The Hispanic Outlook in Higher Education Magazine

VOLUME 26 • NUMBER 6MARCH 2016

WWW.HISPANICOUTLOOK.COM

Student Leaders Take Flight

www.HispanicOutlook.com • 3

Written by Carlos D. Conde

LATINO KALEIDOSCOPE

Carlos D. Conde, an award-winning journal-ist, former Washington and foreign correspondent, was an communications aide in the Nixon White House. Write to him at [email protected].

Penn continues, “He’s clean cut, well dressed and well mannered. As has been said of many notorious men, he had an indisputable charisma.”

El Capo told Penn that he could lat-er submit a list of written questions thru the woman in the saga, Mexican actress Kate del Castillo who set up and attend-ed the meeting and unwittingly led the federales to El Chapo.

The mainstream media and critics may have been impressed with Penn’s audacity but not his media skills. They would rather he had pursued questions about El Chapo’s annual drug volume and how many people he’s accused of wiping out.

Penn shot back at those belittling his media credentials, “Well, I want to see the license that says they are journalists.”

He had some defenders among the journalism society including Steve Coll, dean of Columbia University Graduate School of Journalism who said he was concerned about giving El Chapo ed-itorial approval but added “scoring an exclusive interview with a wanted crimi-nal is legit journalism no matter who the reporter is.”

Penn said his efforts on the El Cha-po interview failed because the purpose was to contribute to the dialogue on the war on drugs, and he turned out to be the dialogue.

Nevertheless it’s a great story—not the substance but the events that pro-duced it—and for this my fellow jour-nalist, Sean Penn, take a bow. •

Journalists, particularly the U.S. type, can be a pretentious bunch coming

off as the final authority on what they deem to be the paragons of objectivity and media values.

Or to put it another way, “it’s tainted if it ‘taint mine.’” Many had a hissy fit over Hollywood actor Sean Penn’s article in the journal, Rolling Stone, on Mexico’s fugitive drug lord, “El Chapo,” Joaquin Guzman.

Some newsmen would have killed— sorry for the double entendre—for the opportunity, but Penn got it through some enterprising moves that required the entreaties of a femme fatale, a fellow actor with whom El Chapo was infatu-ated.

Sounding like a Dick Tracy comic strip, a voluptuous lady leads Penn to El Chapo in his hideaway, and he does a seven-hour exclusive interview for the Rolling Stone, but then finds himself get-ting hammered for his clandestine meet-ing with a notorious outlaw, which many of our marquee journalists said resulted in an innocuous fluff piece.

They said that wasn’t journalism in castigating Penn for his attempts at fer-reting out a story. It wasn’t even good act-ing in impersonating a journalist.

Law enforcement officers, partic-ularly the Mexicans, would have better welcomed the opportunity to kill El Chapo whose hideaway was supposedly compromised by Penn’s interview pur-suits.

Penn who between acting jobs seems to make journalism his pastime, pursu-ing international scamps in such destina-tions as Cuba, Venezuela and Iraq, said he figured the world’s most sought drug

fugitive would make an interesting inter-view and contributor to the conversation on the war on drugs, particularly in the U.S.

It created a lot of antipathy and scorn among journalists who said Penn’s efforts served only to glorify a wanton international criminal through an obse-quious article devoid of substance.

It rings more like envy toward Penn’s scoop from journalists who never imagined such enterprise and boldness from an interloper who makes no pre-tense about being one of them.

As a former Washington and foreign correspondent and reporter in Texas, I’d have to agree with my envious brethren who say Sean Penn’s interview with El Chapo was pretty lame, but I’d add also revealing about an international outlaw who like the Godfather, Don Corleone, considered his nefarious activities as only business.

Journalists, particularly the Wash-ington and big city crowd, can be pretty pretentious about believing that they are the final authority on journalism stan-dards and pursuits.

“My only interest was to ask ques-tions and deliver his responses to be weighed by readers whether in balance or contempt,” Penn said in defense.

“This simple man from a simple place, surrounded by the simple affection of his sons and his toward them does not initially strike me as the big bad wolf of lore,” Penn wrote.

“He pulls me into a compadre hug, looks me in the eye and speaks a lengthy greeting too fast for my ears. El Chapo laughs as he served up tacos, enchiladas, beans and carne asada.”

HA, HA, SEAN PENN’S EL CHAPO PIECE SCOOPS MEDIA

4 • March 2016

THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINEVOLUME 26 • NUMBER 6

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 CONTRIBUTORSSYLVIA MENDOZA, MIQUELA RIVERA,

CATHERINE OLIVAREZ, CHICK JACOBS

on the coverPhoto by courtesy of Gocivilairpatrol.com

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.’”

Phot

o by

dep

ositp

hoto

s.com

/ Dm

yrto

_Z

12It’s very difficult to look at the bigger

picture when your whole life has revolved around family. I was fortunate...

FEATURED ARTICLE

UCF is a leader in the research of ultrafast

lasers and condensed matter physics.

We are focused on helping our

students succeed through

dedication and teamwork.

— MADHAB NEUPANE

The best new minds to

INNOVATEWe’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.

University of Central Florida Assistant Professor Madhab Neupane is pioneering research in quantum electronic matter which has the potential to make our computers faster and our smartphones smarter. Previously at Princeton University and Los Alamos National Laboratory, Neupane is developing new topological insulators that allow electrons to flow faster through the circuitry of computers, speeding up information processing to revolutionize our electronics and energy industries.

UCF is an equal opportunity/affirmative action employer.

6 • March 2016

THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINEMARCH 2016

KALEIDOSCOPEHa, Ha, Sean Penn’s El Chapo Piece Scoops Mediaby Carlos D. Conde

CIVIL AIR PATROL CADET PROGRAM: STUDENT LEADERS TAKE FLIGHT Using aviation as its educational cornerstone, this cadet program offers leadership and physical agility challenges.by Sylvia Mendoza

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

TARGETING HIGHER EDUCATIONThe State of Higher Educationby Gustavo A. Mellander

BOOK IT!Great Reads from University of North Texas Pressby North Texas Press

SCHOLAR’S CORNERby Catherine Olivarez, Doctoral Candidate, Counseling and Higher Education, University of North Texas

PRIMING THE PUMP Guidance Counselors Aid Latino Studentsby Miquela Rivera

NEWS YOU CAN USE What’s Trending in Higher Education Across the Nationby The University Of Southern Mississippi And California State University Northridge

18

12

8

16

Table of

CONTENTS3

8

12

14

15

16

17

18

AAHHE, in partnership with ETS, is pleased to announce the

2016 Outstanding Dissertations Competition first place winner, 2016 Award Winners, & the 2016 USDA/NIFA-AAHHE-TAMUCC

Master’s Thesis Award Competition first place winner

These winners will be recognized at the 11th Annual AAHHE National Conference

March 10-12, 2016 Hilton Costa Mesa, Costa Mesa, California

Alfredo G. de los Santos, Jr. Distinguished Leadership in Higher Education

Ted Martinez Jr, Executive Director, Leadership Fellows Program, National Community Hispanic Council

Outstanding Latino/a Faculty in Higher Education: Research Institutions

Frederick Luis Aldama, Arts & Humanities Distinguished Professor, Ohio State University

Outstanding Latino/a Faculty in Higher Education: Teaching Institutions

Cristina Villalobos, AD Interim Director, The University of Texas – Rio Grande Valley

Outstanding Support of Hispanic Issues in Higher Education Award

Marie T Mora, Associate Provost for Faculty Diversity,

The University of Texas – Rio Grande Valley

Outstanding Latino/a in the Literary Arts and Publications

Juan Felipe Herrera, Professor Emeritus, University of California – Riverside

2016 AAHHE/ETS Outstanding Dissertations Competition First Place Winner

Adriana Ruiz Alvarado, Degree-Granting Institution: University of California – Los Angeles

“Latina/o Pathways Through College: Characteristics of Mobile Students and the Institutional Networks They Create”

2016 USDA/NIFA-AAHHE-TAMUCC Master’s Thesis Award Competition

First Place Winner

Omar Vasquez, Texas A&M University “Studies on the Quantitative Distribution of Candidatus Liberibacter Asiaticus

in the Roots & Canopy of Huanglongbing-Infected Citrus Tree”

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

8 • March 2016

Civil Air Patrol Cadet Program


~Written by

Sylvia Mendoza

In seventh grade in 2004, Nataly Rivera was a natural athlete, track and field material and an average student who like thousands of oth-

er middle schoolers wanted to find her place in Shelby, Texas. Then she saw an elective class that spoke to her - the Civil Air Patrol Cadet Pro-gram.

An Air Force Auxiliary Program, the Civil Air Patrol—CAP—was created in the late 1930s as a volun-teer organization to aid in aviation missions for the United States. The more than 150,000 volunteers an-swered the call to service with the attack on Pearl Harbor.

Today, the Civil Air Patrol (CAP) continues in a different capacity as a nonprofit. It is composed by three parts: the cadet program for youth ages 12-21, aerospace education and emergency training services.

Using aviation as its educational cornerstone, the cadet program of-fers classes in leadership and devel-opmental training; physical agility challenges; time management skills and a glimpse at the integrity that comes from discipline, planning and accountability. There are more than 24,000 cadets nationally. They

participate in all three of CAP’s mis-sions, including disaster relief and search and rescue missions.

Rivera got over the first self-con-scious hurdle of having to wear a uniform—and started to thrive in the program. “CAP gives you confi-dence,” she said. “I always felt old-er, felt in charge. I was allowed to be responsible, got to plan and run events. My opinion mattered.”

Rivera stayed with the program through high school, learning how to balance all her activities—work-ing part-time, national honor soci-ety, drill team and volunteering with special needs children. She made a mini-career out of her time as a ca-det, and leadership skills took root.

“We could work our way up the ranks from airman to senior airman and make actual progress. If I do this, then I can move up, get more markers, so I kept getting promot-ed.”

The challenges helped her set other goals. “I somehow did things I never thought I could do. I’d ask, ‘How am I supposed to lead all these people?’ But I did. I was a drill team commander for two years, and we even went to nationals.”

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

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


Civil Air Patrol Cadet Program


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

10 • March 2016

Regimens Build CharacterRetired Army Lieutenant Col-

onel Arthur Gerry Levesque now serves as Senior CAP instructor and Squadron Commander at C.E. King Middle School in Houston, Texas. He sees CAP is an alternative to limited resources or outlets for stu-dents. “When you have a thousand kids and only 24 spots on the bas-ketball team, what happens to tal-ented students who don’t make the cut?”

CAP can fill that need with its physical agility tests as well as educa-tional and leadership building skills. There are challenges and competi-tions, expectations and goals to set.

Regimens are important and build character, explained Levesque. They write weekly papers and learn to take pride in raising the flag, wear-ing a uniform and being organized. At the end of the day, they are called to attention and are dismissed. Re-inforcement, parameters and expec-tations become inherent. They excel with goals they can reach. There are hands-on experiences at space camp, national drill team, free flight school and Cadet Officer School.

In a school where 74 percent of the students are Hispanic, Levesque also sees CAP as another advantage in building a future college app or resume. “They can take our course for a semester as an elective, but of-ten, they stay for the duration,” he said. “A number of kids go on to the Air Force Academy, some join the military, some join the reserves, oth-ers go on to train and others go on to higher education. The bottom line is that it teaches discipline and opens eyes to possibilities of leadership and avenues in aerospace study.”

Civil Air Patrol Flight 4 - 2056

Cadet Officer School—The Next Level

For students who choose to con-tinue with the CAP Cadet Program, Cadet Officer School (COS) is a pre-mier leadership program for cadets ages sixteen and older. The extreme-ly competitive school is held every summer at Maxwell Air Force Base in Alabama, the site of CAP Na-tional headquarters and home of Air University and professional military education for the U.S. Air Force.

Approximately 500 applicants vie for 120 slots annually. A labor-in-tensive screening at the state and national levels begins the deliberate

selection from diverse geographic, socio-economic, gender and ethnic areas. Puerto Rico has historically had the largest cadet base. This year, 121 cadets from 35 states—the top 15 percent of all CAP cadets accept-ed—are participating in the 10-day, college-level course.

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


Civil Air Patrol Staff - 2082

In addition to classes and sem-inars, a wide variety of top military and industry leaders share their ex-periences with the cadets. Cadets are guided through the Air Force approach to the psychology of lead-ership, problem solving techniques, effective writing, speaking and group dynamics. Topics include human re-lations, critical thinking, leadership and national security issues.

The cadets also get a dose of re-ality.

“For many, it’s the first time they’re thrust into this type of envi-ronment,” Winter said. “They’re used

to being first and best in their squad-ron. Now, they’re among the first and best of many squadrons. They’re used to being the top dog and leading. Now, they’re the follower, which is good. Just like in life, at times, they’ll see the importance of being both fol-lower and leader.”

Small group seminars also bring out the best of the cadets, Winter ex-plained. “The level of intelligent ques-tions asked is surprising. Topics span from war games to emotional intel-ligence to leading small groups. It’s amazing in 10 days how quickly they grasp and apply leadership skills.”

Whether cadets are at mid-dle school or officer school level, Levesque and Winter believe they are on the right track. Character de-velopment can lead to more—the potential to become the brightest of the nation’s future leaders.

“They become part of something bigger,” Levesque said. “This is the price of admission: core values of integrity, respect, excellence and vol-unteer and community service.”

For more information, check out Gocivilairpatrol.com •

12 • March 2016

Life had been that way for gener-ations in his family. He was born in a small village in central Mexico, the middle child of Panfilo and Cecilia Zepeda.

Immigration amnesty in the late 1980s allowed his family to move into the United States. At the age of 10, they moved to Boyle Heights, a Latino community in Los Angeles.

While it didn’t feel that way at the time, it was the best place for Zepeda.

“Looking back now, I was for-tunate. I was young enough to learn English and adapt,” he said.

In 2002, his father’s meat-pack-ing job disappeared. With relatives already in North Carolina, Zepeda’s family migrated to Hoke County. The rural surrounding was like a breath of home for him.

“Things were green like I remem-bered,” he says. “I didn’t like the big city. In East LA, nothing was green.”

His parents worked in agricul-ture, tobacco and blueberries while Zepeda attended Hoke High School and worked odd jobs. He was a solid student and soon began helping oth-er Latino students who were strug-gling in their new home.

Zepeda’s leadership was recog-nized in school, and he was selected

Written byChick Jacobs,

The Fayetteville Observer for Associated Press

PROGRAM DIRECTOR

Uses His Past to Help Others

DURHAM, N.C. (AP) — Ra-mon Zepeda looks in the young eyes and sees a familiar struggle: duty and devotion

to family struggling with dreams and desires for a better life.

It’s a battle that haunted Zepe-da as a teen in Hoke County. It’s a battle that children of farmworkers fight every day across the South.

And now, as the program direc-tor of Student Action with Farm-workers, Zepeda shares his struggle — and his success — with a new generation of students. The nonprof-it organization helps farmworkers and college students build coalitions for social change through the arts and storytelling.

“It’s a huge change, both in their lives and in their futures,” Zepeda said from the SAF offices at Duke University. The nonprofit has offices on campus, but it is not part of the school.

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

“I was fortunate. I had opportu-nities that many never get. And still, for me, it was very difficult to break away.”

Zepeda knows how difficult that break can be. He is the first person in

“It’s very difficult to look at the bigger picture when your whole life has revolved around

family. I was fortunate. I had opportunities that

many never get. And still, for me, it was very difficult to break away.”

his immediate family to hold a col-lege degree. He’s also the first to earn a high school degree.

That dedication to study masked the stress of a young man who dealt with the dissonance of long-term goals and the immediate need to work and help the family.

Phot

o co

urte

sy o

f SAF

Ramon Zepeda


to attend a SAF summer high school workshop his junior year.

He returned to Hoke High that fall with a different outlook.

“They urged us to have a plan for the future,” he said. “I hadn’t thought that way before. They sup-ported us and mentored us.”

Zepeda helped create the school’s first Action Inspiration Motivation (AIM) program, open to all students. Hoke High officials were supportive, he said, with mentoring and study

programs aimed at helping students in need of motivation and guidance.

“If it weren’t for the mentoring I received, I would have just dropped out and gone to work,” he said. “I honestly needed that someone to hold my hand. I needed to have someone tell me I could do it.”

Zepeda paused, then paraphrased a quote by philosopher John Allston: “‘If you don’t use your mind, some-one else will.’ I realized that the value in education is far beyond money. It

is something that can never be taken away.”

His education stretched beyond the classroom. In 2005, after his freshman year in college, Zepeda took part in the SAF’s Into the Fields program. The internship places stu-dents in farmworker legal and health service positions.

The next summer, Zepeda docu-mented stories from workers at pro-cessing plants, including the huge Smithfield pork plant in Tar Heel.

It’s those stories that he shares with college-age students now in SAF. About half the students, he said, come from farmworker families.

“It is not very glamorous, but the work is vital,” he said.

Zepeda travels to colleges across the South as a lecturer on immigrant worker issues, often visiting his alma mater.

Zepeda, himself a naturalized citizen, said he also hopes to open the eyes of people who see immi-grant labor as stealing American jobs and “sponging off the government.”

“The jobs most are doing Amer-ican workers won’t touch for the pay and the conditions they must endure,” he said. “And because of the Free Trade Agreement, millions of families in Mexico can no longer keep their farms.

“Here, there are jobs. There is hope. There is survival for families in work that needs to be done. The fields go to rot if we aren’t here.”

Ridicule and ranting, he said, should be replaced by respect.

“We must force people to see be-yond the easy stereotypes and see the issues that must be addressed. We must look beyond what others want us to think.” •

Imag

e lic

ense

d by

Ingr

am Im

age

14 • March 2016

TARGETING HIGHER EDUCATION

Every year, nearly half of all college Freshmen drop out. Some, homesick

beyond reason, have to move to a college closer to home. Others transfer to smaller institutions hoping to retain their individ-uality. Some just can’t cope. Unfortunate-ly, however most dropouts never return to higher education.

Dropout realities Some community colleges have been

dubbed “revolving door” institutions be-cause of their very high dropout rates. It’s an embarrassment and very frustrating. Now, not everybody need attend college, and far too many who do are ill-prepared to survive the rigors of higher education.

Many Hispanic students are further burdened knowing that their presence in college denies their families much need-ed income and assistance, so many work part-time and some full-time to be able to send money home. The added obliga-tion and stress frequently interferes with their studies. Yet, these valiant Hispanic students persevere, women more so than men.

America’s record Even with these shortcomings, this

country provides more higher education opportunities than the vast majority of other nations. Many of which love to boast they have low tuition, but they fail to mention that only 8 to ten percent of high school graduates attend college. Most of the world has a caste system.

In Great Britain, preteenagers take rigorous examinations, which determine the schools they attend and their future

careers. In Japan the parents of elemen-tary school children scrimp and save, so their children can have tutors every day after classes and all day Saturday. They cram, cram and cram to do well on col-lege entrance examinations. One’s score determines which college you attend. No second chance — excel or be relegated to a second or third tier school and subse-quent diminished existence. It’s a harsh actuality.

American colleges can be cold, but far more opportunities exist there for a wider variety of students than do in other countries.

State of EducationThe National Center for Education

Statistics issues a bulky state of education report every year. It’s has more informa-tion than anyone needs. It evaluates ev-erything from preschool enrollments to college degrees granted.

Some highlights. 1. The United States continues to lead the world in access and attainment

The number of 25- to 29-year-olds with at least a bachelor’s degree rose to 35 percent in 2014, up from 23 percent in 1990. It is above average compared with other developed countries.

In 2014, 34 percent of Americans age 25 to 34 had at least a bachelor’s degree, compared with an average of 29.5 percent among all countries in the Organization for Economic Cooperation and Develop-ment.

Disturbingly, the gap between Cau-casian and Hispanic bachelor’s-degree

holders grew from 18 percentage points to 25.

2. Post college income Recent graduates continue to suffer

the effects of the recession. The median annual earnings of those with bachelor’s or higher degrees between the ages of 25 and 34 were the lowest in 2014 in more than a decade. Median income for the group was $49,900 in 2014, below the pre-recession high of $54,020 (in 2014 dollars) in 2002.

The gender pay gap continues to ex-ists among college graduates. Women ages 25 to 34 with a bachelor’s degree or high-er earned $46,800, about 15 percent less than their male counterparts at $54,800.

3. State support for higher education continues to plummet

Funding from state and local gov-ernments dropped across all sectors from 2006-07 to 2013-14. Public institutions, the most dependent on those sources, suffered the most. Revenue from state and local grants per full-time-equivalent (FTE) student at four-year public institu-tions dropped nearly $10,000 in 2013-14 from $12,366 in 2006-07, a 22 percent decline. Nonetheless, public four-year colleges still received approximately 40 percent of their income from government sources in 2013-14.

4. Part-time faculty comprise half of all faculty

Half of all instructional faculty mem-bers worked part-time in the fall of 2013, up from 35 percent 20 years ago. Their

The State of

Higher EducationWritten by

Gustavo A. Mellander


Here Are a Pair of Great Reads from University of North Texas Press

RAZA RISING: CHICANOS IN NORTH TEXASby Richard J. Gonzales

Based on articles written for the Fort Worth Star-Telegram, author Richard J. Gonzales draws on his educational, inner-city and profes-sional life experiences to weave eyewitness testimony into issues facing Chicanos, including economic, health, education, criminal justice,

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

TRAQUEROS: MEXICAN RAILROAD WORKERS IN THE UNITED STATES, 1870-1930by Jeffrey Marcos GarcílazoForeword by Vicki L. Ruiz

Perhaps no other industrial technology changed the course of Mexican history in the United States and Mexico as much as the arrival of the railroads. Tens of thousands of Mexicans worked for the railroads in the United States, especially in the Southwest and Midwest.

Extensive Mexican American settlements appeared throughout the lower and upper Midwest as the result of the railroad. Jeffrey Marcos Garcílazo provides the first and only comprehensive history of Mexican railroad workers across the United States. “Traqueros is the first large-scale investigation of the substance and breadth of traqueros’ experiences at work and in their ‘boxcar’ commu-nities. . . . [Garcilazo’s] years of dedicated research have yielded an intimate yet comprehensive portrait of Mexican immigrant track men and their communities.”—Journal of American History“Garcilazo has made a powerful contribution to the historiography of the railroads as well as the history of Mexican workers in the United States.”—H-SHGAPE, H-Net Review

numbers rose 167 percent from 1991 to 2014, while the number of full-time fac-ulty members rose only 41 percent.

Average salaries for faculty members of all ranks increased from 1992-93 to 2009-10. But since then, average salaries across all ranks decreased from 2009-10 to 2013-14.

Women made up almost half of the faculty in 2014, up from 36 percent in 1991. However, a large percent of full professors are still White men: 60 percent in 2014.

5. Student debt continues to rise as do default rates

Over half of all first-time, full-time undergraduate students who received fi-nancial aid in 2013-14 needed student loans, an increase of 12 percent from 2000-01. The total amount of loans to first-time, full-time undergraduates in-creased 53 percent over that period at four-year public colleges (from $4,200 to

$6,550 in constant 2013-14 dollars) and 44 percent at four-year private nonprofit colleges (from $5,285 to $7,710).

Repayment

A new phenomenon has appeared. Of the 4.8 million students who began to repay their loans in the 2013 fiscal year, 11 percent defaulted before the end of that fiscal year. The default rate was higher for that cohort than for the previous two cohorts: 9.1 percent of borrowers who entered repayment in the 2012 fiscal year defaulted, compared with 8.8 percent of those who began payment in the 2011 fiscal year.

6. Over 60 percent of students take 6 years to graduate

Whether or not a student graduates from a four-year institution correlates highly with the type of institution that student attends. At the most selective four-year colleges (those where fewer than

25 percent of applications are accepted), 86 percent of students graduate within six years.

At open-enrollment institutions, only 33 percent of students graduate in that time frame. The overall six-year graduation rate is over 60 percent. It’s 67 percent at private nonprofit institutions, 58 percent at public institutions and 32 percent at private for-profit institutions.

Bottom line

With high costs, prolonged gradua-tion realities, increasing student debt and decreasing support from state govern-ments, the world of higher education has changed and leaves a lot to be desired.

But opportunities continue to flour-ish, and the ultimate rewards are worth-while. •

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

16 • March 2016

SCHOLARS CORNER

I remember the first national aca-demic conference I attended. It

was March 2012, and I was in Cos-ta Mesa, California at the American Association of Hispanics in Higher Education (AAHHE) conference. The September before, I had just be-gun my first year of doctoral studies in higher education at the Univer-sity of North Texas. I had also be-come part of a research team where I met Mayra Olivares-Urueta, an AAHHE fellow at the 2012 confer-ence. She encouraged the Latina/os in our team to go to the conference and learn about AAHHE.

I did not know what to expect as I had never attended a national conference prior to AAHHE. Once I was at the conference, a sense of pride rushed over me as I watched the Latina/o faculty members and professionals gathered promote the professional, educational and po-litical advancement of Latina/os in the U.S. I realized at that confer-ence that I wanted to be a faculty member and mentor other Latina/os like myself.

In 2015, I participated in the annual AAHHE conference as a graduate fellow. This experience challenged me to think about the

experiences of other Latinas/os across the nation and understand how to build lasting connections with my peers, faculty fellows and other attendees. These connections and friendships have been and will continue to be an immeasurable source of support. I am also grate-ful that AAHHE paired me with Professor Desiree Vega, a fellow Nuyoriqueña, as a faculty mentor. Her presence and kind words are a source of encouragement to oth-er Latinas succeeding and pushing forward.

Through AAHHE, I have been able to present my research and gain critical feedback on improv-ing my research and scholarly en-deavors. I understand how to better cultivate my presence both through social media outlets and through networking opportunities provided through the fellowship. More than anything, this has become my aca-demic familia. Graduate school can be overwhelming, especially when there are few Latina/o faculty mem-bers at my institution with whom I can connect. My AAHHE familia is comprised of those I can call upon for assistance or when I just need a shoulder to lean on.

Written by Catherine Olivarez, Doctoral Candidate,

Counseling and Higher Education, University of North Texas

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

My Doctoral Studies Journey


Written by Miquela Rivera, Ph.D

PRIMING THE PUMP

Miquela Rivera, PhD is a licensed psychologist in Albuquerque with years of clinical, early childhood and consultative experience. Dr. Rivera’s column, “Priming the Pump” appears in each issue of His-panic Outlook in Higher Education. She lives in Albuquerque.

There are at least seven reasons Latino college-bound students

can use a good high school guidance counselor.

To get to college you must fin-ish high school, hopefully with ad-equate preparation to excel in high education. A guidance counselor can assure that students get and stay en-gaged in high school until the end. That means knowing how students are doing academically and help-ing the student reach out to faculty to help the student wherever help is needed. Waiting to see “who qualifies for college” senior year is too late; the job is to get them qualified beginning at the outset.

The high school guidance coun-selor is in a strong position to show Latino students what possibilities lie ahead. The opportunities, advantages and challenges await, but Latino stu-dents can’t access them if they don’t know about them. Show Latino stu-dents the options for a bright future, and they can decide.

If the guidance counselor knows the Latino student personally, she can help search and match colleges or other training to the student’s skills, abilities and interests. This assumes that a guidance counselor has a pos-itive opinion of Latinos and the po-tential they hold. Negative stereo-

types or tracking students into paths that have low expectations are an age old story; try directing students to-wards options that will serve them well even if no one in the group has done it before.

A committed guidance counselor must explain the options in higher education and the process clearly to Latino students. Once the process is demystified, it becomes doable. And setting the tone and direction for col-lege must start early (like the day the Latino freshman student steps into the high school).

Once the process is explained and clarified, the guidance counselor should work directly with Latino stu-dents to develop the college-bound process of study, exploration, exam-ination and application. If a student knows that the counselor is commit-ted to helping and holding him ac-countable for taking the right steps at the right time, they will more likely make the right choices.

For students who choose to fol-low the path and prepare for higher education, the guidance counselor should then help them look at the options and find resources to make going to college feasible. That step is crucial in turning the Latino student’s dream into reality – and the guidance counselor should know where to look

for resources, including unconven-tional places.

Applying to colleges is the next obvious step. No one should assume that Latino students will simply know to do it and follow through on time independently. Working step-by-step with the student will help assure that the higher education application is complete and timely. And once the acceptance by the college is received, and the student commits and pre-pares to go, celebration is in order.

Essentially, the high school guid-ance counselor is in a crucial position to serve as a Latino student’s mentor, role model, trusted adult, invaluable resource and biggest advocate. It isn’t an easy job, but it is an important one. In the face of contemporary challeng-es that schools and Latino students face, the guidance counselor is the voice of hope and reason reminding Latino students sí se puede. Many adults in a Latino teen’s life need to tell students that; the skilled, com-mitted high school guidance counsel-or will assure that students not only can succeed but will. •

GUIDANCE COUNSELORS AID LATINO STUDENTS

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

18 • March 2016

EDUCATION NEWS REVIEWS

Officials at California State Universi-ty, Northridge are teaming up with

their counterparts at the University of Pennsylvania to launch an unprecedented program to increase the number of Latino professors working in the humanities.

The program, Pathways to the Pro-fessoriate, is supported by a $5.1 million grant from the Andrew W. Mellon Foun-dation to the University of Pennsylvania for its Graduate School of Education’s Center for Minority Serving Institutions. Over a five-year period, the program will prepare 90 students from Hispanic Serv-ing Institutions (HSIs) across the United States, including CSUN, to move forward

Phot

os C

ourte

sy o

f Csu

By

Lee

Choo

.

CSUN TEAMS UP WITH UNIVERSITY OF PENNSYLVANIA TO INCREASE

LATINO FACULTY IN THE HUMANITIES

and get doctorates in humanities-related fields.

The program comes as colleges and universities across the country struggle to develop faculty that reflect the nation’s growing ethnic and cultural diversity.

“Cal State Northridge was honored to be selected to participate in the Path-ways to the Professoriate initiative,” said Elizabeth Say, dean of CSUN’s College of Humanities. “We know well the quality of our students — what they sometimes lack is opportunity. This partnership with the Penn Center for Minority Serving In-stitutions and the Mellon Foundation will provide unparalleled opportunity for our

students to achieve their educational goals. Together with our other institutional part-ners, we can begin to transform the profes-soriate to better reflect and serve the next generation of university students.”

The problem of not having enough minorities in the professor pipeline cannot be fixed overnight said Marybeth Gasman, director of the Penn Center for Minority Serving Institutions, which will oversee the project.

“We see this program as a way to be-gin a fundamental change,” Gasman said. “We hope this creates a strong pathway to graduate school for Latino students that will grow over time with these students supporting one another and one day be-coming mentors themselves.”

Mariët Westermann, vice president at the Andrew W. Mellon Foundation, said that as the demographic profile of the United States changes, the country has a


Phot

os C

ourte

sy o

f Csu

By

Lee

Choo

.

compelling interest to obtain the full par-ticipation of previously underrepresented communities.

“The past decade has seen consider-able gains in doctoral attainment for Lati-nos, yet these gains have not kept up with the growth in the U.S. Hispanic popula-tion,” she noted.

Over the course of the five-year pro-gram, the Penn Center for Minority Serv-ing Institutions will partner with CSUN, Florida International University and the University of Texas, El Paso — all Hispan-ic Serving Institutions — and five research institutions — New York University; the University of California, Berkeley; the University of Pennsylvania; Northwestern University and the University of Califor-nia, Davis.

As part of Pathways to the Professo-riate, selected CSUN undergraduates in the humanities, social sciences and related fields will take part in intensive summer research programs and cross-institutional conferences while also receiving mentor-ing and support for applying to and en-

rolling in graduate school.CSUN faculty mentors will work

closely with each student beginning in the second semester of his or her junior year, and the relationship will continue as the student matriculates into Ph.D. programs. The summer research programs at CSUN will focus on an exploration of human-ities-based methodological approaches as well as professional skills, including aca-demic writing, graduate school applica-tion writing and preparation for taking the GRE. The standardized admissions test is required by most graduate schools in the United States.

Say noted that in the academic year 2012-13, CSUN awarded 1,143 bache-lor’s degrees in the humanities and social sciences. Thirty-three percent of those went to Latinos.

“We have the students, and now, we have a way to help them go on to Ph.D. programs that they may have only dreamed about,” she said. “The fact that CSUN fac-ulty mentors will work intensively with each student beginning in the second se-

mester of junior year — and they will be there as the student goes on into Ph.D. programs — is critical. This investment of time and resources is a game-changer for our students.”

The Penn Center for Minority Serving Institutions brings together practitioners from Historically Black Colleges and Uni-versities, Tribal Colleges and Universities, Hispanic Serving Institutions and Asian American, Native American and Pacif-ic Islander Serving Institutions. Based in the University of Pennsylvania’s Graduate School of Education, the center’s goals include elevating the educational contri-butions of minority-serving institutions; ensuring they are part of national con-versations; bringing awareness to the vital role such institutions play in the nation’s economic development; increasing the rigorous scholarship of the institutions; connecting the institutions’ academic and administrative leadership to promote re-form initiatives and strengthening efforts to close educational achievement gaps among disadvantaged communities. •

20 • March 2016

EDUCATION NEWS REVIEWS

The Ezra Jack Keats Foundation, in partnership with the de Grummond

Children’s Literature Collection at The University of Southern Mississippi, have announced the winners of the 30th an-nual Ezra Jack Keats Book Award. Each

Phot

o Co

urte

sy o

f Ezr

a Ja

ck K

eats

Fou

ndat

ion

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

FAY B. KAIGLER CHILDREN’S BOOK FESTIVAL

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

gold medallion as well as an honorarium of $1,000.

“We are proud to present the Ezra Jack Keats Book Award to the best new talents in children’s illustrated literature each year. These are writers and illus-trators whose books reflect the spirit of Keats, and at the same time, are refresh-ingly original,” said Deborah Pope, Ex-ecutive Director of the Ezra Jack Keats Foundation. “This year is Ezra’s hun-dredth birthday! So we are especially delighted to celebrate him by honoring those whose books, like his, are wonder-ful to read and look at and reflect our multicultural world.”

“The Keats Archives at the de Grum-mond Children’s Collection is a happy reminder of the joy that Ezra’s books have brought to readers and the impact they have had on children’s book mak-ers. Once again, we see that influence in the work of this year’s EJK Book Award winners. We are confident that they’ll join the long list of illustrious past win-ners whose books continue to delight and make a difference,” said Ellen Ruffin, Curator of the de Grummond Children’s Literature Collection.

Lois Lowry, two-time winner of the Newbery Award for “Number the Stars” and “The Giver,” will present this year’s Ezra Jack Keats Book Awards. Michael Cart, columnist/reviewer for Booklist and a leading expert on young adult liter-ature, will deliver the Keats Lecture.

Story provided by The Ezra Jack Keats Foundation


Phot

o Co

urte

sy o

f Ezr

a Ja

ck K

eats

Fou

ndat

ion

The 2016 Ezra Jack Keats Book Award winner for new writer is:Don Tate for Poet: The Remarkable Story of George Moses HortonPublished by Peachtree Publishers

In the South before the Civil War, it was illegal to teach slaves to read, but George Moses Horton loved words too much to be stopped. He taught himself to read as a child and grew up to be a published poet while still a slave. Writing about slavery for young readers is chal-lenging but important, and Don Tate suc-ceeds brilliantly, in an engaging, age-ap-propriate and true narrative.

Tate said, “Three years ago, I won an Ezra Jack Keats honor award, one of the proudest moments of my career. I nev-er imagined being considered again…this time [for] the top award. There has always been a special place in my heart for Ezra Jack Keats. When he chose to picture brown children in his books, he chose to acknowledge me. I wasn’t invisi-ble to him. As a creator of color in a field that sorely lacks diversity, it can be easy to sometimes feel unseen. This award serves as a reminder to me that I am not invisi-ble and that my work matters.”

The 2016 Ezra Jack Keats Book Award winner for new illustrator is:Phoebe Wahl for Sonya’s Chickens Published by Tundra Books

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

Wahl said, “Keats’ work stands out as some of the most impactful of my

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

The 2016 Ezra Jack Keats Book Award honor winners are:• 2016 New Writer Honor

Julia Sarcone-Roach for “The Bear Ate Your Sandwich” (illustrated by Ju-lia Sarcone-Roach. Published by Knopf Books for Young Readers)• Megan Dowd Lambert for “A Crow of His Own” (illustrated by David Hyde Costello. Published by Charlesbridge)

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

Next month, Hispanic Outlook’s sister magazine, OutlooK-12, will be featuring articles on the life and works of Erza Jack Keats in honor of his hundredth birthday.

Reports to: The Vice President and Chief Financial Officer (VP/CFO) reports to, and serves at the pleasure of, the President.

Primary Purpose: The Vice President provides leadership, oversight, and stewardship for all aspects of the University’s financial resources while ensuring absolute institutional integrity on fiscal, and certain administrative matters. The Vice President serves as a strategic advisor to the President and recommends financial and administrative objectives, policies, programs and practices that ensure a sound financial structure for the University. Working with the President, his cabinet, deans, campus CEOs, Provost, Chance llors, and Vice Chance llors, and in the context of shared governance, the Vice President is responsible for most key business functions within the University, including long range financial planning, budget planning, capital financing and investments, to deliver a long-term sustainable economic model that ensures both the viability and vitality of the University.

The CFO is a key financial and business executive of the university and will develop internal and external relationships and will be responsible for establishing and maintaining university-wide financial and administrative systems that ensure integrity, accuracy and professionalism. A primary role of the CFO will be to manage our large, complex public research institution through a continuously changing higher education landscape. A keen understanding of significa nt issues/ opportunities and the ability to develop and interpret complex financial models will be integral for this role. Focus will be directed toward capital financing/ structuring, complex investment strategies, liquidity forecasting, operating expense efficiency and compliance across varied state, federal, and industry regulations.

The Vice President serves as the institutional representative on financial matters to Indiana Commission for Higher Education and the Trustees of Indiana University on behalf of the President - a role in which he or she must balance collaboration with all university campuses and schoo ls and advocacy for IU. In this capacity, he or she is involved in discussions regarding long term financial viability, decision support, tuition setting, all funds budgeting, strategic allocation of resources among campuses and schools, enterprise systems, business process redesign and funding structure/approval of capital projects.

The Vice President serves as a member of the President’s Cabinet at Indiana University, and is a significant contributor to advancing the mission and strategic direction of the University, which includes promoting a climate of inclusion and equity. The VP/CFO works with the IU Foundation and Alumni Associat ion to provide guidance and institutional support for adherence to fiduciary boundaries and constraints.

Functional Oversight:• Accounting and Controls• Accounts Receivable• Accounts Payable• Auxiliary Acco unting• Budgeting - Including Operational & Capital• Bursar - University & Bloomington• Capital Asset Management• Capital Financing• External Financial Audit Coordination• Facilities and Administrative Rate Calculation and Negotiation

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

Key Selection Criteria: Indiana University seeks an innovative and strategic leader with a broad vision for the role of finance and administrat ion in achieving institutional excellence. The successful candidate will have a strong track record in managing change along with proven experience as an organizational and financial leader. An understanding of all facets of academic enterprises, including an understanding of how financial decisions impact the academic environment and vice versa, is desirable. He or she will have superb management skills and business acumen, be adept at facilitating connections and building partnerships and collaborations, and be able to serve as a trusted and respected member of the leadership team. The successful candidate must possess an undergraduate degree (MBA and/or CPA equivalent strongly preferred). He or she will be comfortable building relationships of trust with the many communities that comprise the University, and be astute at navigating both the internal and external political la ndscape. He or she should possess the ability to recruit and mentor future leadership, including creating upward mobility for promising employees. Above all the Vice President must fit within the IU culture that values the primacy of the institution’s academic mission in serving the people of Indiana, the nation and the world as well as its commitment to excellence. In addition this culture values collaboration, shared governance, prudent management, while also respecting the traditions of the university.

Procedures for Candidates: The search committee invites letters of nomination, applications (letter of interest, full resume, and contact information of at least five references), or expressions of interest to be submitted electronically to [email protected]. The search is conducted with the assistance of recruitment firm Spencer Stuart https://www.spencerstuart.com/. For consideration in the selection process candidates are encouraged to submit their materials by April 15th with nominations and applications accepted until the position is filled.

Inquiries about the search may be directed to Jo Ann Bush at [email protected], 317-274-3571.

Additional information about the position and the search may be found at: https://uaa.iu.edu/recruitment/vp-cfo/index.shtml.

Indiana University is an equal opportunity and affirmative action employer, and a provider of American Disabilities Act services. All qualified applicants will receive consid-eration for employment without regard to age, ethnicity, color, race, religion, sex, sexual orientation or identity, marital status, national origin, disability status, or protected veteran status. Indiana University does not discriminate on the basis of sex in its educational programs and activities, including employment and admission, as required by Title IX. Questions or complaints regarding Title IX may be referred to the U.S. Department of Education Office for Civil Rights or the university Title IX coordinator. See Indiana University’s Notice of Non-Discrimination, which includes contact information.

The Annual Security Reports, containing policy statements and crime statistics for Indiana University campuses, are available online. Request a physical copy by emailing IU Public Safety at [email protected].

POSITION DESCRIPTION

VICE PRESIDENT AND CHIEF FINANCIAL OFFICER INDIANA UNIVERSITY

MARCH 10, 2016


PRESIDENTSouthern Oregon University is conducting a global search for its next President.The Search Committee invites letters of nomination, applications (letter ofinterest, full resume/CV, and contact information of at least five references),or expressions of interest to be submitted to the search firm assisting SOU.Review of materials will begin immediately and continue until the appointmentis made. It is preferred, however, that all nominations and applications besubmitted prior to April 15, 2016. For a complete position description, pleasevisit the Current Opportunities page at www.parkersearch.com.

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

[email protected] || [email protected] Phone: 770-804-1996 ext: 117 Fax: 770-804-1917

Southern Oregon University does not discriminate on the basis of race,color, national origin, sex, age, disability, creed, religion, sexual

orientation, or veteran status in admission and access to, and treatment andemployment in, its educational programs and activities. The University

takes affirmative action to increase ethnic, cultural, and gender diversity; toemploy qualified disabled individuals; and to provide equal opportunity toall students and employees. SOU is an equal access AA/EOE committed to

achieving a diverse and inclusive workforce.

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

Hispanic Outlook1/4 page Issue 3-14-16Deadline 3-7-16

EXECUTIVE VICE PRESIDENT FORFINANCE AND ADMINISTRATION

& CHIEF FINANCIAL OFFICERThe University of Toledo is conducting a national search for theExecutive Vice President for Finance and Administration & ChiefFinancial Officer. The Search Committee invites letters of nomination,applications (letter of interest, full resume/CV, and contact informationof at least five references), or expressions of interest to be submitted tothe search firm assisting the University. Review of materials will beginimmediately and continue until the appointment is made. It is preferred,however, that all nominations and applications be submitted prior toMarch 30, 2016. For a complete position description, please visit theCurrent Opportunities page at www.parkersearch.com.


Jacob C. Anderson, Principal770-804-1996 ext: 111

[email protected] || [email protected]@parkersearch.com

The University of Toledo does not discriminate on the basis of race, color,religion, sex, age, national origin, ancestry, sexual orientation, gender identityand expression, military or veteran status, the presence of a disability, geneticinformation, familial status, political affiliation, or participation in protected

activities in its provision of employment and educational opportunities.


Hispanic Outlook1/4 page Issue 3-14-16Deadline 3-7-16

Vice Chancellor for Communications

The University of Tennessee, Knoxville, is conducting a global searchfor its next Vice Chancellor for Communications. The Search Committeeinvites letters of nomination, applications (letter of interest, fullresume/CV, and contact information of at least five references), orexpressions of interest to be submitted to the search firm assisting theUniversity of Tennessee, Knoxville. Review of materials will beginimmediately and continue until the appointment is made. It is preferred,however, that all nominations and applications be submitted prior to April7, 2016. For a complete position description, please visit the CurrentOpportunities page at www.parkersearch.com.


[email protected] || [email protected] Phone: 770-804-1996 ext: 117 Fax: 770-804-1917

The University of Tennessee is an EEO/AA/Title VI/Title IX/Section504/ADA/ADEA institution in the provision of its education and employment

programs and services. All qualified applicants will receive equal considerationfor employment without regard to race, color, national origin, religion, sex,

pregnancy, marital status, sexual orientation, gender identity, age, physical ormental disability, or covered veteran status.


Hispanic Outlook1/4 page Issue 3-14-16

24 • March 2016

Westchester Community College has entered a new era of student service and success, and is committed to hiring innovative administrators, faculty members, and staff. Women, minorities and those dedicated to diversity and multiculturalism are strongly encouraged to apply. Full-time positions include excellent benefits. Hiring subject to availability of funds.

Administrators and Staff: • Assistant Dean of High School Partnerships• Assistant Dean for Planning, Assessment and Institutional Effectiveness • Assistant Director of Admissions/Program Specialist• Dean for Planning, Assessment and Institutional Effectiveness (search reopened, previous applicants need not reapply)• Director of Budget, Academic Affairs/Division Coordinator• Program Specialist, Professional Development Center (part-time, hourly)

Full-Time Faculty Positions: Chemistry, Counselors (two positions), Librarian, Mathematics (two positions), and Respiratory Therapy. Instructor-level positions start in the Fall 2016. Requires Masters plus one-year related experience, unless otherwise indicated on website.

Adjunct Faculty: Summer and Fall 2016 openings. Specify day/evening/weekend availability.

Credit Adjuncts: (Masters and one-year related experience required unless otherwise indicated on website): Accounting, American Sign Language, Biology, Chemistry, Computer Science, Cybersecurity, Earth Science, Engineering (Civil, Electrical, Mechanical), English, French, Italian, Japanese, Marketing Research and Metrics, Mathematics, Nursing, Nutrition, Performing Arts – Music (Percussion), Physics, Spanish, Speech Communication, and Understanding Mass Media.

Non-Credit Adjuncts (Bachelors Required): Classes for lifelong learners may include children, adults, and seniors in various locations with day, evening, and weekend options. Also interested in candidates with ESL teaching experience (MA or certificate in TESOL preferred) or with corporate training background, and ideas for new classes. Visit website for information. Submit proposals for new classes at www.sunywcc.edu/CE; do not submit a resume without a class proposal. For ESL only, submit resume to [email protected].

For details, visit sunywcc.edu/jobs. Applications accepted until positions are filled.

WESTCHESTER COMMUNITY COLLEGE ADMINISTRATOR, STAFF & FACULTY POSITIONS

Resumes to Human Resources, Westchester Community College, 75 Grasslands Road, Valhalla, NY 10595; fax 914-606-7838; email Word documents to [email protected]. Please indicate position of interest on envelope or in email “subject” field. AA/EOE.

Assistant Professor of Social Studies Education

Sacred Heart University

The Isabelle Farrington College of Education invites applications, with screening to begin April 8, 2016. For details please visit:http://www.sacredheart.edu/officesservices/hu-manresources/jobpostings/facultycareeropportu-nities/assistantprofessorsocialstudieseducation/

Sacred Heart University is an EEO/AA employer.

top 100 COLLEGES FOR HISPANICS

HACU MEMBERS PAY ONLY $45 FOR ONE YEAR SUBSCRIPTION


Imag

e lic

ense

d by

Ingr

am Im

age

SUBSCRIBE TODAY

PRINT + DIGITAL

Exclusive Special

Offer ends September 1 Contact Us at (201) 567-8800 or

[email protected] for more information

45% OFF HO’S REGULAR 12-MONTH SUBSCRIPTION

AAHHE MEMBERS PAY $45

Your subscription will automatically be renewed at the end of each subscription term for another 12-month term. A reminder will be sent to you before your credit card is charged. Your account will be automatically charged annually based on the start date of your subscription. Subscriptions must be cancelled at least four-weeks

before this renewal date to stop the annual charge. All subscriptions cancelled more than 30 days after their renewal date will not be refunded.

$49.99 12 months

Name

Address

City State Zip

E-mail Phone

Please e-mail me the Hispanic Outlook Newsletter filled with the latest education news, innovations, networking and resources.

MAIL THIS COUPON TOTHE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE

299 Market St Suite 145, Saddle Brook, New Jersey 07663

HACU MEMBERS PAY ONLY $45 FOR ONE YEAR SUBSCRIPTION

The Hispanic Outlook in Higher Education Magazine

Documents

Transcript of The Hispanic Outlook in Higher Education Magazine