and is dedicated to employing faculty & staff that reflect the broad diversity of the fourth largest city in the U.S.

The Houston area is nationally known as a great place to work and live with its low cost of living, rich cultural arts, wide variety of recreational activities, vibrant culinary scene and mild climate. Forbes Magazine ranked Houston the fourth “Coolest City in America” in 2014.

LSC provides an exemplary work environment with six comprehensive campus locations, a collaborative atmosphere, robust professional development opportunities, doctoral/master’s degree support programs, competitive benefits, work/life balance and generous paid time off.

8 • January 18, 2016

AWARD-WINNING TEACHER Opens Doors to Science

~Written by

Michelle Adam

Carlos Montero begins his chem-istry class with a question like, “What do you think is going to happen if you put a piece

of iron metal in a solution of copper chloride?” His high school students ponder the answer. Some try out a hypothesis. Others stay quiet. Mon-tero and his students then test the situation. He asks students to explain the results of the test. They get into groups, sometimes drawing out an-swers on their portable white boards. A discussion ensues.

As an AP chemistry teacher and chair of the science department for grades 6-12 at the University School, a K-12 college preparatory school at Nova Southeastern University in South Florida, Montero’s aim is to inspire students to be active, en-gaged learners. And it is exactly his effective method of teaching—called Modeling Instruction for Science Education—that made him one of 108 teachers across the nation to win the prestigious $10,000 Presidential Award for Excellence in Mathematics and Science Teaching this past sum-mer.

“I was excited to receive the award, although it was a long-time coming,” said Montero, who had been told that he was a finalist for the award back in 2013. “I was in Prague when I got the email. I started cele-brating at that time.”

Last summer, Montero met with President Barack Obama who gave him and 107 other teachers their awards in Washington, D.C. While it was an honor to meet the presi-dent, Montero’s most memorable moments were with other prize recip-ients, sharing their classroom success stories with each other. “We were such geeks. It was exciting.”

A Passionate Teacher

Montero is the kind of teach-er whose passion and dedication to teaching science is contagious. He is quick to credit his success to his high school science teacher (in his home country of Venezuela) whom he de-scribed as funny, knowledgeable and hard-working—a description that seems to fit Montero in the classroom as well. His interest and ability in sci-ence qualified him for the national

Chemistry Olympiad in his home country, and he was invited to attend the worldwide event in Norway. He would have attended, if he had not come to the U.S., his birthplace (his father was getting a master’s degree at Texas A&M when Montero was born here), to pursue a fully-paid bache-lor’s degree in chemical engineering at Penn State, followed by graduate school at the University of Miami.

“I didn’t care too much about research and academia,” Montero said about his career reflections prior to coming to the University School. “But I like working with people and kids and teaching.”

A School within a UniversityHe is currently embarking on his

third year at the University School, although he’s been teaching high school students since 2004. His work with high school students at this col-lege preparatory school provides him with the best of two worlds—he has access to high-end science equipment and labs at his school and at Nova Southeastern University whose cam-pus is home to the University School.


AWARD-WINNING TEACHER Opens Doors to Science

Founded in 1971, the University School is an independent K-12 col-lege preparatory school that is con-nected to Nova Southeastern Univer-sity, which was established in 1964. NSU is now a research university of 27,000 students and provides the 800-student high school of the Uni-versity School with access to its cam-pus, faculty and facilities.

“We are mostly in our own labs and building, but there is a great cross over with the college professors who have helped our students do research. I am also securing time for our Or-ganic Chemistry Lab to use their very expensive equipment,” said Montero. “Many of their school psychologists and engineering students work with

“I try to teach students to take risks, to not be afraid to come up with creative ideas. They sometimes come up with answers on their own that scientists took years to discover to become famous.” Carlos Montero, University School, Nova Southeastern University.

Carlos Montero

our students. We also use robotic labs where students build things, and we are only scratching the surface of the relationship and collaboration we have with the college.”

Modeling Instruction: Key to Suc-cess

When Montero first entered the teaching profession, he was not—he professed—a good teacher. “I don’t think I would have been a teacher if I hadn’t encountered this method of teaching,” he said, referring to Mod-eling Instruction. “I am now apply-ing its principles of inquiry. It’s not easy to let go of the reigns and help students figure out answers for them-selves.”

10 • January 18, 2016

other teachers in South Florida. He also began STEM Teachers South Florida, an organization where best modeling practices are shared, and he serves on the Executive Board of the American Modeling Teachers Association.

Students Discover Their Capaci-ties

While Montero teaches Hispan-ic students in his classroom, His-panics only make up 25 percent of his class. He does, however, work with a large percentage of Hispanic faculty, and those students he does have, have gone on to do great work. “Some of my top students have been Hispanic. I have one that just en-rolled in MIT,” he said. “Those Lati-nos who catch the passion of science can be just as good, or better, than other students.”

Creating an interest and passion in a subject that Montero holds dear is central to his work with Latinos and with all students. “My small cog in this giant wheel is to improve what happens in the classroom. My goal is to build models in how to teach and reach the middle school and elementary students,” he said. “A lot of science teaching could be better, yet people don’t know how to teach it. I’ve had students, especial-ly girls, tell me they won’t be good at this—a lot of them are trained to be good at copying what the teacher says and repeat it—but I tell them to keep trying. They can lash out at teachers saying they are not teach-ing, but in the end these students of-ten come back and admit that they didn’t think they could do it, and now they can.” •

Modeling Instruction, first de-veloped in 1990 by David Hestenes, emeritus professor of physics, Arizo-na State University, provides science teaching an alternative to passive ed-ucation. It organizes courses around a small number of scientific mod-els and applies structured inquiry techniques to teach basic skills and practices in mathematical modeling, proportional reasoning, quantitative estimation and technology-enabled data collection and analysis.

“When I began teaching this method, the kids began thinking and talking to each other and being

engaged,” said Montero who harshly criticizes passive learning and claims that today we are dealing with an ep-idemic of a lack of attention in ed-ucation. “I try to teach students to take risks to not be afraid to come up with creative ideas. They some-times come up with answers on their own that scientists took years to dis-cover to become famous. And once we develop a model as to why things happen, we apply it to other situa-tions.”

Montero is now responsible for hosting three-week summer work-shops in Modeling Instruction for

Carlos Montero


Written byGary M. Stern

“We make sure we go to a wide range of different venues including Hispanic Serving Institutions (HSI) and Historically Black Colleges and Universities (HBCU) and go to professional associations like the Society of Hispanic Professional Engineers and Great Minds in Stem.” Sharon Wagner, director of program planning and evaluation, NASA.

How NASA Attracts Talented Minority Undergraduates

ARE YOU READY TO BE A ROCKET SCIENTIST?

If you’re a talented Latino or mi-nority student, and NASA’s space program has always fascinated you, there are ways to gain internships

and scholarships at NASA and forge careers there. In fact, NASA is ded-icated to attracting a wide range of talented minority candidates whose interests align with NASA’s mission and goals.

One aspect of NASA’s strate-gic plan is “to advance and attract a highly skilled, competent and di-verse workforce,” explains Sharon Wagner, the director of program planning and evaluation in NASA’s Office of Diversity and Equal Op-portunity. She says that attracting a talented multicultural staff is “just plain good business practice.” More-over, she adds that social scientists have demonstrated that “diversity and inclusion increases innovation and creativity and results in better problem-solving and critical analy-sis.”

Three divisions of NASA includ-ing its Office of Diversity and Equal Opportunity, Office of Human Cap-ital and Office of Education reach

out to multi-cultural undergradu-ates. Some programs are tailored for minority students, but many appeal to a cross-section of students includ-ing minorities and women, Wag-ner suggests. “We make sure we go to a wide range of different venues including Hispanic Serving Institu-tions (HSI) and Historically Black Colleges and Universities (HBCU) and go to professional associations like the Society of Hispanic Profes-sional Engineers and Great Minds in STEM,” she said.

For the most part, NASA is try-ing to recruit students who are in-terested in becoming “scientists and engineers,” Wagner said. Specifical-ly, aerospace, electrical, mechanical engineers are targets as are physicists, astronomers, space scientists, plane-tary scientists, geologists and astro-physicists.

But it’s not just STEM majors that NASA pursues. For example, a whole range of disciplines including financial experts, budget specialists, accountants, project managers and contract managers are hired. Some are recruited right out of college,

12 • January 18, 2016

some in mid-career and some in lat-er stages of their careers.

Wagner said the ideal candidate “must be enthusiastic about NASA’s special missions and be consistent with our core values of teamwork.” NASA emphasizes collaboration, so candidates who enjoy and thrive on working on teams fit in best at NASA. “We want candidates to have the right stuff. It might seem im-

possible but we can do it,” she said. Having a positive, can-do outlook works best in NASA’s culture.

But NASA’s culture is inclusive, and Wagner said that liberal arts majors also fit into roles in HR and public affairs. “Any kind of liberal arts can be useful. It teaches critical thinking and how to write,” she said.

Being bilingual can also play a role since NASA collaborates with

many international partners. Speak-ing Russian or Spanish plays a role as does having international experi-ence.

Having been a flight control-ler, an engineer and now manag-er of NASA’s Minority University Research and Education Program (MUREP), Joeletta Patrick said that minority students needs to see exam-ples of people like her (she’s African American) who have succeeded at NASA. “We show students that we look like them, and we come from the same backgrounds, and this is not an unattainable goal,” she, a na-tive of Greensboro, N.C., said.

The other technique that works to ignite the interest of minority students is “hands on experience. Getting them involved in various scenarios where they can put their hands on a circuit, and a light comes on,” Patrick noted.

One other key in reaching mi-nority students is providing men-tors. The NASA Speakers Bureau, which presents workshops to stu-dents in elementary school, middle and high schools, enables students to ask questions and converse with NASA personnel. Patrick remem-bers one student asking her what exactly was the NASA budget this year, demonstrating his curiosity.

One program that Patrick rec-ommends that minority students in-vestigate is the One Stop Shopping Initiative (www.intern.nasa.gov). Students can log on, enroll, upload their resume and apply for 15 dif-ferent opportunities across the 10 NASA centers. “It’s like sending 15 applications for 15 chances of trying to get an internship at NASA,” Pat-rick said. About 80 percent of these

Sharon Wagner


NASA’s interns can reap a myr-iad of benefits from the experience whether they end up working full-time at NASA or not. Some interns are recruited by NASA’s partners that might include Boeing or Lock-heed. “At many of our work sites, it’s hard to tell whether someone is a NASA employee or a Boeing or Lockheed employee” because they work so closely together, Wagner cited.

Recruiting a diverse staff is critical at NASA. Since NASA rep-resents the entire American popu-lace, it is critical that it “reflects and represents all Americans,” Wagner noted. •

internships are “mission-driven” and entail STEM majors, Patrick said.

The more students feel self-con-fidence and can demonstrate self-ef-ficacy and know what they’re doing, the better they will be able to com-pete for NASA’s internships and ul-timately jobs. Students that thrive at NASA exhibit problem-solving skills, are flexible, adjust to de-mands, are articulate and are good writers, Patrick observed.

Minority students can also com-pete for about 30 scholarships annu-ally, noted Carolyn Knowles from the Office of Education. To earn one, students must meet the follow-ing criteria: 1) be U.S. citizens, 2) have a high school GPA of 3.5 plus advanced placement courses with fewer than two years remaining in high school.

Besides the One Stop Shopping Initiative, the NASA Pathways pro-gram provides an internship pro-gram that enables NASA to attract many minority and women stu-dents even though it is open to all students and not targeted toward Latinos or African Americans. It’s aimed at undergraduates who spend a semester at one of NASA’s offic-es in an internship and are paid a stipend and may receive credit de-pending on each university’s policy, Wagner noted. Pathway interns are considered NASA employees, and if they’re hired after graduation, time spent at Pathways counts as part of service.

To be eligible, students must be at least 16 years of age, pursue an undergraduate, graduate or doctor-ate in a major field of study relat-ed to the job they’re applying for, have one year left of school, main-

tain at least a 2.9 GPA and be able to complete 640 hours of work in one semester. Besides STEM ma-jors, students interested in human resources, procurement, finances and public affairs can apply. Quite a few of NASA’s Pathway students are hired full-time at NASA, Wag-ner said.

Students can attend college or live anywhere but being in proxim-ity to one of NASA’s centers helps. Major NASA centers include John-son Space Center in Houston, Tex-as; Goddard Space Flight Center in Greenbelt, Maryland, and Marshall Space Flight Center in Huntsville, Alabama. Some employee groups help interns locate housing, but ar-ranging lodging isn’t part of the pro-gram, Wagner added.

Besides Pathway, NASA offers a summer internship program. All students spend 10 to 12 weeks at a NASA center, but unlike with Path-ways, they are not considered NASA employees. Nonetheless, Wagner said these summer internships offer “invaluable experience, can be add-ed to one’s resume” and can help in building a resume to apply for Path-way internships.

The major criterion for secur-ing an internship is making sure the students’ “interests align with the mission that NASA is working on,” Wagner observed.

During the internship, students are assigned a mentor, and interns assist with whatever project the mentor is concentrating on at the time. They could be doing research on quantum physics or researching materials needed in a harsh environ-ment like working on Mars, Wagner pointed out.

Joeletta Patrick

14 • January 18, 2016

BOSTON HISPANICS

Seek Technology Degrees for High Demand Jobs

Written byStacey Marcus

Some of 22-year-old Angel Gar-cia’s fondest childhood memo-ries growing up often involved fixing things. He would tinker

with gadgets, take toys apart and learn about their inner workings. “It’s like a puzzle – you have all these pieces, and you are not sure how they fit,” the Boston resident said. “Sometimes you have to take a step back and see it from a different per-spective.”

Angel has not only applied this approach to repairing things but also to his own career journey. One piece at a time, he built a pathway to earn an associate degree in auto-motive technology and a bachelor’s degree in automotive management from Benjamin Franklin Institute of Technology (BFIT), a non-profit private college in Boston. Today, he works full-time for the City of Bos-ton, maintaining its fleet of vehicles

– from hybrid cars to large trucks.At 21, when her son Elijah was

born, Elisa Hornedo found herself at an important crossroads. “I wanted to do something for Elija’s life already and wanted to start a career fast,” she said. “I love school and wanted to get my bachelor’s degree, but I want-ed to provide for him more quickly.” Then, her father Eddie, an optician for more than 25 years, learned of BFIT, the only college in Massachu-


setts to offer an associate degree pro-gram in opticianry. Suddenly, Elisa’s vision for career success came into focus – to become an optician like her father and join the fast growing optical industry. In less than two years, she earned her associate de-gree, graduating with honors and landed a job as a full-time optician.

Angel and Elisa are among a growing number of young Hispan-ics who have chosen college degrees aligned with science, technology, engineering and math (STEM). The Alliance for Science & Technology Research in America estimates that in the next few years, Massachusetts will have 300,000 openings for jobs that require a STEM education.

Unfortunately, in spite of this opportunity, only 13 percent of all STEM jobs in the U.S. are held by Hispanics and African Americans combined, according to a 2013 re-port by the U.S. Congress Joint Eco-nomic Committee.

Angel is now qualified for a man-agement position. Nationally, jobs for automotive technicians are ex-pected to grow 17 percent by 2020. Opticians are part optical technicians and part fashionistas. They dispense glasses and contact lenses, repair eye-wear, fit patients with eyewear and select the right type for their eyes and lifestyle. They can work in opti-cal chains as well as in hospitals and medical practices that offer optome-try services as well. In Massachusetts, a licensed optician’s starting salary is around $50,000 per year.

“If you study hard and get a degree, you will be able to jump in this career immediately,” Elisa said. “I’m helping people. I have patient appointments. I’m fitting glasses and

contacts, and earning a good pay-check. I’m so happy I made this de-cision.”

BFIT’s student population is approximately 70 percent minority with Hispanics comprising around 40 percent of the student body. The college is one of the most affordable private colleges in Boston, and it has not raised tuition in the past 4 years. It awards more than $2 million a

year in student scholarships.“There are tremendous opportu-

nities for your Hispanics and other minorities in STEM fields where we see continued growth of jobs and salaries,” BFIT president Anthony Benoit said. “We are committed to making a college education afford-able and accessible for our commu-nity.”

To boost student learning, re-

Angel Garcia

16 • January 18, 2016

tention and graduation, BFIT was recently awarded a five-year $2.2 million Title III grant from the U.S. Department of Education to en-hance the college’s student services system. The Title III project, entitled Systems for Student Success: A Path-way to Retention and Completion, is designed to improve outcomes for over 1,500 first-year students, helping them to achieve their aca-demic and career goals. The project will expand BFIT’s use of “learning communities,” an educational mod-el that integrates students’ academic and career interests with a network of support involving faculty, staff and peers. Program-specific learning

communities will incorporate events, group activities and social media to build and maintain connections among community members.

Did you know?BFIT owes its existence to Ben-

jamin Franklin. The college was founded directly from Franklin’s bequest of £1,000 in 1789 to “the Inhabitants of the Town of Boston,” believing that “good apprentices are likely to make good citizens.” Frank-lin’s legacy thrives at BFIT where generations of technicians have re-ceived their education. •

“There are tremendous

opportunities for your Hispanics and other minorities in STEM fields where

we see continued growth of jobs and

salaries.” Anthony Benoit, BFIT president.

Elisa Hornedo


H =

∫d�r

[k

2(uab − δabucc)

2 +k′

2(ucc −∆γ)2

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Santa Barbara Advanced School of Quantitative Biology

2016 Summer Research Course @ UCSBPresented by KITP & MCDB

Mechanics and Mechanismsof Morphogenesis

July 25-August 26, 2016

Course Directors:Suzanne Eaton MPI-CBG, DresdenAndrew Oates FCI, LondonJoel Rothman UC Santa BarbaraBoris Shraiman UC Santa Barbara

For information and to apply visit: www.kitp.ucsb.edu/qbioApplication deadline: March 15, 2016

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

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

www.bellevuecollege.edu/jobs/Bellevue College is committed to increasing culture diversity among our employees. We welcome all appli-cants with multicultural experience and/or background to add to the richness of diversity at our college.

Bellevue College does not discriminate on the basis of race or ethnicity; creed; color; national origin; sex; marital status; sexual orientation; age; religion; genetic information; the presence of any sensory, mental, or physical disability; or veteran status in educational programs and activities which it operates.... Please see policy 4150 at www.bellevuecollege.edu/policies/.

Founded in 1860, Augustana is a selective, residential university affiliated with the Lutheran Church. With 52 majors, 40 minors and 14 pre-professional programs for undergraduates, along with graduate degree and continuing education programs, the University is committed to enriching lives and fostering development by combining a foundation in the liberal arts with professional skill and advanced study.

With more than 1,800 students from 30 states and 38 countries around the globe, Augustana has been ranked among the top baccalaureate institutions in the nation for our efforts to advance social mobility, research and service by Washington Monthly. We’re pleased to be featured among “America’s Top Colleges” by Forbes and to be named a “Best Midwestern College” by the Princeton Review and a “Best Buy” by U.S. News & World Report.

We’re proud to say that the average ACT of our entering class is 25, one of the highest averages of any college or university in the region. Nearly 90 percent of our students come from South Dakota, Minnesota, Iowa and Nebraska. Eleven percent are alumni legacies.

In September 2015 – 155 years after our founding – Augustana College became Augustana University, an illustration of our growing number of programs and centers for undergraduate and graduate students and in recognition of the physical growth happening on campus.

OUR LOCATIONAugustana University is located in Sioux Falls, South Dakota. With a metro population of more than 220,000, Sioux Falls is a growing, vibrant, and diverse city that is home to major health care centers, Fortune 500 business, national retailers, spirited entrepreneurs, and dynamic options for arts and entertainment. Sioux Falls has been named the “Best Small City for Business and Careers” by Forbes and ranked one of the “Best Places to Live” by CNN.

OUR CALL FOR APPLICANTSAugustana seeks full-time Faculty who support the mission of the University and have attained a high degree of scholarly competence in their discipline. All members of the Academic Division are expected to be excellent teachers and scholars, to engage in the development of the life of the University, and to serve the broader community.

WE INVITE APPLICATIONS FOR THE FOLLOWING FACULTY POSITIONS:

Augustana also seeks full-time Administrators who support the mission of the University and are committed to serving the needs of students and families.

WE INVITE APPLICATIONS FOR THE FOLLOWING ADMINISTRATIVE POSITIONS:

APPLICATION PROCEDUREEach position has application procedures. Please visit www.augie.edu/jobs for detailed information. Augustana is committed to excellence through diversity, and strongly encourages applications and nominations of persons of color, women, and members of other under-represented groups.

Augustana University is an Equal Opportunity/Affirmative Action/Title IX Employer. Women and members of minority groups are strongly encouraged to apply. Applicants must comply with the Immigration Reform and Control Act and are required to submit official transcripts upon employment.

•Business Administration•Chemistry (Organic, Medicinal or Biochemistry)•Education: Content Literacy and Language Learning•Education: Educational Psychology•Education: Science & Mathematics Curriculum and Instruction

•Education: Special Education•Nursing: Multiple positions including – Adult/Gerontology, Child Health, Genetics & Genomics, and Acute Care•Psychology•STEM Education: Secondary & Post Secondary

•Director of Internships •Director of Multicultural Access and Success Programs

www.augie.edu/jobs

18 • January 18, 2016Image licensed by Ingram Image


PHONE: (201) 587 8800FAX: (201) 587 9105

E-MAIL: [email protected]

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SADDLE BROOK, NJ 07663

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20 • January 18, 2016

NAFSA Launches New Initiative to

EXPAND RELATIONSHIPS BETWEEN US & CUBAN HIGHER EDUCATION

INSTITUTIONSStory courtesy of

NAFSA: Association of International Educators

WASHINGTON – Last month on the one-year anniversary of President Obama’s historic

announcement to begin normaliz-ing relations between the United States and Cuba, NAFSA: Associ-ation of International Educators announced the NAFSA Cuba En-gagement Initiative, a new program designed to promote sustainable partnerships between U.S. and Cuban academic institutions. The planned initiative consists of two interconnected projects that will lead to sustainable academic part-nerships and mobility between the United States and Cuba: the Cuba-U.S. Higher Education Di-alogue Project; and the Educators for Cuba Campaign.

NAFSA’s Cuba-U.S. Higher Education Dialogue Project will provide on-going teaching and learning events for participants to gain insight about the Cuban and U.S. higher education landscape.

In addition, NAFSA will provide travel grants for Cuban education leaders to attend the NAFSA 2016 and 2017 Annual Conferences and other international education events.

In conjunction with the Dia-logue Project, NAFSA’s Educators for Cuba Campaign will provide advocacy leadership for those in higher education seeking to sup-port the ongoing U.S.-Cuba nor-malization process and to end the U.S. embargo. NAFSA will also continue to partner with other or-ganizations such as the American Association of State Colleges and Universities, the Latin America Working Group, Civitas Global Educational Services, the Washing-ton Office on Latin America and Engage Cuba to mobilize political support for easing trade and travel restrictions with Cuba.

“As the U.S. and Cuban gov-ernments continue the historic pro-

cess of normalizing relations, it is important that people and cultures that have been separated for more than 50 years have a structured and meaningful framework in which to engage and learn from each other,” said Marlene M. Johnson, NAFSA’s Executive Director and CEO. “In-ternational education and partner-ships have always played an import-ant role in building understanding and collaboration between nations, and we now have an opportunity to positively impact this historic pro-cess.”

The NAFSA Cuba Engagement Initiative redoubles NAFSA’s long-standing commitment to the use of academic exchanges and part-nerships to build a more globally engaged United States and develop new opportunities for U.S. and Cu-ban international higher education leaders to collaborate. The program will complement NAFSA’s contin-ued work with 100,000 Strong in

~


Story courtesy ofNAFSA: Association of International Educators

“As the U.S. and Cuban governments

continue the historic process of

normalizing relations, it is important

that people and cultures that have been separated for

more than 50 years have a structured and meaningful

framework in which to engage and learn

from each other.”Marlene M. Johnson,

NAFSA’s Executive Director and CEO

Activities related to NAFSA’s Cuba Engagement Initiative will begin in 2016. NAFSA’s annu-al Advocacy Day, scheduled for March 14 and 15, will focus on urging Congress to lift the embargo and travel restrictions. Several high visibility events are already planned for the NAFSA 2016 Annual Con-ference in May, including several integrated sessions.

“Although the Obama Admin-istration has done as much as pos-sible to restore academic exchanges, the embargo still impedes educa-

tional partnerships and innovative research collaboration,” said Jill Welch, NAFSA Deputy Executive Director for Public Policy. “Ulti-mately, Congress needs to act to lift the remaining travel and trade restrictions if we are to truly uti-lize education as one of the greatest foreign policy and economic tools at our disposal. By coordinating efforts amongst higher education stakeholders, NAFSA aims to cre-ate the tipping point needed to re-verse the embargo.” •

~

the Americas, the NAFSA Latin America Forum and a decade of ad-vocacy efforts.

“It’s important that this be a two-way dialogue and that the partnerships meet Cuban—not just U.S.—needs,” said Kevin Hovland, NAFSA Deputy Executive Director of Conference, Academic Programs, and Internationalization Services. “NAFSA’s Cuba-U.S. Higher Edu-cation Dialogue Project is centered on this mutual learning and respect for what both countries’ higher ed-ucation institutions have to offer.”

Marlene M. Johnson

22 • January 18, 2016

2014 First Major Engineering Degrees

1. Florida International University2. University of Florida3. The University of Texas at El Paso4. Texas A & M University-College Station5. The University of Texas at Austin6. University of Central Florida7. California State Polytechnic University-Pomona8. Georgia Institute of Technology-Main Campus9. Arizona State University-Tempe10. The University of Texas at San Antonio11. California State University-Long Beach The University of Texas-Pan American12. New Mexico State University-Main Campus13. California Polytechnic State U-San Luis Obispo14. University of California-San Diego15. Massachusetts Institute of Technology16. University of Southern California17. New Jersey Institute of Technology Stanford University18. San Jose State University University of New Mexico-Main Campus19. University of California-Riverside University of Illinois at Urbana-Champaign20. Texas Tech University21. University of South Florida-Main Campus22. Texas A & M University-Kingsville23. University of Houston24. University of California-Davis25. University of California-Los Angeles

State

FLFLTXTXTXFLCAGAAZTXCATXNMCACAMACANJCACANMCAILTXFLTXTXCACA

Total

6722,434437

2,2401,8091,140811

3,3771,590404617174389

1,1031,2781,3851,847935

1,1981,067360419

2,239811746304585870

1,239

Hispanic

375287276247225211200190159144135135133127121116115114114110110107107104103102999792

Latino

3002162051851691671771421211231081071071041008378937196838893897873816873

Latinas

7571716256442348382127282623213337214314271914152529182919

% Hispanics

56%12%63%11%12%19%25%6%

10%36%22%78%34%12%9%8%6%

12%10%10%31%26%5%

13%14%34%17%11%7%

TOP 25 STEM SCHOOLS FOR HISPANICS

~

Source: IPEDS NCES database for 2014 degree completions


2014 First Major Mathematics and Statistics Degrees

1. The University of Texas-Pan American2. The University of Texas at Austin3. California State University-San Bernardino4. San Jacinto Community College5. San Diego State University6. University of Houston7. University of California-Santa Barbara8. University of California-Los Angeles University of California-Riverside9. Mt San Antonio College The University of Texas at El Paso University of California-Berkeley10. The University of Texas at San Antonio11. California State Polytechnic University-Pomona12. The University of Texas at Brownsville13. Antelope Valley College California State University-Long Beach14. Allan Hancock College15. Reedley College Texas A & M International University Texas A & M University-College Station16. Arizona State University-Tempe University of California-Santa Cruz17. University of Florida18. California State University-Fullerton19. California State University-Dominguez Hills University of Illinois at Urbana-Champaign20. College of the Canyons El Camino Community College District Texas State University University of Arizona University of California-San Diego21. California Polytechnic State U-San Luis Obispo California State University-Fresno El Paso Community College Pasadena City College South Texas College Southwestern College University of California-Irvine22. Blinn College Stony Brook University University of New Mexico-Main Campus23. Florida International University Montclair State University Rutgers University-New Brunswick The University of Texas at Arlington University of South Florida-Main Campus24. California State University-Northridge California State University-Stanislaus DePaul University Hartnell College San Francisco State University Santa Ana College University of Central Florida25. CUNY City College CUNY Hunter College Mt San Jacinto Community College District Orange Coast College San Bernardino Valley College Southern Methodist University SUNY at Albany University of Houston-Downtown

State

TXTXCATXCATXCACACACATXCATXCATXCACACACATXTXAZCAFLCACAILCACATXAZCACACATXCATXCACATXNYNMFLNJNJTXFLCACAILCACACAFLNYNYCACACATXNYTX

Total

583018486

1291681694561365243

41594733039

122434622

17616876

1778330

305384970

110196644918491722

12473

305762380

2754985532585195915875367284418

11013429

Hispanic

5043403937363433333131313028272525242222222121191817171616161616151515151515151414141313131313121212121212121111111111111111

Latino

28242127191917211224102622161418131914111216151297

1414109

1011958

13698989

116776779978775

108

10655

Latina

2219191218171712217

2158

12137

1258

11105679

103267656

107296756527667553354546131566

% Hispanics

86%14%48%45%29%21%20%7%

24%60%72%7%

32%38%90%64%20%56%48%

100%13%13%28%11%22%57%6%

42%33%23%15%8%

23%31%83%31%88%68%12%19%5%

18%57%16%5%

27%15%23%48%14%63%20%80%14%21%16%39%25%61%10%8%

38%

Source: IPEDS NCES database for 2014 degree completions

24 • January 18, 2016

LAS TASAS DE GRADUACIÓN UNIVERSITARIA SUBEN PARA ESTUDIANTES NEGROS, LATINOS Y NATIVOS EN MUCHOS COLLEGES Y UNIVERSIDADES PÚBLICAS DE CUATRO AÑOS, PERO PERSISTEN GRANDES BRECHAS EN LA TERMINACIÓN DE ESTUDIOS UNIVERSITARIOS, SEGÚN ED TRUST

WASHINGTON -- En años recientes, muchos líderes uni-versitarios se han jactado de

las mejoras en sus tasas de gradu-ación. Pero es importante preguntar — ¿mejoras para quién?

Según un nuevo informe de Ed Trust, Rising Tide: Do College Grad Rate Gains Benefit All Students? (Oleada creciente: ¿benefician los au-mentos de tasas de graduación uni-versitaria a todos los estudiantes?), ha habido mejoras verdaderas: Más de las dos terceras partes de todos los colleges y universidades públi-cas de cuatro años aumentaron sus tasas de graduación entre 2003 y 2013. Y entre las 255 instituciones que mejoraron y sirven a una po-blación considerable de estudiantes afroamericanos, latinos y nativos, el 77 por ciento aumentaron sus tasas de graduación para sus estudiantes minoritarios insuficientemente rep-resentados (URM por sus siglas en inglés).

No obstante, pese a estas buenas noticias, demasiadas instituciones no están cerrando las antiguas

brechas entre los grupos. De las 255 instituciones estudiadas, los autores encontraron que las tasas de gradu-ación para los URM presentaron un aumento ligeramente más alto que la de los estudiantes blancos (6.3 frente a 5.7 puntos porcentuales). Esto quiere decir que se han cerrado las brechas por menos de 1 punto porcentual en 10 años —una tasa de mejoría demasiada lenta para ayudar a corregir la desigualdad en la termi-nación de los estudios universitari-os, por lo menos en este siglo.

En el informe, una examinación más a fondo de los promedios rev-ela diferentes patrones para difer-entes grupos de estudiantes. Las mejorías fueron mayores en el caso de estudiantes latinos (7.4 puntos porcentuales), mientras que los es-tudiantes nativos experimentaron un incremento de 6.4 puntos por-centuales. Los estudiantes negros registraron los aumentos más bajos (4.4 puntos), lo cual significa que las diferencias entre estudiantes negros y blancos en realidad aumentaron.

“Es importante advertir a los

líderes institucionales que celebran sus tasas de graduación a que re-visen detenidamente sus datos y pregunten si están haciendo sufici-ente para conseguir que más estudi-antes afroamericanos, latinos y na-tivos se gradúen, y cerrar la brecha de terminación”, dijo Kimberlee Eberle-Sudré, analista de política de educación superior de Ed Trust y coautora del informe. “La respues-ta para muchas instituciones es, ‘No’. Menos de la mitad de las in-stituciones que analizamos aumen-taron sus tasas para sus estudiantes marginados y redujeron las brechas. Las instituciones pueden y deben hacer más para servir a los estudi-antes URM”.

Los datos para las instituciones individuales dejan claro que lo que hacen las instituciones importa. Al-gunas están cumpliendo la doble meta de mejorías en terminación general y cierre de brechas. Otras están sencillamente navegando la cresta de las mejorías en general, mientras pierden terreno los URM y aumentan las divergencias. Este

Story courtesy ofEd Trust


informe insta a los líderes institucio-nales, especialmente los de insti-tuciones que han experimentado un aumento de las brechas, a que actúen con rapidez para cerrar las brechas de terminación. Una manera de conseguirlo es aprender de las insti-tuciones que han alcanzado buenos resultados para apoyar a estudiantes de grupos mal representados.

El informe destaca a 26 insti-tuciones que están cumpliendo la doble meta de aumentar las tasas de graduación para todos los estudi-antes, cerrando al mismo tiempo las brechas. La lista incluye:

• North Carolina State Uni-

versity, que ofrece mentoring por un semejante y mantiene a sus estudi-antes bajo normas de GPA altas.

• San Diego State University, donde se les alienta a los estudiantes que están académicamente rezados cuando entran a tomar cursos reme-diales durante el verano antes de su primer año de estudios. En adición, los asesores instan a los estudiantes a tomar el mínimo de 15 créditos por semestre.

El informe también desafía a las 17 instituciones cuyas tasas de graduación cayeron para los URM mientras que sus tasas de graduación para estudiantes blancos mejoraron.

Ellas incluyen:• University of Central Arkan-

sas, donde la tasa de graduación para los URM es inferior en más de 10 puntos a la que fue en 2003. Pero las tasas de graduación para estudiantes blancos aumentaron durante el mis-mo periodo, ampliando la brecha de 2 puntos porcentuales en 2003 a la abrumadora cantidad de 21 puntos.

• Kutztown University, donde la brecha de graduación es más de 20 puntos porcentuales — en com-paración con una brecha de solo 5 puntos hace una década.

Este informe le sigue a los inci-dentes raciales y protestas estudian-tiles en las universidades desde Nue-va York hasta Missouri y California. Los datos en este informe envían el mensaje a los líderes institucionales de que deben ser deliberados con las decisiones que tomen sobre cómo servir a sus estudiantes.

“Los líderes institucionales de-ben ser intencionales en la forma en que apoyan a sus estudiantes de color y en encontrar la mejor forma de guiarlos para que salgan con un diploma en la mano”, dijo Andrew H. Nichols, Ph.D., director de in-vestigación de educación superior y analítica de datos de Ed Trust y co-autor del informe.

Nichols señaló, “Las principales instituciones han mostrado cómo los líderes pueden cambiar la cultura de sus universidades para centrarse en el éxito del estudiante. Ellos anal-izan sistemáticamente sus datos, encuentran tendencias problemáti-cas, involucran al cuerpo docente para que encuentre soluciones, y escuchan a los estudiantes y los in-cluyen en el proceso de solución de problemas”.

Andrew H. Nichols

26 • January 18, 2016

COLLEGE GRADUATION RATES ARE UP FOR BLACK, LATINO AND NATIVE STUDENTS AT MANY FOUR-YEAR PUBLIC COLLEGES AND UNIVERSITIES; YET LARGE COMPLETION GAPS REMAIN, ACCORDING TO ED TRUST

WASHINGTON -- In recent years, many college leaders have

crowed about improvements in their graduation rates. But it’s im-portant to ask — improvement for whom?

According to a new Ed Trust re-port, Rising Tide: Do College Grad Rate Gains Benefit All Students?, there have been real improvements: more than two-thirds of all four-year public colleges and universi-ties increased graduation rates from 2003 to 2013. And among the 255 institutions that improved and serve a sizable population of African American, Latino and Native stu-dents, 77 percent raised graduation rates for their underrepresented mi-nority students (URMs).

Yet, despite this good news, far too many institutions are not even narrowing longstanding gaps be-tween groups. Of the 255 institu-tions examined, the authors found the graduation rates for URMs in-creased only slightly more than that for white students (6.3 versus 5.7 percentage points). This means that gaps have narrowed by less than 1 percentage point in 10 years — an improvement rate far too slow to close completion gaps, at least in this century.

Looking underneath the av-erages, the report finds different Kimberlee Eberle-Sudré


patterns for different groups of stu-dents. Improvements were greatest for Latino students (7.4 percent-age points), and Native students saw an increase of 6.4 percentage points. Gains among black students were the lowest (4.4 points), which means that gaps between black and white students actually increased.

“We caution institutional lead-ers who celebrate their graduation rate gains to take a good look at their data and ask whether they are doing enough to get more African Ameri-can, Latino and Native students to graduation and to close completion

gaps,” said Kimberlee Eberle-Sudré, Ed Trust’s higher education policy analyst and co-author of the report. “The answer for many institutions is, ‘No.’ Fewer than half of the in-stitutions we analyzed raised rates for their underrepresented students and cut gaps. Institutions can and must do more to serve URM stu-dents.”

The data for individual insti-tutions make clear that what in-stitutions do matters. Some are achieving the twin goals of gains in overall completion and closing gaps. Others are simply riding the tide of overall gains, while URMs lose ground and gaps widen. This report calls on institutional leaders, especially those from institutions that are experiencing gap-widening, to act quickly to close completion gaps. One way to do so is by learn-ing from institutions that made significant progress in supporting students from underrepresented groups.

The report highlights 26 insti-tutions that are achieving the dual goal of increasing graduation rates for all students, while closing gaps. This list includes:

• North Carolina State Uni-versity, which offers peer-mentor-ing and holds its students to high GPA standards.

• San Diego State University, where students who enter academ-ically behind are encouraged to take remedial courses the summer before their freshman year. In addi-tion, advisors urge students to carry a minimum load of 15 credits per semester.

The report also calls out 17 institutions that had declining

graduation rates for URMs while graduation rates for white students improved. They include:

• The University of Central Arkansas, where the graduation rate for URMs is more than 10 points lower than it was in 2003. But grad-uation rates for white students in-creased over the same time period, widening the gap from 2 percentage points in 2003 to a whopping 21 points.

• Kutztown University, where the graduation gap is more than 20 percentage points — compared with only a 5-point gap a decade ago.

This report comes on the heels of racial incidents and student pro-tests occurring on college campuses from New York to Missouri to Cali-fornia. The data in this report sends a message to institutional leaders that they must be deliberate about the choices they make on how to serve their students.

“Institutional leaders must be intentional about how they support their students of color and how to best guide them to leave with a degree in hand,” said Andrew H. Nichols, Ph.D., Ed Trust’s director of higher education research and data analytics and a co-author of the report.

Nichols noted, “Leading insti-tutions have shown how leaders can change the culture of their campus to focus on student success. They consistently analyze their data, they find troubling trends, they engage faculty to find solution and they lis-ten to students and make them part of the problem solving process.” •

“Institutional leaders must

be intentional about how they

support their students of

color and how to best guide them to leave

with a degree in hand.”

Andrew H. Nichols, Ph.D., Ed Trust’s director of higher

education research and data analytics and a co-author of the report.

28 • January 18, 2016

SCHOLARS CORNER

As I begin my third year as a Ph.D student, I realize that no matter

what stage I am in, I will continue to experience moments of isolation, impostor syndrome and racial mi-croagressions in academia. The often isolating and individualistic nature of higher education can lead to these feelings, and racism, which perme-ates society as we have witnessed in schools and in our communities.

Still, there is reason to be hope-ful that higher education can also be a place of great possibilities, and why creating espacios académicos de confianza are important to our emotional, spiritual and intellectual development. During the American Association of Hispanics in High-er Education annual conference in March 2015, in which I participat-ed as a graduate student fellow, I kept hearing this phrase and then experienced it firsthand. I had the opportunity to engage with other Chicana/o-Latina/o graduate and faculty fellows from across various fields and disciplines and to learn about their amazing work in and out of the classroom. I appreciated how the organizers of the fellowship program brought faculty and grad-uate students together to have open and honest conversations about the challenges and tensions of pursuing

graduate school and academia as people of color, which often requires us, however impossibly, to separate our ‘subjective’ selves from our ‘ob-jective’ research.

Over the course of four days, we talked about the importance of keep-ing our work authentic by bringing our whole selves into our work, un-apologetically. It was validating to hear this and to see my own story reflected in the lives and experienc-es of my colleagues. These espacios académicos de confianza remind me of what Yosso, Smith, Ceja & Solór-zano (2009) describe as “academic and social counterspaces” that reflect our own cultural strengths and val-ues and which can also help mediate hostile racial campus environments.

It was a humanizing experience to shed tears, laughter and exchange dichos with my cohort as we talk-ed about hope, resistance and the importance of conducting research in meaningful ways with and for our communities. When I returned to Claremont, I felt empowered to take on the rest of the semester con ganas after having met so many grounded, warm and dedicated in-dividuals from across the country. I highly recommend anyone pursuing graduate studies and interested in this program to consider applying

Written by By Rocío Mendoza,

Ph.D student, Higher Education, Claremont Graduate University

to be a part of an upcoming AAH-HE Graduate Student Fellows Pro-gram cohort. I am thankful for this opportunity, to my colega-friends I met through AAHHE and also to my CGU colega-friends with whom I create these espacios and counter-spaces in Claremont. Creating these espacios on campus, across campus-es and beyond are critical to build-ing community and challenging the structural issues of education, wher-ever we may find ourselves in our ac-ademic careers. •

FINDING ESPACIOS ACADÉMICOS DE CONFIANZA IN GRADUATE SCHOOL


25 YEARSserving the unique needs of the Hispanic community in higher education

The Hispanic Outlook in Higher Education [email protected](201) 587 8800Image licensed by Ingram Image

30 • January 18, 2016

TARGETING HIGHER EDUCATION

As more and more Hispanics go to college, we find most of

them assuming enormous debt. They are not alone; annual student loans jumped from $53 billion in 2001 to $120 billion in 2012. Na-tionwide student loan balances have even outstripped credit card debt.

How did we go from the man-ageable tuition of yesteryear to large student college loan programs? Higher education scholars have long contended there is a direct correla-tion between the cost of college and the availability of student loans. In short, an unintended consequence of abundant loans spawned a tidal wave of higher tuitions and fees.

Loans and Tuition IncreasesA third party has weighed in

on this topic. The New York Fed’s study, “Credit Supply and the Rise of College Tuition, “ reports a di-rect consequence of readily avail-able student loans has been an enor-mous increase in the cost of higher education.

In the 1980s, William Ben-nett, Ronald Reagan’s Secretary of Education, stated that increases in financial aid had enabled colleges

to raise tuition because they were confident that federal loan subsi-dies would cushion the increase and that the flow of dollars would be uninterrupted. Bennett was sound-ly criticized, but since then, many have come to support his analysis.

Tuition nearly doubled It has gotten worse in this cen-

tury. Since 2001 undergraduate tuition increased from $6,950 to over $10,000 in 2012 dollars, an increase of over 3.5 percent annual-ly. It continued to rise even during the recent recession as Department of Education increased funding for student loans.

The Fed also reportedWe find that institutions more

exposed to changes in the subsidized federal loan program increased their tuition disproportionately around these policy changes with a sizable pass-through effect on tuition of about 65 percent.

They also noted that Pell Grant aid and the unsubsidized Federal loan program had pass-through ef-fects on raising tuition as well.

At first blush it seemed won-

derful that funds, albeit loans, were made available to those wanting to study. But at what costs? Greed and inefficiency in some institutions? Out right theft among some “for profit” ones?

All of which victimized stu-dents. Students should not be bur-dened with enormous loans when they graduate. Institutions should not be able to raise their costs be-cause easy loans are available.

The bumpy road to higher educa-tion

Meanwhile, “How America Pays for College: 2015,” a survey of 800 parents of undergraduates and 800 undergraduates, notes the pitfalls parents and students encounter.

According to this Sallie Mae report, families spent an average of $24,164 in the 2014-15 academic year. That represents a whopping 16 percent increase in one year.

Affluent families, incomes over $100,000, spent 25 percent more on their children’s education.

Parental income and savings also increased to 32 percent of the amount spent, exceeding the amount contributed by scholar-

The Unending Cost of Going to College

Written byGustavo A. Mellander

~


TARGETING HIGHER EDUCATION

would not have to borrow to get through college.

I also suggested more college jobs be reserved for students, so they could have an income stream.

Upon graduation, years of ser-vice in professions such as teach-ing, nursing, allied health fields and public service professions including the military should be rewarded by lowering student debt by 10 per-cent per year of service.

My remarks were greeted with anemic polite applause, probably only because I was on the State Board of Education, but it was can-celled out by heartfelt catcalls.

I was never invited by that group again. •

Dr. Mellander was a university dean for 15 years and a college president for 20.

ships and grants for the first time since 2010.

Noble children College spending peaked in

2010 at $24,097, or $26,271 in in-flation-adjusted dollars. It dropped as parents and students worried about a troubled economy, rising debt loads, higher unemployment and graduates not receiving appro-priate job offers.

Children were found to be much more likely than their par-ents to rule out a particular college because of its costs. Three-quarters of the students polled said they eliminated a school from consider-ation for that reason, versus half of parents who did so. This year, fewer families reported making cost-sav-ing moves such as choosing a col-lege closer to home to reduce trans-portation or living costs.

As noted earlier, a sign of our times is that most college students graduate with debt. Seventy-one percent of bachelor’s degree recip-ients did last year; the average ob-ligation being $35,000. But some have loans as high as $125,000.

Education debt is primarily the student’s responsibility. Undergrad-uates signed loans in 83 percent of families. Within families who bor-rowed, students were obligated for three-quarters of the total debt.

It follows that the percentage of families who borrowed money rose to 38 percent from 35 percent the previous year. That figure had peaked at 46 percent in 2010. Now families who borrowed spent on av-erage 34 percent more ($28,386)

than those who didn’t ($21,219).The average amount spent on

two-year public colleges, where most Hispanics begin their higher education careers, jumped an amaz-ing 23 percent to $13,531. It rep-resents the highest increase of all sectors since spending at four-year public colleges rose 10 percent to $23,189 whereas four-year private colleges increased 20 percent to $41,857.

Bottom lineEvery generation of students

have had their problems, but this one, it seems to me, is unduly bur-dened. More and more “good jobs” require a college degree, but most people can only earn one by going into debt.

Over 30 years ago I was invit-ed to address a group on the rising costs of higher education. I suggest-ed that students not pay tuition but that upon graduation they pay an additional 3 or 4 percent on their federal income taxes. Those whose income fell below a certain dol-lar amount, adjusted periodically, would have the percentage reduced all the way down to zero.

My rationale was that more students would attend college, and since they would be the main ben-eficiary of their college education, they could pay for it out of their in-creased lifetime income, estimated at a million dollars more than high school graduates.

Obviously details would have to be worked out. My percentages might be off, so they could be ad-justed accordingly. But students

32 • January 18, 2016

TEMPLE UNIVERSITYSCHOOL OF TOURISM AND HOSPITALITY MANAGEMENT

Philadelphia, PA

ASSISTANT DEAN/NON-TENURE TRACK FACULTY—RANK OPENThe School of Tourism and Hospitality Management (STHM) is seeking an applicant for the position of Assistant Dean–Non-Tenure Track faculty to oversee all academic programs and serve as a member of the Associate Dean’s Executive Management Committee which works on strategic issues for STHM. The candidate will be responsible for the coordination of activities related to undergraduate and master’s academic programming, inclusive of the imple-mentation of two BS degrees, undergraduate minors and certificates for non-majors, and two master’s programs, as well as assessment. Additional responsibilities include recruitment, enrollment management, advising, professional development, and placement of undergraduate and master’s students (which includes supervision of the Center for Student Services [CSS] and the Center for Student Professional Development [CSPD]), and assist in STHM Alumni efforts. The incumbent will teach primarily undergraduate courses related to the applicant’s academic experience and expertise.

This is an opportunity to help shape the future of a large and dynamic program. Our preference is for applicants who have 5 to 7 years of a combination of experience in higher education in teaching and administration, preferably in areas related to curricula in tourism, hospitality, recreation, and/or sport management. Proven strength in strategic planning, leadership, and management. Evidence of effective communication and interpersonal skills, sensitivity to and understanding of academic, socio-economic, cultural disabilities, and ethnic backgrounds of a diverse student and faculty body. Demonstrated capacity to build and maintain academic programming, and quality curricula develop-ment; ability to maintain the highest levels of integrity at all times. Position is open with regard to rank (assistant/asso-ciate/full professor). Rank and salary will be based on qualifications and experience. PhD preferred/master’s accepted in sport/recreation management or tourism/hospitality management, or a related field is required. The appointment begins summer 2016.

Temple University is a large urban university located approximately 2 miles north of Center City Philadelphia, the heart of the local tourism industry. Philadelphia’s extensive tourism, hospitality, sport, and recreation venues make the city ideal for teaching and learning experiences. The Tourism and Hospitality Program offers three degree programs: bachelor’s and master’s degrees in Tourism and Hospitality Management, as well as the nation’s first MBA program concentration in Hospitality Asset Management. The School of Tourism and Hospitality Management is a self-stand-ing school, affiliated with Temple University’s Fox School of Business and Management, where a PhD in Business Administration with a Tourism/Sport concentration is offered.

Review of applications will begin immediately and will continue until the position is filled. Questions regarding these positions should be directed to Dr. Aubrey Kent ([email protected]). Applicants should send a letter of application, vitae, list of references, available teaching evaluations, and other supporting materials to: Dr. Aubrey Kent, School of Tourism and Hospitality Management, Temple University, 371 Speakman Hall, 1810 North 13th Street, Philadelphia, PA 19122 (215-204-3810, 215-204-8705 [fax], [email protected]). Electronic applications are preferred.

Temple University is an Affirmative Action/Equal Opportunity employer.Women and minorities are encouraged to apply.


PRESIDENTIAL SEARCHThe Board of Governors seeks an enthusiastic, ethical visionary who possesses many of the following leadership qualifications, characteristics and the ability to:

• Present a strong academic and organizational background reflecting progressive levels of responsibility and accomplishments at each successive level that would indicate the ability to chart a new path for Central Arizona College.

• Document an employment history reflecting an expertise in financial management that indicates the skills to effectively manage people, programs and resources in the accomplishment of goals and objectives.

• Document accomplishments in economic development activities that will assure a commitment to actively seek community input, assess business needs, and lead a collabo-rative partnership that is flexible, responds to educational and workforce needs, and produces graduates that are prepared for work.

• Show a strong work history and personal commitment to the community college system that would position you as the visible public champion and primary advocate for Central Arizona College.

• Demonstrate honest multidimensional communication skills, both verbal and written, to a broad range of constituencies, with the ability to engage in an effective dialogue that respects the honest opinions and expressions of all participants.

• Document a role in joining with Governing Boards as their expert in the development of strategic plans that assure the continual growth and viability of the institution.• Show a record of successful instruction with an energetic desire to support educational programs by being the charismatic visionary that can create excellence through

innovation.• The ability to show a history as a sincere leader who will genuinely seek and actively listen to input from all constituencies and together through the policy governance process,

move the organization on a path of continuing excellence. • Demonstrate a sensitivity and understanding of the diverse backgrounds, culture, age, academic preparation and socioeconomic makeup of the modern community college.• Provide evidence of a background with a strong commitment to student success.

QUALIFICATIONS:

EDUCATION: To be considered, the applicant must possess an earned doctorate in Education, a specialty discipline, or a related field of study from a regionally accredited institution of higher education.

EXPERIENCE: Significant experience in a senior leadership role in a multi-campus community college setting. Senior leadership of ten (10) or more cumulative years should have been in one or more of the following position titles or equivalent: Chancellor/President, Provost, Executive Vice Chancellor/Executive Vice President, Vice Chancellor/Vice President, Associate or Assistant Vice President, or Executive Dean or Dean. A minimum of six (6) of the ten (10) years’ experience must have been at the Vice President level or higher.

DEADLINE: The applicant is responsible for ensuring that all application materials are delivered to the Office of the Presidential Search by 6:00 p.m. MST, February 18, 2016.

APPLICATION INFORMATION: The application packet will consist of:• Letter of interest• Current resume • Completed Central Arizona College application • Unofficial copies of transcripts reflecting the required degree. Applications without required transcripts will not be considered.

To access a cowmplete list of desired qualifications and additional application information, go to www.centralaz.edu/presidentsearch or by calling the Office of the Presidential Search at 520-494-5577.

Application materials and nominations for the position must be sent to:

Central Arizona CollegePresidential Search, Room H106

ATTN: Brandi ClarkExecutive Director of Human Resources

8470 North Overfield RoadCoolidge, AZ 85128

The College does not accept faxed and electronic application materials for this position.

Central Arizona College provides an equal opportunity in employment and educational programs and activities. Discrimination is prohibited on the basis of race, color, religion, sex, age, disability, national origin, military status or genetic test information, sexual orientation, or gender identity or expression.

For more than 45 years, Central Arizona College (CAC) has been proudly serving and educating the diverse communities of Pinal County, a mixed rural and urban setting. With five campuses and three centers located strategically throughout the county, CAC provides accessible, educational, economic, cultural, and personal growth opportunities for those of all ages. Pinal County has a rich cultural history with multiple Native American groups contributing to the diversity of the region. The economic foundation of the county rests on the long-standing agricultural, ranching, and mining industries that contribute to the broad base of constituencies supported by CAC.

Located between Phoenix and Tucson, the College offers access to the two largest metropolitan areas in Arizona within a short drive. With availability to rich cultural and entertainment resources, major league sports teams, and two of Americas’ great research univer-sities, the area offers the opportunity to live, work and play in the inviting climate of the desert southwest.

Hispanic OutlookDigital OnlyIssue 1/18/16Due Size

1/11/161/12th pageThe Community College

of Baltimore CountyFull-time faculty positions are available for

Fall 2016. For more details, visit:WWW.CCBCMD.EDU/JOBS

CCBC is an EOE/Affirmative Action Employer

Great Jobs. Great Benefits. Great place to grow.

Associate Professor of Math Education

Sacred Heart University The Isabelle Farrington College of Education invites applications for Associate Professor, department of Teacher Education. Review of applications begins March 21, 2016. For details please visit http://www.sacredheart.edu/officesservices/hu-manresources/jobpostings/facultycareeropportu-nities/assistantprofessormatheducation/

Sacred Heart University is an EEO/AA employer.

COMMUNITY COLLEGE

ISSUEFEBRUARY 15

Hispanic Outlook magazine

www.HispanicOutlook.com

34 • January 18, 2016

The College of Social Sciences and Humanities at Northeastern University in Boston announces searches for the following faculty positions to begin in the 2016-2017 academic year:

Professor and Director of the School of Criminology and Criminal Justice. • Professor and Chair in the Department of Political Science• Professor and Chair in the Department of Economics• Assistant Professor in the Department of Economics • Associate or Full Professor in the Department of Economics•

Multiple appointments may be made which could reside in one or more departments and/or colleges for the following searches:

Assistant, Associate or Full Professor in the � eld of Big Data, Quantitative Methods • and Network Science. Assistant, Associate or Full Professor in the � eld of Digital Humanities. • Assistant, Associate or Full Professor in the � eld of Security, Resilience and • Sustainability.

All positions require a terminal degree prior to the start of the appointment and evidence of scholarly expertise.

The College of Social Sciences and Humanities is a leader in the experiential liberal arts, which includes the rigorous study of society, culture and politics with experiential education. The college is one of nine colleges at Northeastern University. Founded in 1898, Northeastern is a global, experiential, research university built on a tradition of engagement with the world, creating a distinctive approach to education and research. The university offers a comprehensive range of undergraduate and graduate programs leading to degrees through the doctorate in nine colleges and schools, and select advanced degrees at graduate campuses in Charlotte, North Carolina, Seattle, Silicon Valley, and Toronto.

Northeastern University is an Equal Opportunity, Af� rmative Action Educational Institution and Employer, Title IX University. Northeastern University particularly welcomes applications from minorities, women and persons with disabilities. Northeastern University is an E-Verify Employer.

To see full descriptions and apply for any of these positions, please visit the college website at: http://apptrkr.com/729476 and click on the Full-time Positions link.

Texas State UniversityDepartment of Computer Science

Applications are invited for a tenure-track Assistant Professor position in any field of computer science to start on September 1, 2016. Consult the department’s recruiting page at www.cs.txstate.edu/employment/faculty/ for job duties, qualifications, appli-cation procedure, and information about the department and the university.

Texas State University will not discriminate against any person in employment or exclude any person from participating in or receiving the benefits of any of its activities or programs on any basis prohibited by law, including race, color, age, national origin, religion, sex, dis-ability, veterans’ status, sexual orientation, gender identity, or gender expression. Texas State is committed to increasing the number of women and minorities in faculty and se-nior administrative positions. Texas State is a member of The Texas State University System.

THE HISPANIC OUTLOOK-12 MAGAZINEVISIT

WWW.K12HISPANICOUTLOOK.COM


DEANCOLLEGE OF DESIGN

North Carolina State University is conducting a national search forDean of the College of Design. The Search Committee invites lettersof nomination, applications (letter of interest, full resume/CV, andcontact information of at least five references), or expressions ofinterest to be submitted to the search firm assisting NC State. Reviewof materials will begin immediately and continue until the appointmentis made. It is preferred, however, that all nominations and applicationsbe submitted prior to February 9, 2016. For a complete positiondescription, please visit the Current Opportunities page atwww.parkersearch.com/ncstate-designdean.

Laurie C. Wilder, PresidentPorsha L. Williams, Vice President

770-804-1996 ext: [email protected] || [email protected]

NC State University is an equal opportunity and affirmative action employer.All qualified applicants will receive consideration for employment withoutregard to race, color, national origin, religion, sex, gender identity, age,

veteran status, or disability. In addition, NC State University welcomes allpersons without regard to sexual orientation. North Carolina State

University welcomes the opportunity to work with candidates to identifysuitable employment opportunities for spouses or partners.

Five Concourse Parkway | Suite 2900 | Atlanta, GA 30328770.804.1996 | parkersearch.com

Hispanic Outlook1/4 page Issue 1-18-16Deadline 1-11-16$690 includes web listing and color

WWW.K12HISPANICOUTLOOK.COM/SPAIN-PROGRAMsummerinmadrid@hispanicout look.com

STUDY OVERSEAS IN MADRID

Summer Program for Jr. & Sr.

High School StudentsSpanish Conversation

and more in Madrid, Spain

Chancellor James B. Milliken and the Board of Trustees of The City University of New York invite nominations and applications for the

position of president of Lehman College. The successful candidate will serve as the third president of Lehman and succeed Dr. Ricardo R. Fernández, who will retire in mid-2016 after serving as president with extraordinary distinction since 1990.

With more than 75,000 alumni and 12,000 students, Lehman College serves the Bronx and its surrounding region as an intellectual, economic, and cultural center. It is a public, comprehensive, coeducational liberal arts college with more than 90 undergraduate and graduate degree programs and specializations. The College is named after Herbert H. Lehman, who was governor of New York State, a U.S. Senator, and an internationalist. His values of dedicated public service continue to guide the College today.

The Board and Chancellor are seeking a president who will be a visionary, entrepreneurial leader and who has both academic and senior administrative success; is committed to fundraising, economic development, community relations; and is faculty and student-centered. Further, the president should empower others through transparent communication, collaborative management and shared governance. Candidates will be expected to have high-level executive experience with demonstrated performance of exceptional quality and an appreciation for the importance of quality research and scholarship. Those holding an earned doctorate and having a background in higher education administration are preferred. Management experience in other fields will also be considered.

The new president will express a passion for the mission of public education in an urban setting and understand the important social and economic roles it plays in its community. The president will articulate the institution’s mission and values, serve as a persuasive advocate for Lehman at the borough, city, state and Federal levels, and lead efforts to raise new resources from the College’s many constituents.

Lehman’s next president will have the opportunity to lead the continued growth of a uniquely-situated institution and position it for future success; to work closely with dedicated administrators, faculty and staff; to partner extensively in the community and beyond; and to reside in one of the nation’s most historic and exciting cities.

Confidential inquiries, nominations, and application materials should be directed to John K. Thornburgh, Jean A. Dowdall, Ph.D. or Khalilah Lawson at [email protected]. The review of candidates will begin in February, 2016 and continue until the position is filled. Submission of applications is encouraged by March 7, 2016.

Bronx, NY

President ofLehman College

CUNY encourages people with disabilities, minorities, veterans and women to apply. Applicants and employees

will not be discriminated against on the basis of any legally protected category, including sexual orientation or gender identity. EEO/AA/Vet/Disability Employer

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