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0 4 / 2 1 / 2 0 1 4 • H I S P A N I C O U T L O O K 3

LIMA, PERU--When I firstwent to South America in1965 on a fellowship to

do graduate studies in Lima,Peru, the image of the regionwas "Tercer Mundistas", orThird World countries whichthe U.S. benevolently tolerat-ed for its resources and terri-torial self-interest.

As a journalist and later asan international bureaucrat, Ilived intermittently in LatinAmerica and traveled itslength and breadth; theAndes, the Amazon, theplains, and the coastal landsto the straits of Magellan.

It was never as bad orbackward as depicted bysome although statisticsmight belie this depending onhow one grades the regiontoday.How can you label Buenos

Aires with its tangos andEuropean-style living, Río deJaneiro and its festive raisond'etre or Lima with itsSpanish/indigenous mix, asforever Third World genre?However, Argentina, amongothers, is again suffering fis-cally.

The Third World tag wasdue partly to its long historyof plundering of the natives

by the conquistadors and thenatives' resistance to OldWorld mores imposed uponthem.It was followed by a group

of leaders, mostly military, orsupported by the military,who applied their own formof oppressive, corrupt gov-erning.

The Southern Hemisphere,for me, has a unique politicalhistory and characters andabove all, a rich indigenousculture, slow to blend in withits Spanish conquistadorsand then socially and eco-nomically ostracized; a histo-ry which has always fascinat-ed me.In my youth in Texas, I

knew the region only as thatfaraway continent whereSpanish was spoken andmany of the people lookedlike me; a place that onecould only fantasize about.

I liked the people's senseof humor even when thingswere bad. One of my favorites– true, some swear – is howthe popular DominicanRepublican dance, themerengue, came into being.

Dictator Rafael Trujillohad a peg leg but loved todance. His shimmy towardthe dance floor was the sig-nal, or command, for theother dancers to join him onthe floor to stomp with thehot Caribbean music.

But the general had topush his bum leg across thefloor while boogying with theother. His subjects, wantingto show their loyalty to El Jefeby emulating his rhythm, alsodragged one leg as they

swung their partners acrossthe dance floor and thus themerengue rhythm was born. Another favorite, and a

historically true story, is whenPeruvian strongman, Gen.Manuel Odría chasedPeruvian hero, Victor Haya dela Torre, into the Columbianembassy near downtownLima where under diplomaticprotection, he remained forfive years without daring tostep out the embassy's doors.Shortly after his release, a

classic photograph showsHaya de la Torre in a bigbrotherly "abrazo" with Odríaafter they collaborated inpolitical mischief against two-time president, FernandoBelaunde.Politically, things are a bit

more settled in Peru andelsewhere and coups by mili-tary strongmen are a thing ofthe past.The latest military man to

show caudillo tendencies wasthe late Venezuelan president,Hugo Chávez, who preferredto be known as "ElCommandante" and earnedhis spurs mostly by railingagainst U.S. policies andleaders.There are still a few

blowhards who believe it'salways good politics to showa little machismo and oppor-tunely vent against that colos-sal to the north, the UnitedStates.I marvel at the current

economic and political stabil-ity of some countries, particu-larly Peru, where I returnedmany years later to live andwork for 10 years for an

international bank.It was then on the skids, a

country laid low by bad poli-tics, bad economic policiesand bad social planningwhich left many people indespair.

With a population of 27million, Peru has one of theworld's fastest growingeconomies now classified as40th largest in the world ingross domestic product.Poverty has decreased

dramatically, perhaps ostensi-bly in areas, from the nearly60 percent in 2004 to 25.8percent in 2012 although thesocioeconomic disparitiesare still high.

The International MonetaryFund pegs economic growthfor Peru in the next six yearsat 7 percent annual growth.I'm happy for Peru. I am

Mexican-American but two ofmy children are married toPeruvians and six of mygrandchildren carry thatancestry.

Letter From Lima

PoliticalBeat

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

by Carlos D. Conde

4 H I S P A N I C O U T L O O K • 0 4 / 2 1 / 2 0 1 4

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MAGAZINE®

CONTENTS

APRIL 21, 2014

Cover photo of Michigan State University

Michigan Universities Reach Out to GrowingLatino Population by Michelle Adam

8

MOOCs Are All the Rage by Frank DiMaria

College Completion Rates Stable But PathwaysAre More Diverse by Angela Provitera McGlynn

Master’s- to- PhD Bridge ProgramIncreasing Minority Doctoral Students inSciences by Gary M. Stern

Niagara University: Advancing Hispanicsin the Hospitality Industry by Jeff Simmons

Spain’s Gilded Age On Display at SMU’sMeadows Museum by Rosie Carbo

You can download the HO app

10

12

14

16

19

DEPARTMENTSPolitical Beat by Carlos D. Conde

Letter From Lima 3

Book Review by Mary Ann Cooper

The Changs Next Door to the Díazes

7

Targeting Higher EducationSTEM Careers: Boom or Bust? by Gustavo A. Mellander

Interesting Reads 7

Priming the Pump... by Miquela Rivera

On Developing Self-Identity

Back Cover

Executive Editor – Marilyn GilroyManaging Editor – Suzanne López-IsaNews & Special Project Editor –Mary Ann CooperAdministrative Assistant & SubscriptionCoordinator – Barbara Churchill

Washington DC Bureau Chief –Peggy Sands Orchowski

Contributing Editors –Carlos D. Conde, Michelle Adam

Contributing Writers –Gustavo A. Mellander

Art & Production Director –Avedis Derbalian

Graphic Designer –Joanne Aluotto

Sr. Advertising Sales Associate –Angel M. Rodríguez

Article ContributorsRose Carbo, Frank DiMaria, Angela Provitera McGlynn, Miquela Rivera, Jeff Simmons,

Gary M. Stern

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

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

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

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22


ccording to an old Irish expression, “There are two certain things: winter will always end andspring will always have its turn.” And as much of the country finally begins to recover from a cold and cruel winter, greenshoots of spring are finally beginning to emerge. The same can be said about the evolution of higher education. As theeconomy continues to slowly improve, schools are looking forward to finding ways to attract and retain their students as wellas produce graduates who can meet the needs of the 21st century world and marketplace. In this issue, we exploreinnovations in higher education to meet those needs. One example is Vanderbilt University’s partnership with Fisk University,which has produced a program to encourage more minorities to earn doctorates in physics, biology, biomedical sciences,astronomy and materials science. This was in response, in part, to the Council of Advisors on Science and Technologydeclaration that over the next decade, 1 million additional STEM graduates would be needed worldwide to keep up with thedemand by employers for these jobs. STEM professions are not the only jobs that will be in demand in the not so differentfuture. Elsewhere in this issue we spotlight schools that are expanding their travel and tourism curricula (where fluency inSpanish is a definite plus) and are conducting outreach programs to Hispanics through community engagement andexpanding the opportunities to earn a college degree through online course delivery (MOOCs) and reinvigorating the CLEPprogram in which students are able to earn college credits for life experiences. These programs assure us that spring willfinally have its turn in higher education after a long hard winter.

Esquina Editorial

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Since Americans began to carve outcommunities in what was to becomeknown as the suburbs, it has tended

to be viewed as the refuge of predomi-nantly white families fleeing the conges-tion and sometimes the harshness of cityliving. There was once much discussionabout the phenomena of “white flight”from urban environments. Increasinglyin many parts of America, the suburbshave become multicultural in nature.

While the early development of thesuburbs was sometimes marked by theresistance of some communities to accept cultural or racially dif-ferent neighbors, today’s multiracial suburban residents appearto be more accepting in nature. Author Wendy Cheng took on thechallenge of exploring a multiracial suburb in the San GabrielValley of California to discover how racial and cultural identity isshaped by place. She chose this suburb close to downtown LosAngeles in part because it doesn’t have a discernible white popu-lation. Approximately 60 percent of residents are Asian-American and more than 30 percent are Hispanic.

Cheng paints a vivid picture of the neighborhood through nearly70 in-depth interviews she conducted with the residents of the neigh-borhood. Her book, The Changs Next Door to the Díazes demon-strates the way an environment that consists of “strip malls, multifami-ly housing, and faux Mediterranean tract homes” can be reshapedand fashioned by the influence of a distinct culture or group.

Cheng pays particular attention to the ways that populationshifts over the past four decades have influenced the everydaylives of the people living in the San Gabriel Valley. Cheng makesthe case through her analysis of three separate case studiesthat “people’s daily experiences – in neighborhoods, schools,civic organizations, and public space – deeply influence theirracial consciousness. In the San Gabriel Valley, racial ideolo-gies are being reformulated by these encounters.”

Cheng sees these new suburban neighborhoods, like SanGabriel Valley, as places where the pecking order of the races aretaught and formed. She calls the process “regional racial forma-tion, through which locally accepted racial orders and hierar-chies complicate and often challenge prevailing notions of race.”

Cheng argues that the ability to understand how races reactto one another in the San Gabriel Valley can inform the racialformation and the significant demographic shifts taking placein many regions of America.

Wendy Cheng is assistant professor of Asian PacificAmerican studies and justice and social inquiry inthe School of Social Transformation atArizona State University. She is coauthorof A People’s Guide to Los Angeles.

Reviewed by Mary Ann Cooper

The Changs Next Door to theDíazesby Wendy Cheng2013. 304 pp. ISBN: 978-0-8166-7982-9. $25.00 paper. Universityof Minnesota Press, Minneapolis, Minn. (612) 627-1970.www.upress.umn.edu/

Interesting Reads

The White Scourge: Mexicans, Blacks, and PoorWhites in Texas Cotton Culture

by Neil Foley

This narrative spans the period from the CivilWar through the collapse of tenant farming in theearly 1940s. White Scourge describes a uniqueborderlands region, where the cultures of theSouth, West, and Mexico overlap, to provide a

deeper understanding of the process of identity formation andto challenge the binary opposition between "black" and "white"that often dominates discussions of American race relations.1999. 341 pp. ISBN: 978-0520207240. $31.95. paper.

University of California Press. Berkeley, Calif. (510) 642-4247. www.ucpress.edu.

The Neo-Indians: A Religion for the Third Millenniumby Jacques Galinier, Antoinette Molinié and Lucy Lyall

Grant (Translator)

The Neo-Indians is an ethnographic study of anew form of Indian identity based on how a diversegroup of people are attempting to re-create pre-colo-nial ritual practices without the influences of modernsociety. There is no full-time neo-Indian. Both indige-

nous and non-indigenous practitioners assume Indian identitiesonly when deemed spiritually significant. The Neo-Indiansshould be of interest to ethnographers, anthropologists, andscholars of Latin American history, religion, and cultural studies.

2013. 368 pp. ISBN: 978-1607322733. $70.00 cloth.University Press of Colorado, Boulder, Colo. (800) 621-2736. www.upcolorado.com.

Hans Staden's True History: An Account of CannibalCaptivity in Brazilby Hans Staden (Author), Neil L. Whitehead (Editor),

Michael Harbsmeier (Translator)

In 1550 the German adventurer Hans Staden wasserving as a gunner in a Portuguese fort on theBrazilian coast. While out hunting, he was captured bythe Tupinambá, an indigenous people who had a rep-utation for engaging in ritual cannibalism and who, as

allies of the French, were hostile to the Portuguese. Staden’s TrueHistory, first published in Germany in 1557, tells the story of hisnine months among the Tupi Indians. It is a dramatic first-personaccount of his capture, captivity, and eventual escape.2008. 296 pp. ISBN: 978-0822342137. $89.95 cloth.

Duke University Press Books, Durham, N.C. (919) 688-5134. www.dukeupress.edu.

http://www.ucpress.edu

http://www.upress.umn.edu

http://www.upcolorado.com

http://www.dukeupress.edu

Michigan Universities Reach Outto Growing Latino Population by Michelle Adam

According to the U.S. Census, the Latino population in theMidwest grew by 49 percent in the decade, 2000-10. Theactual numbers are even more significant when compared to

the Midwest Latino population in 1980, which stood at 1.2 mil-lion and by 2010, had climbed to 4.6 million, while the whitepopulation declined during the same time period. The Latinonumbers have continued to increase in the past years, especiallyin Michigan, the Midwestern state with the second highest num-ber of Latinos. Here, the 2010 Census counted 112,000 moreHispanics than 10 years prior, a 34 percent increase.While some might assume that growth in Michigan’s popu-

lation is due to recent immigration, this is not the case.According to the Julian Samora Research Institute at MichiganState University (MSU), much of this gain is attributable to anincrease of Latinos born in this state and other states, and notfrom the number of recent immigrant populations. “The overwhelming majority of Latinos are native-born

compared to the foreign-born. Our state ranks among thelowest 10 states of foreign-born Latinos,” said RubenMartínez, director of the institute. “We do get farmworkerswho come and harvest, and then leave. Although with thechilly climate that has been imposed on us, there may bemore settling out of these populations.”

According to Martínez, Michigan has about half a millionHispanics currently, second to Illinois, where Chicago is hometo about 1.5 million Latinos. Indiana ranks third with300,000. “We constitute about 6 percent of the population ofMichigan, and we have been increasing steadily,” he said. “Inthe last year or two, we’ve had about a 2.7 percent populationgrowth of Latinos compared to the overall state growth of .7percent. In the last Census, Michigan was the only state thatlost population, and if it weren’t for the growth in Latinos,there would have been an even greater decline.”

Despite increases in the Latino population in Michigan,schools like Michigan State University have been hard-pressedto enroll a larger share of Latinos, according to Martínez. Herecalled how in the 60s and 70s institutions were moreaggressive in bringing in Latinos and other underrepresentedgroups, but now with anti-affirmative action measures andbudget cuts, the university must find students who can payhigher tuition rates. In addition, MSU is not able to offer asmuch financial support to students who might otherwise havelittle means to afford school.

Despite the challenges, bridge and federal TRIO programshave reached out to Hispanics and underrepresented studentsat MSU, and the Julian Samora Research Institute has workedclosely with Latino communities to improve the educational

ENROLLMENT/RECRUITMENT


“In the last Census, Michiganwas the only state that lostpopulation, and if it weren’tfor the growth in Latinos,

there would have been aneven greater decline.”

Ruben Martínez, director of the Julian Samora Research Institute at

Michigan State University

pipeline so more Latino students are eligible and capable ofentering college.

MSU’s story is a different one, though, than another smallerMichigan school, Ferris State University in Big Rapids, which hashistorically served first-generation students (MSU has almost50,000 students compared to about 14,000 at Ferris). This tra-ditionally-white university has turned its attention to the growingpopulation of first-generation Latino students in its state, and didso when it created the Center for Latino Studies in 2012. “We wanted to create a stronger sense of belonging for

Latinos, because it helps students graduate better at a pre-dominately-white university,” said Jessica Cruz, associatedirector of the center.

The center offers Hispanics who are already at the universi-ty a chance to meet and participate in programs that supportretention and graduation. They are given the opportunity tolearn about their culture and history, are linked to their com-munity, and are invited to participate in the center’s PromesaScholars Program, an honors program that provides academicand financial support. Students meet regularly and are offeredprofessional development workshops. They also build a rela-tionship with community organizations that support them.The Center for Latino Studies sponsors the Woodbridge

Promesa Summer Success Bridge Program for rising highschool Latinos. Students receive nine credits of college workduring a summer program, which allows them to connect withtheir community and various cultural institutions in the city.They are granted admission to the university in the fall. Thefirst summer program served 15 students and the upcomingone is expected to help 25.

“That bridge program may not serve many students, but weare serving many families and neighborhoods, and as the kidsare successful in college a program, the community learnsthat their own students can be successful in college,” saidTony Baker, the center’s founding director. “Also, we workwith a broad array of networks trying to help young people getto college in Grand Rapids (about an hour away) andHolland. High schools will also send students to fairs and we’llbe there. We are pretty popular.”

Another institution, Michigan Technological University(MTU), in Houghton, Mich., has been making concertedefforts to reach out to the state’s growing Latino population.MTU’s Center for Diversity and Inclusion has been in existencefor the past four years, and has engaged in numerous initia-tives to increase diversity at its school.

The first program, MICUP (The Michigan College andUniversity Partnership (MICUP)/Louis Stokes Alliance forMinority Participation (MI-LSAMP) Transfer TransitionProgram), aims to increase the number of underrepresentedcommunity college students who take an interest in STEM fields(Science, Technology, Engineering, and Math) and who transferfrom two-year to four-year universities like MTU. Throughgrants from the state, 30 students attend a summer class withstipends, conduct research, and are connected to the university,faculty, and each other. They are then invited to transfer to MTU,where they receive additional support as students.“This program has been instrumental in recruiting the

Hispanic students we have here,” said Shezwae Fleming,director of The Center for Diversity and Inclusion. “We want tomake sure there is a seamless pathway from two-year to four-year schools.”

Another initiative, the Transfer Scholars Research Program(TSRP), is aimed at helping retain students who have alreadytransferred to MTU from community colleges. Incoming studentsare offered a two-week research program in August in which theyjoin a community of scholars, receive an introduction to researchtheory, and learn to develop, design, and outline a research pro-posal. They also participate in seminars taught by MTU facultyand attend workshops to assist in their successful transfer.

At MTU, students might link up with the school’s Society ofHispanic Professional Engineers (SHIP) chapter, which ishoused in the center. Latinos participating in this organizationprovide pre-college support to youth in neighborhoods, andoffer workshops and training to invite Latinos into science andmath. They visit numerous high schools in Grand Rapids, andprovide science and math nights.

In addition to the center’s initiatives, MTU hired a regionaladmissions manager two years ago who specifically recruitsHispanics and other underrepresented groups, and the schoolis now reaching out to more urban areas that are home toLatino communities.“The pool of Latinos is growing, and in terms of their retention,

some of our efforts in developing academic programs to supportachievement have helped retain Latinos,” said Fleming. “And whilewe are a predominately-white institution, the number of Latinos isgoing to grow in the next two to three years. It is endemic to thenumber of Latinos growing in the country, and we are hoping ourretention and persistence helps them remain here.”


Staff at the CLS office. Seated Jessica Cruz, far right, and Tony Baker, center.

MOOCs Are All the Rageby Frank DiMaria

Originally termed by Dave Cormier of the University ofPrince Edward Island, MOOCs, or Massive Open OnlineCourses, make lecture videos and interactive course

work available on the Internet, allowing students with varyinglifestyles and learning styles access to a variety of collegecourses without setting foot on campus, and for a fraction ofthe price – sometimes they’re free.

Today countless providers offer courses on a growing num-ber of platforms. Some providers marry the original goal ofMOOCs with the opportunity to earn college credits, whileother providers offer their courses for personal enrichmentand skill enhancement.

Education Portal is one of those providers that gives collegecredits in exchange for course completion. Education Portalstudents learn independently and can choose from some7,000 lessons, covering most topics taught in the first twoyears of college. More than a half-million students and instructors use

Education Portal's lessons each month. These self-paced courses are paired with credit-granting

exams, such as the College Board's CLEP and the Excelsiorexam. The exams yield transferable credit accepted at over2,900 colleges and universities.

As of December 2013, the only cost to the student is thecost of the exam, usually under $100. “Most exams yield three

college credits, making this path to credit significantly moreaffordable than a typical college course,” says Jessica Bayliss,director of education at Education Portal.Although it’s hard to estimate exactly how much money stu-

dents can save taking courses through Education Portal, ifdone right the savings can be substantial. “The College Boardreports that in-state tuition at a four-year public university was

$8,893 for the 2013-14school year. If you assumemost students take eightcourses in a year, that comesto about $1,100 per course,or over 10 times more thanthe cost of using EducationPortal courses and credit byexam,” says Bayliss.

In addition to saving stu-dents money, EducationPortal also helps them shavesome time off their degreecompletion. EducationPortal offers courses in his-tory, math, science andother core subjects. Manysavvy students take thesecourses to satisfy their gen-eral education require-ments, allowing them tostart their major classes ear-lier, thus increasing their

chances of graduating on time, or even early.Education Portal courses comprise about 100 micro video

lessons, or about 11-12 hours of instruction. Seat time in atypical lecture hall, says Bayliss, is roughly 48 hours. But, shesays, there’s a great deal of wasted time in lecture halls.“There is usually quite a bit of time at the beginning and endof each lecture that is used for administrative tasks and not forinstruction. This number also includes the time studentsspend taking exams in class. Each of our lessons includes aquiz, and completed courses have chapter and final exams,but time spent taking assessments isn't included in the hoursof instruction,” she says. Students interested in turning their Education Portal cours-

es into college credits should first check with their advisors tomake sure their school accepts CLEP credits. “Some schoolsdon't award CLEP credit for courses that are too close to thestudent's major,” says Bayliss.

Like Education Portal, Coursera wants to connect individu-

CURRICULUM


MOOCMOOCMassive Open Online Course

Openregistration?

Localcohorts?

Self-paced?

Start/end dates?

College credits?

Badges?Role of theinstructor?

Learning community?

Scripted assessments and feedback?

Real-timeinteraction?

Affordable?

Free of charge?Open content?

What ismassive?• 100?• 1,000?• 10,000?• 100,000?

xx

cc

FOCUS ONSCALABILITY

FOCUS ONCOMMUNITY

AND CONNECTIONS

als to a great education. Coursera MOOCs combine mastery-based learning principles with video lectures and interactivecontent from leading professors from top universities. UnlikeEducation Portal, though, Coursera not only connects its usersto courses but also to a global community of peers. Courseracourses are free, but they do not yield any college credits.Founded by Daphne Koller and Andrew Ng, both professors

at Stanford University, Coursera is based on the flipped class-room model, in which students view online lectures prior toattending class and use their classroom time to pursue moreinteractive learning exercises and in-depth group discussions. Koller and Ng advanced the theory that education is about

more than just earning credit. They contend that buildingskills and knowledge can empower individuals to improvetheir careers, their lives and their communities. Courseraaims to serve lifelong learners, whether they seek to enhancetheir resume, dive deeper into a subject or learn somethingentirely new. In lieu of college credits, Coursera offers its students (or

Courserians, as they are called) statements of accomplishmentfor free on a course-by-course basis, at the discretion of theuniversity and the instructor. For a small fee and for a selectnumber of courses, Coursera also offers verified certificatesthrough its Signature Track. These certificates provide identityverification and official recognition from the university andCoursera. Courserians can also securely share their electroniccourse records with an employer, educational institution oranyone else to demonstrate their proficiency in a given subject.

Although Coursera does not currently provide transferablecollege credits, it is working with the American Council onEducation’s College Credit Recommendation Service (ACECREDIT®) to provide tangible credit-bearing opportunities toits students. Coursera’s goal is to reduce the burden of collegedebt and make it more feasible for people to complete theirdegree or go back to school. Through this service,Courserians who successfully complete one of their pre-approved courses will be eligible to receive an ACE CREDIT®recommendation, which they can present to the college oruniversity of their choice for prerequisite or undergraduatecredit consideration.

Some MOOC platforms put video lectures online or provideonline-mediated learning and leave their students to workindependently. Koller and Ng believe that social interaction is acritical component of the educational experience. Their plat-form combines interactive video content with peer-to-peerforums, discussions and assessments. The founders believethat by learning at their own pace, Courserians truly masterthe material in this model.

Courserians interact with each other through Q&A forumsand smaller study groups that form organically around theworld. They also interact in what Coursera calls Meetups.Coursera operates under the theory that students learn bestwhen they interact actively with the material and with each other.

One of the most unique aspects of Coursera is its use ofpeer assessment. Coursera has pioneered the development

and use of technologies that allow for peer assessment atscale for assignments, such as essays, that cannot be gradedby a computer. This allows Coursera to offer courses in arange of subjects that have not been widely available in anonline format before, including courses that require substan-

tial written work. Its peer assessment pedagogy draws on research regarding

the process and efficacy of peer grading as well as crowd-sourcing, with the goal of creating a system that produces avaluable learning experiences for both the students submittingand the students grading the work.

Supporting the research behind this, preliminary resultsfrom its first round of courses have revealed peer grading tobe a good measure of assessment, even at a scale previouslynever attempted. Even more encouraging, Coursera’s resultsshow improvement in accuracy as Koller and Ng learn betterhow to construct grading rubrics for peer grading. For the most part the feedback that Coursera has received

from professors and students on its peer grading technologysystem has been positive. Koller and Ng intend to improve thetechnology as they move forward in their pursuit of the peerassessment model.Education Portal and Coursera are not the only players in

the MOOC game. Udacity, edX and Udemy all offer courses thatcan enrich a student’s educational experience. Even iTunes isin the game, providing a free app called MOOCS4U that allowsusers to find MOOCs from a number of platforms right fromtheir phones.


Jessica Bayliss - director of education at Education Portal

College Completion RatesStable But Pathways AreMore Diverse by Angela Provitera McGlynn

Inits second annual college completions Signaturereport, the National Student Clearinghouse ResearchCenter (NSCRC) found similar results to the 2012

completions reports in terms of overall results. More thanhalf of first-time degree-seeking students who enrolled in fall2007, 56.1 percent to be precise, completed a bachelor’sdegree within a six-year period. This includes 13.1 percentwho completed their degree at an institution other than theone where they started. Looking at data based on exclusivelyfull-time students, the completion rate was 78 percent, with67 percent graduating from their starting institution and 11percent graduating from an institution other than the onefrom which they began their studies.

Signature Report #6, Completing College – A NationalView of Student Attainment Rates, was supported by a grantfrom the Lumina Foundation, an Indianapolis-based privatefoundation committed to enrolling and graduating more stu-dents from college, especially low-income students, studentsof color, first-generation students and adult learners.Before presenting the findings of the report, it is worth

mentioning the context for this research. Recent researchcited in the report attests to the many economic and socialbenefits of completing a college degree and highlights thegaps in college attainment among the various demographicsubgroups mentioned above.

Four-year college degree completers tend to earn moremoney in median annual earnings working full time, havedocumented advantages in health insurance and pension cov-erage by employers, have higher voting and volunteerismrates, healthier lifestyles (particularly lower rates of smokingand obesity), and tend to spend more time engaged with theirchildren and with their children’s activities.

The inequities in access and success rates for low-income,first-generation, and minority students, particularly for Latinoand black students, diminish their chances for these econom-ic and social benefits. Huge disparities in college access areevident across socioeconomic groups in a class stratificationranging from lowest enrollment rates for low-income stu-dents (52 percent enrolled in college in 2012), 65 percent ofmiddle-income students enrolled in college that same year,and 82 percent of the highest income students enrolled incollege in 2012.Analyzing the data on degree attainment shows that the

gap in bachelor’s degree attainment between black and

white males grew from 13 percent in 2002 to 19 percentin 2012. Additionally, the white-Latino achievement gapcontinues to persist.

There are several factors that make these achievement gapsalarming. Hispanics and blacks are the two largest groupsgrowing in numbers in America, in that order, and the eco-nomic gap between the rich and the rest of the nation iswidening. Although our nation’s BA degree completion rateshave increased from 2001 to 2010, as it has in most othercountries as well, postsecondary degree completion rates ofAmerican students are not as competitive internationally. The Organization for Economic Cooperation and

Development (OECD) provides annual data on degree com-pletion for 34 member countries considered to be highlyindustrialized nations. The most recent data reveals thatalthough America ranks eighth in entry rates to university edu-cation among all 34 countries, we now rank 15th for degreecompletion. We are falling behind in a highly competitiveglobal economy that increasingly requires highly educated andhighly skilled workers.

College – A National View of Student Attainment Rates isbased on student-level data made available to the clearing-house by its more than 3,500 participating colleges and uni-versities. This report examines first-time degree seeking stu-dents who started college in the fall of 2007 and tracks theirenrollments nationwide for six years through the spring 2013.What makes the clearinghouse data compelling is that non-

traditional student pathways are included. For the first time,dual enrollment students, in this context meaning first-yearcollege students who took college-level courses in highschool, were included in the data pool. Additionally for the

REPORTS


first time, the 2013 report analyzes college completion ratesby gender. One additional advantage of the report is the inclusion of a

supplemental feature that provides follow-up for the 2006cohort providing seven-year data versus the traditional six-year length of most completion research. The inclusion of thesupplement recognizes that non-traditional students often takelonger to complete college degrees so it gives a fuller pictureof student behavior.Dr. Doug Shapiro, executive research director, National

Student Clearing Research Center, and one of the key authorsof the report says:

“Conventional approaches fail to capture the complex-ity of student behavior because they look only at the start-ing institution where the student first enrolled. Byadding the multiple institutions that an individual stu-dent may have attended, as well as gender, age, dualenrollments, and seven-year completion rates, we can seehow each institution contributes in its own way to stu-dent outcomes.”

Here are some key findings from the report:

• 23.4 percent of students (nearly one in four) com-pleted their degrees or certificates at a different institutionfrom the one where they first enrolled

• Using data tracking students across multiple institu-tions raised the overall completion rate from 43 to 56 per-cent. Counting these students who graduated from a differentinstitution from the one where they started increased comple-tion rates for every type of institution and for every studentsubgroup studied

• Completion rates analyzed according to type of insti-tution where students began their college experiences alsoshowed similar stratification as noted above for socioeconom-ic status. Of course there is overlap between socioeconomicstatus and type of institution students attend. The completionrate for students who started at a two-year public institutionwas 40 percent. For those students who started at a four-yearpublic college, completion rates rose to 63 percent, and forthose students who started at four-year private nonprofit insti-tutions, the degree completion rate was 73 percent

• Gains from degree completions at institutions otherthan the starting college were greater for students who wereage 20 or younger when they first entered college than theywere for older students. The gains went from 14.7 percentagepoints for the 20-year-olds and younger group to 8.4 percentfor the delayed entry group (ages 21-24), and 6.8 percentagepoint gain for adult learners (age over 24)

• Six-year completion rates for the fall of 2007 nationalcohort showed women completing college at a 6.7 percentadvantage over men

• Completion rates for dual enrollment students were 66percent compared to 54 percent for students with no prior dualenrollment experience. (As the report notes on this finding:

“This descriptive study cannot speak to the effectivenessof dual enrollment programs per se, since there areundoubtedly strong selection effects in the sample of stu-dents who participate in these programs for which the datain this report does not account. Nonetheless, the resultsshow that including students with prior dual enrollmentsin the starting cohort clearly increases the observednational college completion rate

• Seven-year outcomes for the fall 2006 cohort showeda 4 percent point increase (from 54.1 to 58.1 percent) intotal completions over the six-year rate reported in the 2012completions report. This finding supports the value of track-ing college students for a longer period

• Seventeen percent of students who started at two-yearcolleges completed a four-year degree. More than half ofthose who completed a BA degree did so without first earningan associate’s degree at the institution where they started

As higher education policy increasingly focuses on studentsuccess outcomes with the hope of improving degree comple-tion, this National Clearinghouse report helps to portray a big-ger picture of student behavior: student enrollment, studentpersistence, and degree completion while taking variables intoaccount that have often been previously neglected.

For further information on clearinghouse findings, pleasesee http://nscresearchcenter.org/.

Angela Provitera McGlynn, professor emeritus of psy-chology, is an international consultant/presenter on teach-ing, learning, and diversity issues and the author of severalrelated books.


Na onal Student Clearinghouse Research Center – Signature Report #6, Comple ng College: A Na onal View of Student A inment Rates

Fall 2007 Cohort by Age at First Entry

78.1%

6.2%

15.2%

0.5%

20 or Younger

>20–24

Over Age 24

Age Missing

"This �gure is based on data shown in Appendix C, Table 2 of the NSCRC Signature Report #6."

Source: The National Student Clearinghouse Research Center (NSCRC) Signature Report #6, Completing

College: A National View of Student Attainment Rates.

Master’s- to- PhD Bridge ProgramIncreasing Minority DoctoralStudents in Sciences by Gary M. Stern

Twouniversities based in Nashville, Tenn., one a well-established, historically black liberal arts collegeand the other a well-respected liberal arts col-

lege, are collaborating on a program to encourage more minori-ty doctoral students in the sciences. Vanderbilt University joinedwith Fisk University to launch theFisk-Vanderbilt Master’s- to- PhDBridge Program in 2004. It encour-ages more minority students toearn doctorates in physics, biology,biomedical sciences, astronomyand materials science.The program is a true partner-

ship. Students earn a master’sdegree in physics, biology orother science majors at Fisk andthen transfer into a doctoral pro-gram in science at Vanderbilt.Both universities collaborate onwriting grants to support the pro-gram and professors work in con-cert on research projects.

Since the bridge programlaunched a decade ago, 68 stu-dents have been admitted.Because it takes a minimum of twoyears to earn a master’s degreeand four years for a doctorate, thefirst graduates from the programwere awarded a PhD in 2010. Of the 68 graduate students

admitted to the bridge program, 57percent are African-American, 22percent Hispanic, 17 percent whiteand 4 percent other. Gender-wise,students are 54 percent male and 46 percent female. So fareight students have graduated and all are employed.

Keivan Stassun, professor of astronomy at VanderbiltUniversity and Arnold Burger, professor of physics at FiskUniversity, co-founded the program. Burger said that prior tolaunching it, the duo had a “collegial relationship but wenever had cross-registration or cross-funding. Having a pieceof paper or memorandum doesn’t make a program.” Overthe years, the duo developed a blueprint to keep the programoperating on track.

Stassun said the impetus for the program stemmed from“the big gap between the potential pool of talent we can bedrawing on. We wanted to close the gap, as a matter ofimproving American competitiveness on a global scale.” Thepartnership between the two universities helps to attract and

retain students and professors aswell, he says.What served as the underpin-

ning for the program was the lack-luster number of Hispanics andAfrican-Americans earning doctor-ates in the sciences. Burger refersto 2010 statistics that showedAfrican- Americans earned 3 per-cent of science doctorates andLatinos 3.5 percent, though com-bined they constitute about 27 per-cent of Americans. “We were los-ing talent,” Burger said. Burger, who is Romanian-

born and educated in Israel,describes the partnershipbetween Fisk and Vanderbilt as“a symbiotic relationship. Fiskdoesn’t have a PhD program andVanderbilt doesn’t have a mas-ter’s degree in physics.”In fact, collaborating on this

program strengthens both sci-ence departments. For example,Fisk had a track record in materi-al science, the study of under-standing properties, whichVanderbilt didn’t possess. ButVanderbilt had expertise in

physics and astronomy research, which boosts Fisk’s scope. Since the two colleges wrote grants collaboratively, it was easier

to emphasize an interdisciplinary approach. That approachstrengthened their federal grant applications. They used theFisk/Vanderbilt bridge program as a “centerpiece by which we canidentify, recruit and train students from master’s level to PhD,”Stassun noted. About 80 percent of the funding for the approxi-mate $1 million annual cost stems from obtaining federal grants.

Describing Fisk, Burger said, “We are a minority institu-tion. We can provide the students that can broaden that par-

INNOVATIONS/PROGRAMS


Arnold Burger

ticipation.” In fact, the program started with the three stu-dents and has become so competitive that it only acceptsbetween 10 and 15 percent of applicants.Since the bridge program trains students from master’s to

doctoral level, it customizes development one on one for eachstudent.The program strengthenseach student’s expertise in labtechniques, coursework, andramps up their skills at the mas-ter’s level to prepare them fordoctoral research, says Stassun, aLos Angeles native of Mexican her-itage who earned a doctoratefrom the University of Wisconsin.

What works best to strengthenstudents and fill in any deficien-cies is a strong mentoring pro-gram. Mentors work closely withstudents to map out a specificpath toward achieving the doctor-ate, planning which courses totake at which point, and prepar-ing them at each stage to takemore difficult courses.

Criteria for acceptance are non-traditional. Rather than rely on GREscores, it considers several factorsincluding three letters of recom-mendation, coursework, a resumeand an essay and an interview todetermine the applicant’s characterand grit. Burger said it seeks outstudents who show “persistence infront of adversity and commitment.Do they have fire in the belly?” The program recognized that “standardized test scores are

not always a good reflection of what a student is capable of,”Stassun asserted. In fact, studies have shown that these testsare biased against minorities and women.

Once a student is accepted into the bridge program, theyreceive full tuition, medical insurance, a $1,800 a month liv-ing stipend and a laptop. They also attend a boot camp to pre-pare them for the program.

Contending with a rigorous graduate science program isdemanding for all students. Minority students face particular

issues since “many attend historically underserved schoolsand don’t have the same infrastructure and support as otherstudents,” Burger said.

Hence the program creates a welcoming culture. “We’vecreated a community of support,” Burger said. The program

has enlisted and nurtured overtwo dozen professors at both uni-versities who provide mentoring.It also provides peer mentoring.In the first year, students areassigned a “bridge buddy to havea soft landing when they arriveon campus,” he noted.When students graduate from

the program, they gravitate towardemployment in one of three areas:academic institutions, researchlabs and industry. Of the eightgraduates of the program, fivewere hired by research labs, twopursued academic careers andone landed an industry job.The program’s success demon-

strates that all minority sciencestudents need to succeed is “anopportunity,” Stassun said. Toomany science programs screenout talented minority studentsbecause of a low GRE score. “Noone gets a PhD on their own.People who succeed are shownwhat the rules are, the tips andtricks to succeed,” he said.

If two colleges were interestedin starting a joint bridge program,

Stassun recommends three tips: 1) identify areas of research col-laboration, 2) develop a plan to train students together and 3)overcome the obsession with relying on GRE scores.

Burger attributes the success of the program to several fac-tors including shared leadership between the two universities,collaborative efforts to raise funds, joint research assign-ments, and the working partnership. Though Burger teachesphysics, not astronomy, he says, “All the stars in the planetwere aligned” to contribute to the program’s success.


Keivan Stassun

by Jeff Simmons

Asthe front desk manager of Times Square’s MarriottMarquis on Broadway, Kelvin Ruiz has encounteredpeople from all walks of life, visiting New York City for

the first time, soaking up the city’s electricity.For many of them, it’s a once-in-a-lifetime trip. And recog-

nizing that, the 27-year-old wants to ensure that they have anexquisite experience.“I like the ability to make a difference with a single interac-

tion,” Ruiz said. “I’m a people person. I like to talk with peo-ple, to make them happy. And it’s all about one single contact,because you can have a single, two-minute conversation withsomeone and make a connection.”

That connection in the crossroads of the world is valuableto him and his employer. Ruiz has escalated the ranks duringthis period from a manager in training to housekeeping man-ager to his current role.

“I’ve been with Marriott for three and a half years and it’s afantastic company,” he said. “Many people don’t have the skillto make an immediate connection but I always thought I did,even as a child. Every day, it’s a challenge to find someonewho is not having a good day, and change that for them.”

His attitude, drive and enthusiasm were imbued in Ruizduring his education nearly 400 miles north – in NiagaraFalls. Ruiz is a graduate of Niagara University’s groundbreak-ing College of Hospitality and Tourism Management.

The college provides an innovative education that preparesstudents for leadership roles in hospitality, tourism, and sportby combining technology, management, entrepreneurship, ser-vice and experiential learning into the academic experience. Itwas the first in the country to do so.

“Our program was established in 1968, adjacent to aworld-renown tourist destination, as the first program in theworld offering a bachelor’s degree in tourism,” said Rev.James J. Maher, C.M., president of Niagara University. “The

curriculum gives students the experience and skills they needto prepare them for leadership positions in today’s ever-changing hospitality and tourism industry.”

“We offer multiple bachelor’s degrees that can be the step-pingstone needed to transport entry level and midlevel restau-rant and hotel employees to achieve management positions atsome of the best properties in the U.S. and beyond,” saidMaher. “Degrees like these provide tremendous opportunitiesfor those in the Hispanic population who may be among theseworkers in the world’s single largest industry.”Taking advantage of its position near one of the world’s

most popular visitor destinations, the college offers bachelorof science degrees in hotel and restaurant management,tourism and recreation management, and sport management.

The curriculum – with courses such as resort, club andhotel management; cuisine, wine and culture; and sport facili-ty management – provides instruction on the hotel, restaurant,sport, recreation, and tourism industries.Tourism and hospitality, in fact, is the third largest employ-

er in 30 U.S. states, a major employer domestically and world-wide, said Dr. Gary Praetzel, dean of Niagara’s College ofHospitality and Tourism Management. “In fact,” he said, “thetourism industry is the single largest industry in the world,employing almost 10 percent of the world’s workforce, and itis growing at a very significant rate.”He added, “It’s an industry that’s been growing in general

faster than the U.S. economy.” The industry is home to sub-stantial numbers of Hispanics, which is evidenced locally bythe consistent enrollment of Hispanics in Niagara University’stourism college. Of the 425 full-time students in the tourismcollege, about 12 percent are Hispanic, a percentage that issteadily climbing, he said.“When you look at the current employment trends in the

hospitality and tourism industry, a very large share of workers

CURRICULUM


Niagara University:

Advancing

Hispanics in the

Hospitality Industry

are of Hispanic origin,” said Praetzel. “And, if I look at anymajor gateway city, such as New York City or Miami or SanFrancisco, you are talking about the hospitality and tourismworkforce being significantly Hispanic.

“To have someone serving as a manager who is of Hispanicorigin is a very big advantage. It is someone who could relatevery well to that particular workforce.” Affiliated with Niagara University since 1978, Praetzel initially

had been appointed the director of its Travel, Hotel andRestaurant Administration in 1999. Twelve years later, the instituteevolved into the College of Hospitality and Tourism Management.Praetzel secured a pair of $1.5 million grants from two

foundations, plus millions of dollars in additional grants,shaping the college into a leading national and internationalprogram. Part of that mission has been to provide a curricu-lum and learning environment that gives students a variety ofexperiences and skills necessary to assume leadership posi-tions in the fast-changing industry.

In fact, its placement rate consistently nears 100 percent withmore than 90 percent of its graduates working in their major.“We are turning out people who are going to be managers

in the industry,” Praetzel said, noting the additional benefits ofbeing a bilingual speaker. “I can think of several students whoreceived a good job promotion or very good job because theyhad the ability to speak Spanish. That was important becausethe people they were managing were Spanish-speaking andthey could relate better.”

The tourism industry isn't burdened by the same glass ceil-ing as other sectors, he noted. “This is an industry where youcan really get ahead. What people want to see is that managersunderstand the business and know the business and worktheir way up,” he said. “This industry offers a golden opportu-nity for someone of Hispanic origin, and someone who hasthe ability to speak Spanish.”

Praetzel helped to found The Leading Hotel Schools of theWorld, a network of top hospitality and tourism programsglobally, and its partnerships with the Leading Hotel Schools ofthe World, a luxury hospitality consortium with more than 430hotels and resorts around the globe.

One of the first schools to join the schools network was St.Ignacio in Peru, and Praetzel forged a partnership agreementand established a cultural immersion program six years ago, afaculty exchange program, and a team teaching initiative withits southern partner.

Students, for example, spend eight summer weeks in Peru,using Spanish every day as they work in hotels in Lima andCusco. They also undertake volunteer activities while studyingthere. “We believe strongly in giving back, and that’s importantin the hospitality industry,” the dean said. “You have to have alove for people.”

He added, “Our idea is that our students return to Niagara fluentin Spanish, and for us that’s very important. To have out studentsbecome fluent in Spanish is a major marketability advantage.”

Under Praetzel’s guidance, the college has sought out addition-ally opportunities to partner with local, regional, national, and

international entities, and that also has come to include anotherwork abroad program in five-star properties in Lake Como, Italy.Additionally, the college sponsors professional conferences,

provides seminars for the industry, assists local industriesthrough classroom projects, hosts a career fair, has an activealumni association (complete with a mentorship program),and even offers a Carnival Cruise Lines course.The college, he said, strives to enrich learning through cul-


“This industry offers a goldenopportunity for someone of

Hispanic origin, andsomeone who has the ability

to speak Spanish.”

Dr. Gary Praetzel, dean of NiagaraUniversity’s College of Hospitality

and Tourism Management

turally diverse and international learning opportunities suchas the work-abroad programs.

Praetzel predicts that the tourism and hospitality industry willremain a strong sector, and the need for international experi-ence and Hispanic-speaking managers will continue to escalate.“There will definitely be more opportunities abroad,” he

said. “When you look back a number of years ago, it was niceto have international experience. Now it’s gotten to the pointof necessity. And that’s just the nature of this industry and howit is growing internationally.”

And, he cites Kelvin Ruiz – of Puerto Rican and Dominicanorigin – as a shining example of the program’s success.

“Kelvin came to Niagara through a two-year school, and hedidn’t show his true potential when he attended that particularschool,” Praetzel said. “I talked with him at length before hecame here and he saw that he could develop leadership skills.The Peru program was a game-changer for him.”The dean witnessed Ruiz’s marked improvement as he

began to master leadership skills, become more career-focused, and soared during his studies in Peru. “Not only didhe do an overall outstanding job but he demonstrated greatleadership skills needed to be successful,” he said.

He pointed to Ruiz’s approach to the job, the desire toserve and be hospitable to others. “Hospitality boils down toone thing, and that’s treating all people with respect and digni-ty, and that transcends any type of international border,” hesaid. “It really is a service industry.”

Ruiz – nearing his four-year anniversary with Marriott now– echoed that sentiment, describing why he switched from hisearlier plans pursuing a career in business.“I did not want to sit in an office all day and have no

human contact,” said Ruiz, who lives in Brooklyn.He added that Praetzel turned out to be one of the most

important figures in his life. “He’s pretty much up there withmy parents,” Ruiz said. “He really did take a chance on mewhen he gave me the opportunity to go to Peru. Niagara wassuch a great school. They take care of you and give you all ofthe opportunities you need to succeed.”


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The Hispanic Outlook, with an elite targeted audience of academics on college campuses across America,has been serving the higher education community for 24 years. Focusing like a laser beam on Hispanics inhigher ed online and digitally, our exposure is now global.

FIND THEIR NEXT JOB AD-HALF PAGE



Spain’s Gilded Age On Displayat SMU’s Meadows Museumby Rosie Carbo

Ata recent Sotheby’s auction of 19th century Europeanart, “Buscando Mariscos; Playa de Valencia,” bySpanish painter Joaquín Sorolla y Bastida, sold for

more than $4 million. The sale set a record for a Sorolla atauction in America. This was the third highest price ever paidfor a Sorolla, which soared above its estimated price of $1.5million.Sotheby’s, one of the largest and oldest international auc-

tion houses in the world, noted that interest in one of Spain’sgreatest Gilded Age artists had peaked since the Dallas-basedMeadows Museum announced it had organized and wouldhost a “Sorolla and America” exhibition.

Since December, 160-plus Sorolla’s artworks have adornedthe walls of the Meadows Museum, home to one of the largestcollections of Spanish art outside of the Museo Nacional delPrado in Madrid.

The landmark exhibition includes Sorolla’s iconic oil oncanvas paintings, portraits of noteworthy Americans, drawingsand even sketches on the backs of restaurant menus fromSorolla’s first visits to America.

“The exhibition is bringing a lot of attendance; it’s muchhigher than other exhibitions, including last year’s Velázquezexhibition,” said Mark A. Roglán, director of the Linda P. andWilliam A. Custard Meadows Museum and Centennial Chair inthe Meadows School of the Arts at Southern MethodistUniversity. Now, the blockbuster exhibition is headed to The San Diego

Museum of Art, where it opens May 30 and runs through Aug.26, 2014. The exhibition returns to Madrid on Sept. 23 toopen at Instituto de Cultura de Fundación MAPFRE. The exhi-bition closes at this its final venue on Jan. 11, 2015.

The exhibition is a collaborative effort between theMeadows Museum and the two arts and cultural entities. TheHispanic Society of America in New York, where Sorollalaunched his artistic America debut in 1909, has also been animportant contributor.

This is the largest monographic Sorolla exhibition in morethan 100 years. Visitors will see works that have not been onpublic display since Sorolla held his first, one-man show inAmerica. Forty works of art have never been seen publiclybecause they’ve been in private art collections.

“Sorolla never stopped painting; he had a passion forpainting. In fact, he used to tell Clotilde, his wife, that beforehe was a husband and father he was a painter,” said BlancaPons-Sorolla, the painter’s great-granddaughter, exhibitioncurator and foremost authority on Sorolla.

“That is why he was so prolific, and that’s why he paintedmore than 4,000 artworks during his lifetime. I have workedon locating his artworks for many years. But some have not

ARTS

Joaquín Sorolla y Bastida (Spanish, 1863-1923), Portrait of Miss Mary LillianDuke, 1911. Oil on canvas. Nasher Museum of Art, Duke University,Durham, North Carolina, Gift of Nicholas Benjamin Duke Biddle,

accession number 1991.9.1


yet been found,” added Pons-Sorolla, author of Sorolla’s biog-raphy and co-editor with Roglán of a 320-page English andSpanish exhibition catalog containing essays by 19th centuryart experts.

While Madrid’s Prado Museum hosted its own landmarkSorolla exhibition in 2009, this retrospective exhibition focus-es on his impact on America, while highlighting America’simpact on one of Spain’s most industrious artists.

The exhibition might also revive interest in some ofSorolla’s American contemporaries, such as John SingerSargent, William Merritt Chase, Cecilia Beaux and GariMelchers. Sorolla called them friends and children of 17thcentury Spanish painter Diego Velázquez, like himself. “He was a child of Velázquez, as were some of his contem-

poraries. Sorolla called himself a child of Velázquez. In fact, inone of his pictures, you can see similarities to Velázquez’s LasMeninas. So in the end, maybe Sorolla is right. Maybe they’reall children of Velázquez,” said Roglán, a native of Madridwho holds a doctorate in 19th and 20th century art from LaUniversidad Autonoma in Madrid.

Sorolla’s uncanny ability to capture natural light, paint real-istic portraits, like that of U.S. President William Howard Taft,and preference for painting “al aire libre” have all contributedto helping him defy categorization.

“Some scholars today would argue that he was anImpressionist, while others would say that he was not. Sorollahimself felt very strongly that he was an Impressionist painter.But I don’t think Sorolla called himself a painter of the loadedbrush,” said Roglán, referring to some modern-day art critics.

Sorolla’s luminous Valencia beach scenes and stunninglandscapes are imbued with love of his native Spain, his familyand nature. Some of his voluminous paintings were too largeto transport, but those on display elicit profound emotionssuch as nostalgia.

Long before Pablo Picasso became a household word in

America, Joaquín Sorolla y Bastidahad taken the country by storm.Born in Valencia in 1863, Sorollafirst attracted the attention of artcollectors in 1893 at the World’sColumbia Exposition, also knownas the Chicago World’s Fair.

Sorolla submitted a thought-provoking oil on canvas titled“!Otra Margarita!” in which hedepicted a young mother arrestedfor suffocating her child. A work ofsocial realism, the painting won aMedal of Honor. A private collec-tor bought it and donated later. Itbecame Sorolla’s first to grace thewalls of an American museum.Currently, it is at the Mildred LaneKemper Art Museum in St. Louis.

He had never visited Americawhen he entered the Chicago com-petition. But in 1899, Sorollapainted another masterpiece of

social realism that helped to establish him as an internationalartist. Sorolla called the painting “!Triste Herencia!” and sub-mitted it to the Universal Exhibition in Paris in 1900.The painting, which translates to “Sad Inheritance” in

English, depicts physically disabled young boys enjoying aValencia beach while supervised by a monk. The poignant oilon canvas not only earned the highest awards in Paris, butalso at Spain’s National Exhibition in 1901.

“He actually saw a woman handcuffed for killing her childwhile on a trip from Valencia to Madrid. So he painted it. InTriste Herencia he saw the disabled children at a Valenciabeach and painted them. He actually did four paintings onsocial realism because he painted what he saw. But these top-ics really saddened him,” said Pons-Sorolla, in a telephone

Joaquín Sorolla y Bastida (Spanish, 1863-1923), Portrait of Louis Comfort Tiffany, 1911. Oil on canvas. On loanfrom The Hispanic Society of America, New York, NY.

Joaquín Sorolla y Bastida (Spanish, 1863-1923), My Wife and Daughters inthe Garden, 1910, oil on canvas. Colección Masaveu

interview from her home in Madrid.As a result, Sorolla stopped painting heart-wrenching social

realism scenes and turned his attention to colorful joyousscenes of children playing on the beach, his wife and daugh-ters, breathtaking landscapes and realistic portraits.

“He didn’t want to continue to paint a sad and dark Spain.He wanted to paint the other Spain, filled beauty and joy. Hewanted to be ambassador of Spain’s undiscovered naturaltreasures; its beaches, landscapes, history and people. So hedecided to stop painting sad, gloomy scenes,” she said.

Whether it was the tint of a cloud or sunlight on theMediterranean, Sorolla brushwork captured them as easily asthe nuances of the people in his portraits. By 1900, Sorollaworks had been exhibited in Madrid, Paris, Venice, Munich,Berlin and Chicago. The exposure brought Sorolla internation-al fame.

Archer Milton Huntington, founder of The Hispanic Societyof America, discovered Sorolla in London in 1908. Instantlysmitten by his work, Huntington invited the artist to exhibit hiswork at his New York headquarters and art institution in1909.The response to Sorolla’s first U.S. exhibition was unprece-

dented, attracting more than 150,000 visitors in one singlemonth. Of the 356 works he brought to display, Sorolla soldnearly 200. The New York exhibition went on to Buffalo andBoston, where it was received with equal enthusiasm.

Moreover, Sorolla obtained commissions to paint portraitsof not only President Taft, which he painted at the WhiteHouse, but other affluent Americans. Additionally, Huntingtonasked Sorolla to return for another exhibition in 1911. Thistime it was at the Art Institute of Chicago and followed bySt. Louis.

Tobacco and transportation magnate, Thomas FortuneRyan, met Sorolla during the 1909 exhibition. But the artistdid not paint him until the two coincided in Paris in the fall ofthat year. That’s where Ryan commissioned Sorolla to create awork of art depicting the explorer, Christopher Columbus. The 1910 portrait titled “Christopher Columbus Leaving

Palos, Spain,” is on loan from the Mariners’ Museum inNewport News, Va. The mammoth canvas was first exhibited in1911 during Sorolla’s second American exhibition in Chicago.The Ryan commission inspired Sorolla to research the life

of Columbus as well as search for new subjects for the 1911exhibition. The journey resulted in the painting of a gray-haired Columbus standing on his ship and gazing out from theSpanish port.

Sorolla also met Huntington in 1911 in Paris, where hesigned a contract to paint a series painting depicting life in thevarious provinces of Spain. Sorolla’s output of more than adozen scenes on canvas was impressive.

Some of the noteworthy oil on canvas artworks in this exhi-bition and on loan for the duration of the exhibition include:“Dancing in the Café Novedades in Seville,” “The SultanaCypress” in Granada’s Alhambra gardens and Generalife,“Palacio de Carlos V en el Alcázar de Sevilla,” Malagaseascapes and a portrait of King Alfonso XIII in Seville.

Sorolla painted the provinces of Spain, which he called his“Vision of Spain” en plein air. He preferred to paint on loca-

tion. Consequently, he traveled to some 14 regions in Spain tocomplete the works commissioned by Huntington.By the time Sorolla finished the regions of Spain in 1920,

he was exhausted. The marathon effort, in fact, might havetaken a toll on his health. While painting in his home inMadrid, which is now Museo Sorolla, the artist suffered astroke. He remained paralyzed for three years until his deathin 1923.

“One reason I think he never stopped painting was alsothat he may have sensed he would not have time in his lifetimeto paint all the things he wanted to paint. You may know thathe had a stroke at age 57 and died three years later. So he mayhave had this in his mind,” said Pons-Sorolla, who like herfather Francisco, has decades researching Sorolla. And gettingto know him intimately has made her as big a fan as manypeople she meets.“Many people tell me that they fell in love with Sorolla’s

work as soon as they saw it. Well, I have to confess. Eventhough he is my great-grandfather, I am one of those who fellin love with his work, too,” she said.


Joaquín Sorolla y Bastida (Spanish, 1863-1923), Two Sisters, Valencia, 1909.Oil on canvas. The Art Institute of Chicago. Gift of Mrs. William Stanley

North in memory of William Stanley North, 1911.28


STEM Careers:Boom or Bust?

by Gustavo A. Mellander

Afew years ago we were bombarded with dire predictionsthat since the nation had fallen behind in producing sci-entists, technologists, engineers, and mathematicians,

dubbed STEM, we were spirally downward as a world power.Much of academia and the business world were scared.Scared enough to take action, which meant going toWashington. Official Washington soon became convinced the crisis was

real. With President George Bush’s full support Congressappropriated millions of dollars to address the alleged short-comings.

Higher education and secondary schools received signifi-cant grants to address this national need. Students were court-ed, not to learn their ABCs but to train for STEM careers. I,too, was convinced and wrote widely urging Hispanics toexplore STEM careers. I believed the prevailing mantra andsaw opportunities for Hispanics.

A Myth?But life is not fair or predictable. Imagine my shock to read

“The STEM Crisis Is a Myth” by Robert N. Charette. He is arespected contributing editor of IEEE Spectrum. Hedescribes himself as a “risk ecologist” who investigates theimpact of risk on technology and society. A 33-year memberof the IEEE Computer Society he systematically lays out a con-vincing case that there is no crisis at all. Charette points out that the supposed shortage was not lim-

ited to Americans. Many other developed or developing coun-tries were convinced they faced similar shortages. Analystssaid that “hundreds of thousands or even millions” of STEMprofessionals were needed worldwide.

In 2012 President Obama’s Council of Advisors on Scienceand Technology, stated that over the next decade, 1 millionadditional STEM graduates would be needed. The RoyalAcademy of Engineering reported that the U.K. would have tograduate 100,000 STEM majors every year until 2020 just tostay even with demand. The prognostications were so frighten-ing that governments everywhere allocated billions of dollarsto train more STEM workers.

President Obama called for 10,000 new engineers everyyear and 100,000 additional STEM teachers by 2020. Further,temporary immigration permits for skilled workers should beincreased from 65,000 to as many as 180,000 per year.

The European Union introduced a new Blue Card visa toentice skilled workers from outside the EU. India reported

they needed a staggering 800 new universities, to avoid a 1.6million shortfall of engineers this decade.

Yet Charette quotes many other reports stating there aremore STEM workers than jobs. Further, wages for U.S. work-ers in computer and math fields have stagnated since 2000. STEM workers at every stage of the career pipeline, from

recent graduates to mid- and late-career PhDs, still struggle tofind employment as many companies continue to lay off thou-sands of STEM workers.

Is it a Matter of Supply and Demand?For decades the U.S. has graduated more STEM students

than there were jobs. So is there really a STEM labor shortage?The debate began more than 50 years ago. Charette says theremight be a STEM crisis but not the one that frightened us.“The real STEM crisis is one of literacy: the fact that today’sstudents are not receiving a solid grounding in science, math,and engineering,” he says. Accurate answers affect reality. The inconsistencies are ter-

rifying. Where to turn?The National Science Foundation (NSF) and the

Department of Commerce track the number of STEM jobs, butthey use different criteria. Commerce reports that 7.6 million individuals worked in

STEM jobs in 2010, or about 5.5 percent of the U.S. work-force.That number includes professional and technical support

occupations in the fields of computer science, mathematics,engineering, and physical sciences. Contrast that with the NSF figure of 12.4 million science

and engineering jobs. It includes areas that Commerce

TARGETING HIGHER EDUCATION


excludes, such as health-care workers (4.3 million) and psy-chologists and social scientists (518 000).

Such inconsistencies create confusion and make rationalpolicy discussions difficult since anyone can select data tosupport their preconceived positions.

The STEM “Crisis” Through the YearsPredictions of impending shortages of scientists and engi-

neers are nothing new. There have been waves of concerns fordecades. Mismatches also occur for those earning a STEM degree

and actually securing a STEM job. Of the 7.6 million STEMworkers counted by Commerce, only 3.3 million possessSTEM degrees. That relates to 15 million Americans with abachelor’s degree or higher in a STEM discipline. But three-fourths of them, 11.4 million, work outside of STEM. The exodus of STEM graduates to other fields starts early.

In 2008, the NSF surveyed STEM graduates who’d earnedbachelor’s and master’s degrees in 2006 and 2007. It foundthat two out of 10 were already working in non-STEM fields.And 10 years after receiving a STEM degree, 58 percent ofSTEM graduates had left the field.

Thus in the United States, you don’t need a STEM degree toget a STEM job. Additionally if you do get a degree, you won’tnecessarily work in that field after you graduate.If many STEM jobs can be filled by people who don’t have

STEM degrees, then why the big push to get more students topursue STEM?

Projections One of the most cited projections comes from a 2011

Georgetown University report. It estimated slightly more than2.4 million STEM job openings in the United States between2008 and 2018, with 1.1 million newly created jobs and therest to replace workers who retire or move to non-STEMfields; it concluded there will be roughly 277,000 STEMvacancies per year.

But the study did not account for the recession. It projecteda downturn in 2009 but then inaccurately a steady increase injobs beginning in 2010 and returning to normal by the year2018. Actually, more than 370,000 science and engineering jobs

were lost in 2011, according to the Bureau of Labor Statistics.Highly competitive science- and technology-driven indus-

tries are volatile, where radical restructurings and boom-and-bust cycles have been the norm for decades. Many STEM jobstoday are also threatened by outsourcing or replacement byautomation.

In engineering some jobs are no longer wedded to a com-pany but to funded projects. Long-term employment with asingle company has been replaced by a series of short-termpositions that can quickly end. In the 1950s engineers werelaid off during recessions, but they were invariably hired backwhen the economy picked up. That rarely happens today.

These factors affect both the short-term and longer-term

need for STEM workers. The Georgetown study estimated that nearly two-thirds of

the STEM openings, or about 180 000 jobs per year, willrequire bachelor’s degrees. Now, if you apply the CommerceDepartment’s definition of STEM to the NSF’s annual count ofscience and engineering bachelor’s degrees, that means about252,000 STEM graduates emerged in 2009. So even if all theSTEM openings were entry-level positions and even if only newSTEM bachelor’s holders could compete for them, that stillleaves 70,000 graduates unable to find a job in their chosenfield.Of course, the pool of U.S. STEM workers is much bigger

than that: It includes new STEM master’s and PhD graduates(in 2009, around 80,000 and 25,000, respectively), STEMassociate degree graduates (about 40,000), foreign visa hold-ers (over 50,000), technical certificate holders, and non-STEM degree recipients looking to find STEM-related work. Finally, there’s the vast number of STEM degree holders

who graduated in previous years.Even in the computer and IT industry, the sector that

employs the most STEM workers and is expected to grow themost over the next 5 to 10 years, not everyone who wants ajob will find one.

More than a third of recent computer science graduatesaren’t working in their chosen major. Of that group, almost athird say the reason is that they can’t find a job.

Shortages for certain STEM specialists do occur occasion-ally. Recently, data analytics sparked demand for data scien-tists in health care and retail. Unfortunately, students who arecontemplating what field to specialize in can’t assume oppor-tunities will exist when they graduate.

Many studies have directly contradicted the shortagereports. A Rand Corporation study bluntly stated there was noevidence “that such shortages have existed at least since 1990,nor that they are on the horizon.”

The best indicator of a shortfall would be a widespread risein salaries throughout the STEM community. But salaries havenot risen, as they would have if STEM workers were scarce. Incomputing and IT, wages have been stagnant for the pastdecade. Over the past 30 years engineers’ and engineeringtechnicians’ wages have grown the least of all STEM wages. Itis even grimmer for science, math, or engineering PhDs. Eventhe Georgetown study succinctly stated: “At the highest levelsof educational attainment, STEM wages are not competitive.”

Now what?Given all of the above, it is difficult to make a convincing

case that there has been, is, or will soon be a STEM laborshortage. “If there was really a STEM labor market crisis, you’d be

seeing very different behaviors from companies,” says Prof.Ron Hira, Rochester Institute of Technology.

“You wouldn’t see companies cutting their retirementcontributions, or hiring new workers and giving themworse benefits packages. Instead you would see signing

bonuses, you’d see wage increases.”So why the persistent anxiety that a STEM crisis exists?

Michael S. Teitelbaum, from Harvard, has weighed in. Henotes the anxiety dates back to World War II. It has run incycles that he calls “alarm, boom, and bust.” He notes thecycle usually starts when “someone or some group sounds thealarm that there is a critical crisis of insufficient numbers ofscientists, engineers, and mathematicians.” As a result thecountry “is in jeopardy of either a national security risk or offalling behind economically.”

In the 1950s, he reminds us, America worried that theSoviet Union produced 95,000 scientists and engineers a yearwhile the United States was producing only 57,000. In the1980s, the Japanese economic juggernaut was the threat; nowit is China and India.

The fear bubbles for a number of years until the claims of ashortage turn out not to be true and a bust ensues. Studentswho graduate during the bust, he says, are shocked to discov-er that “they can’t find jobs.”

Some observers believe powerful forces must be at work toperpetuate the cycle. Since companies, they suggest, wouldrather not pay STEM professionals high salaries with lavishbenefits, on the job training, and guarantee them decades ofstable employment. They would rather have an oversupply ofapplicants, whether domestically educated or imported. It is

to their benefit to have a larger pool from which they can pickthe “best and the brightest.” Wages are thereby kept in check.

Effect on Hispanic studentsIn the past I have written to encourage Hispanics to enter

STEM fields. Do I still feel that way? Yes, I am not disdainful ofthe reports covered in this column, but I was influenced by asimilar question posed in the IEEE Spectrum to a select groupof IEEE members. They were asked if they would encourageyoungsters to enter STEM professions. Nearly three-quarters of respondents said they would

“strongly encourage” students to pursue a STEM career pathbecause it is “interesting and stimulating work.” And one inwhich a person “can make a difference in the world.”That’s encouraging. So I reiterate if a youngster has an

interest in any of these professions they should pursue it. Justproceed with your eyes wide open.

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


Azusa Pacific University invites applications and nominations for the dean of the School of Business and Management. The dean reports to the provost, serving as the chief academic and administrative officer of the School of Business and Management. The dean will have the opportunity to work collaboratively with the faculty to shape the vision for the school during a period of innovation across the university, strengthening and developing existing undergraduate and graduate business and management programs. The school is in a period of seeking AACSB accreditation, requiring significant leadership from the dean. Candidates with an earned doctorate in a related field, a terminal degree, or exceptional achievement in business and management are invited to apply.

A record of strategic academic leadership, exceptional communication skills, proven ability to effectively lead change, and student-centric leadership is required. Further, candidates should demonstrate strong potential to contribute to the intellectual, innovative, and inspirational character of the school as part of the institution’s focus on enhanced academic reputation. Applicants should also demonstrate a commitment to, and scholarly understanding of, faith integration in the learning process. In addition, candidates must possess the interpersonal skills to work collegially with staff, faculty, and educators within and beyond the university. Preference will be given to candidates with a record of excellent teaching and scholarship, pertinent administrative experience, and experience with diverse populations. Experience at an AACSB- accredited institution is also preferred.

The dean is expected to establish and maintain effective partnerships on behalf of the school with leaders in business communities, industry, and government in the Greater Los Angeles area, nationally, and internationally. The successful candidate will collaborate with the Office of University Advancement to identify and obtain donor support for existing and new programs and initiatives. The 25 faculty of Azusa Pacific University’s School of Business and Management prepare professionals to lead with integrity. The school offers seven undergraduate business majors to nearly 1,000 students, with degrees in accounting, business economics, business management, economics, finance, international business, and marketing. Graduate education options include an innovative Millennial MBA, as well as on-campus, online, and Young Executive MBA and Master of Arts in Management programs. The newest graduate degree is the Master of Professional Accountancy offered through the LP and Timothy Leung School of Accounting within the School of Business and Management.

Azusa Pacific University offers 50 areas of undergraduate study, 40 master’s degrees, and eight doctorates to a total enrollment of more than 10,000 students. The university is interested in developing a diverse faculty and staff, increasing its ability to serve a diverse student population. As an evangelical Christian institution, APU affirms the Lordship of Christ and the authority of Scripture in all areas of life and expects its employees to model Christian values in their professional and personal lives.

The posting will remain open until filled. Nominations and expressions of interest should be submitted electronically to the consultant supporting Azusa Pacific University, Mr. Joe Bradley, at the email address below. A formal application must also be submitted online through Azusa Pacific’s website at apu.edu/cp/employment/. Questions regarding the application process and/or the position may be directed to Mr. Bradley. All communications are confidential.

DEAN OF THE SCHOOL OF BUSINESS AND MANAGEMENT OPPORTUNITY STATEMENT


University of South Florida System is a high-impact, global research system dedicated to studentsuccess. The USF System includes three institutions: USF; USF St. Petersburg; and USF Sarasota-Manatee. The institutions are separately accredited by the Commission on Colleges of the Southern

Association of Colleges and Schools. All institutions have distinct missions and their own detailed strategicplans. Serving more than 47,000 students, the USF System has an annual budget of $1.5 billion and anannual economic impact of $4.4 billion. USF is a member of the American Athletic Conference.

Administrative and Executive Positions:News Director (WUSF-FM) Academic Affairs Psychologists (2) Director of Institutional Research

(St. Petersburg Campus)Director of Events Regional Chancellor (Sarasota/Manatee)Assistant Vice President (Career Services) Regional Assoc. Vice Chancellor

(St. Petersburg)Associate Vice President (Health Development & Alumni Relations)Clinical Researcher Administrator (Phys & Rehab Sci)

Faculty Positions: College of Medicine College of Public HealthFull, Associate, Assistant Professor (Pharmacy) Postdoctoral Scholar Research Assistant Professor (Physical Therapy & Rehab. Sciences) Research Assistant/Associate Professor College of the Arts- School of Music PhD Prepared Nurse Assistant Professor (Composition)Assistant Professor (Gastroenterology/Esophagology) Assistant Professor (Piano) Assistant Professor (General OB/GYN)Assistant Professor (Cardiology) College of Arts and SciencesAssistant Professor (Dermatology) Visiting Instructor (English)Associate/Full Professor (Senior Faculty Biostatistician) Assistant ProfessorHospitalists-Assistant Professor (Internal Medicine) Instructor (Art & Media)Research Associate Visiting Instructor

(School of Public Affairs)Dean (Honors College)Research Associate Instructor of EconomicsInstructor (Cell Biology, Microbiology, Molecular Biology) Assistant ProfessorAssistant/Associate Professor (Pharmacy)

Director (Continuing Education)ESL Instructor (Pathway Program)

College of Engineering Faculty Coordinator (E-Learning/Instructor-Sarasota Campus)

Instructor (Mechanical Engineering) Assistant Professor (Information Technology-Sarasota Campus)

Instructor, Assistant Professor(Computer Sci & Engineering) Assistant Professor, Education

(St. Petersburg Campus) (2)Instructor, Management (St. Petersburg Campus)

Assistant/Associate Professor, Accounting(St. Petersburg Campus)

For a job description on the above listed positions including department, disciple and deadline dates: (1) visit our Careers@USF Web site athttps://employment.usf.edu/applicants/jsp/shared/Welcome_css.jsp;

or (2) contact The Office of Diversity and Equal Opportunity, (813) 974-4373; or (3) call USF job line at 813.974.2879.

USF is an equal opportunity/equal access/affirmative action institution, committed to excellence through diversity in education and employment.

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

The Masters Program in Computer Science (MPCS) atthe University of Chicago invites applications for the po-sition of Lecturer. This is a three year full-timeteaching position, with possibility of renewal, and in-volves teaching six courses across the four academicquarters of the year (Fall, Winter, Spring, Summer).

Teaching duties will involve: (1) teaching an "ImmersionProgramming" class for students who are entering the MSprogram with no prior programming experience, (2)teaching a core Programming classfollowing the Immersion Programming class, with (3) theremaining teaching load fulfilled by teaching core andelective classes in the Lecturer's field of expertise. Can-didates with a Systems background (Computer Networks,Operating Systems, Computer Architecture, etc.) will begiven preferred consideration.

The successful candidate will have exceptionalcompetence in teaching and superior academiccredentials. Applicants must have a Ph.D in ComputerScience or a related field at time of appointment and haveexperience teaching Computer Science at the undergrad-uate or graduate level. The selectioncommittee may also consider candidates without a Ph.Donly if they have exceptional teaching credentials and atleast a masters degree in a related field.

The Masters Program in Computer Science (http://cs-masters.uchicago.edu/) is a terminal MS degree in Com-puter Science that provides a rigorousintroduction to the foundations of Computer Science,while also providing in-depth and hands-on instruction incutting-edge and industry-driven topics, including Weband Mobile Application Development, Big Data, CloudComputing, Data Analytics, etc. The program attracts adiverse mix of students including full-timestudents who are typically no more than 5 years out ofcollege, part-time students who already work inindustry, and international students.

The Chicago metropolitan area provides a diverse and ex-citing environment. The local economy is vigorous, withinternational stature in banking, trade, commerce, manu-facturing, and transportation, while the cultural scene in-cludes diverse cultures, vibrant theater, world-renownedsymphony, opera, jazz and blues. The University is lo-cated in Hyde Park, a Chicagoneighborhood on the Lake Michigan shore just a fewminutes from downtown.

Applicants must apply on line at the Universityof Chicago Academic Careers website athttp://tinyurl.com/mpcs-lecturer-2014

Applicants must upload a curriculum vitae and a one pageteaching statement. In addition, three referenceletters will be required. Review of completeapplications, including reference letters, will begin June1, 2014, and continue until the position is filled.

All qualified applicants will receive consideration for em-ployment without regard to race, color, religion, sex, na-tional origin, age, protected veteran status or status as anindividual with disability.

The University of Chicago is an Affirmative Action /Equal Opportunity / Disabled / Veterans Employer.

Lecturer

NURSING DEPARTMENTwww.sjcny.edu

The position, which will begin in September 2014, Applicants should have a MBA and teaching

experience. A Ph.D. is desirable. Please email a coverletter and CV to:

[email protected]

St. Joseph's College, a private, non-sectarian liberal arts institution, invites applicants for a one-year full-time faculty position in the

DEPARTMENT OF BUSINESSADMINISTRATION(BROOKLYN CAMPUS)

http://employment.usf.edu/applicants/jsp/shared/welcome_css.jsp

http://tinyurl.com/mpcs-lecturer-2014


DEANTHE KIMMEL SCHOOLWestern Carolina University invites expressions of interest in, and nominationsfor, the position of Dean, The Kimmel School.The Kimmel School is home to the Department of Construction Management,Department of Engineering and Technology, and Center for Rapid ProductRealization. The work of this School is vital to the University, other engineeringand technology programs in the University of North Carolina, and the citizens andcorporations in North Carolina.The Dean should have an earned terminal degree and be eligible for appointment asa tenured professor, have meaningful leadership experience in engineering orscientific education, have deep appreciation for the significance of applied research,have a demonstrated commitment to facilitating collegiality and collaboration, andhave the ability to represent the University and the School to external audiences.All correspondence should be sent in confidence to the University’s executiverecruitment consultant:

Jerry H. BakerBaker and Associates LLC

4799 Olde Towne Parkway - Suite 202Marietta, GA [email protected]

770-395-2761Western Carolina University is an Equal Opportunity/Access/Affirmative

Action/Pro Disabled & Veteran Employer.

BAKER AND ASSOCIATES, LLC

MCC, a dynamic institution with state-of-the-art facilities, outstandingeducational programs, and a strong commitment to diversity, is seekingcandidates to fill anticipated openings for:

Instructors: Accounting/Finance; Business Studies(Management/Entrepreneurship/Marketing); Business OfficeTechnology/Medical/Health Information; Communication; (2) English; Multimedia Studies; Sociology

Assistant Professors: ESL (Program Coordinator); Hotel-Tourism Mgt(Program Coordinator); Radiologic Science (Program Coordinator)

Director of Human Resources/Affirmative Action(2) Enrollment Management CoordinatorsAssistant Registrar

For a copy of the vacancy announcements, including minimum qualificationsand application deadlines, please visit our Web site at

www.mcc.commnet.edu. Please send letter of intent, resume, transcripts,email address and the names of three references to: Holly Foetsch,

Interim Director of Human ResourcesManchester Community College, Great Path, MS #2, PO Box 1046,

Manchester, CT 06045-1046Or, e-mail the required application information noted above to the

Department of Human Resources: c/[email protected]

EOE/AA/M/F

The Centro de Estudios Puertorriqueños (Centro), the only University-based researchinstitute in the United States devoted to the interdisciplinary study of the Puerto Ricanexperience, seeks an academic researcher with expertise in any one of the wide rangeof disciplines within history, social sciences, or behavioral sciences, including thoseinterdisciplinary in nature, to complement its current research capacity.The Research Associate’s responsibilities include but are not limited to:• Conduct academic research and publish studies in peer-reviewed journals and other

academic venues on Puerto Rican stateside communities.• Present papers at disciplinary conferences.• Write proposals and seek grants to fund academic research projects.• Engage in collaborative research projects with other Centro staff.• Work with student interns on research and related projects as assigned by

the Director.• Support and perform other research related duties as assigned by the Director.• Participate on Centro-wide staff committees.

Start date: August 27, 2014. This is a non-tenure track position. Employment is fromyear to year up to a maximum of 2-3 years.The ideal candidate will have experience in the implementation of the responsibilitiesdescribed above as well as familiarity with interdisciplinary research andmethodologies. Doctoral Degree in a related field, demonstrated research ability and,English and Spanish fluency are required.

The search will remain open until the position is filled. For a complete job description and direction on how to apply please visit:

http://hr.hunter.cuny.edu/jobs and search for job 10122

CUNY is an AA/EO/IRCA/ADA Employer

RESEARCH ASSOCIATECENTRO DE ESTUDIOS PUERTORRIQUEÑOS

HUNTER COLLEGE

5

EMPLOYMENTOPPORTUNITIES

Precision MachiningInstructor

Welding InstructorPositions begin August 16, 2014

Southside Virginia Community College, a comprehensive communitycollege, is seeking qualified applicants to fill two faculty positions.Positions are full-time, with benefits, salary commensurate withexperience and applicable VCCS guidelines. The successful candidatemust be committed to our mission to provide quality education to a diverseconstituency.

PRECISION MACHINING INSTRUCTORLocated in Emporia, VA

9-month Faculty - Position #F0030Job Posting #0078052

WELDING INSTRUCTORLocated in South Hill, VA

9-month Faculty - Position #F0007Job Posting #0078046

Faculty positions are open until filled. Visit www.southside.edu/employment for more details. Applicants mayapply directly to SVCC, Attention: Angela Jackson, 109 Campus Drive,Alberta, VA 23821 OR online by submitting a completed State Applicationthrough the RMS website at: http://jobs.virginia.gov. Satisfactoryreference and background checks are a condition of employment. Positionsare dependent upon funding.

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

http://hr.hunter.cuny.edu/jobs

http://jobs.virginia.gov

http://www.mcc.commnet.edu


Westchester Community College

The Vice President and Dean will report directly to the President and will sit on the President’s Cabinet. The successful candidate will provide leadership, initiate and implement programs, and focus on the continuing development of the largest Division of Continuing Education in the State University of New York system. This executive will establish partnerships with internal and external stakeholders, manage the �scal operations of the Division, advance Workforce Development initiatives, support programs addressing lifelong learning, and advocate for this important unit of Westchester’s largest educational institution. Requires a Masters in Educational Administration, Adult Education, or related �eld, in addition to eight years senior management experience, including four years in higher education.

For details, visit www.sunywcc.edu/jobs. Applications accepted until positions are filled. Resumes to Human Resources, Westchester Community College, 75 Grasslands Road, Valhalla, NY 10595; fax 914-606-7838; email Word documents to [email protected]. Please indicate position of interest on envelope or in email subject �eld. AA/EOE.

VP and Dean of Continuing Education and Workforce Development

To Apply: www.cuny.edu Go to Employment. These positions are anticipated vacancies.The City University of New York is an Equal Opportunity Employer which complies with all

applicable laws and regulations and encourages inclusive excellence in its employment practices.

School of Arts & SciencesAfrican American StudiesAnatomy and PhysiologyArabic/FrenchArt HistoryBioinformaticsGeneral BiologyChemistryCommunicationsEnglishMathematicsMedical Ethics/PhilosophyMedical InformaticsPhysicsPsychologyWorld HistorySchool of Professional StudiesAccountingCareer & Technology Teacher EducationCulinary Arts/Pastry ArtsDental HygieneFashion MarketingHealth Service AdministrationHospitality ManagementHotel ManagementHuman ServicesLaw & Paralegal StudiesNursingRadiologic Technology/Medical ImagingTravel/TourismVision Care Technology

School of Technology & DesignAdvertisingArchitectural TechnologyCivil Engineering/

Structural EngineeringComputer Engineering TechnologyComputer Systems TechnologyConstruction ManagementDigital Publishing DesignElectrical & Telecommunications

Engineering TechnologyEnvironment Control TechnologyFoundation & Graphic DesignGame DesignIllustrationMechanical Engineering

Technology

LibraryChief LibrarianLibrarian

AdministrationCollege Relations SpecialistCommunications Publications

& Editorial ManagerFinancial Aid Counselor/Compliance SpecialistLibrary SpecialistMajor Gifts Development Manager

ExecutiveDean - School of Professional StudiesDean - Student Affairs

NEW YORK CITY COLLEGE OF TECHNOLOGYOF THE CITY UNIVERSITY OF NEW YORK

TENURE TRACK FACULTY POSTIONS FALL 2014New York City College of Technology is a comprehensive college with over 16,000 students offeringboth Associate and Baccalaureate Programs. City Tech seeks candidates for tenure track faculty positionsbeginning fall 2014.

5

The Howard University Presidential Search Committee, on behalf ofthe Board of Trustees of the University, seeks an exemplarypresident, who can embrace Howard’s historic legacy, articulate itsleadership vision, effectively manage its substantial and enduringassets and execute vigorously and successfully.

Founded in 1867, Howard is a private, comprehensive, researchintensive, historically Black university. It has an operating budget of$845M and educates about 10,300 students in 13 schools andcolleges and an array of eminent professional schools. It haseducated talented, diverse students, recruited a gifted faculty andproduced highly accomplished alumni who became the leadership ofthe civil rights movement and a significant portion of the African-American intelligentsia and the Black professional classes of thenation and the world. Howard has been and continues to be aleading producer of graduates of color who achieve unusual successin all fields of endeavor, including STEM, medicine, law, liberal andfine arts, humanities and social sciences, education, communicationsand, business. The world has altered but Howard retains its essentialhistoric and contemporary role, preparing leaders for America andfor the global community.

The next president of Howard will step into a historic role honoredby America and by the world. Every president of Howard has theopportunity to be a leader, both at the University and in the country.The University has genuine challenges, but has acquired, over theyears, extraordinary human, financial and physical assets that it candeploy. Howard seeks a president who will understand its legacyand vision, and who has the experience, strength of character andmanagerial capacity to marshal her considerable assets and achievea future which rivals its past.

Successful candidates will bring demonstrated leadership and team-building skills, strategic and problem-solving abilities, sound fiscalmanagement experience, and the willingness and appetite to raisefunds. The next President must have excellent communication skills,academic credibility, and an unrelenting commitment to Howard’smission.

Howard University has retained Isaacson, Miller to assist in thissearch. Confidential inquiries, nominations, referrals, and resumeswith cover letters should be sent in confidence to:www.imsearch.com/5039.

http://www.cuny.edu

http://www.imsearch.com/5039

http://www.sunywcc.edu/jobs


Enfield, Connecticut

Asnuntuck Community College has the following Full-Time Openings:

Instructor of Developmental English

Instructor of Mathematics

Assistant Director ofInformation Technology

Information on qualifications and compensation is available at

www.asnuntuck.edu(click on Employment).

Asnuntuck Community College is anAffirmative Action/Equal Opportunity

Employer, M/F. Protected group members are strongly encouraged to apply.

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http://www.asnuntuck.edu

http://www.lehigh.edu/presidentialsearch/

http://www.imsearch.com/5047


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The greatest discovery of my generation is that mancan alter his life simply by altering his attitude of mind.- William James

Developing a self-identity starts at birth, formed by fami-ly, faith and friends and promoted later by educationand work. For Hispanic students, self-identity is often

deeply rooted in the close-knit bonds of home, tradition andcommunity; for many, it is tied to the land. One of thebiggest influences, though, will be higher education.During early childhood a young Latino begins to learn

who he is by listening to his parents, family, friends and care-givers talking about him. “You’re just like your father” canbe a powerful statement, depending on whether his father isrespected or loathed. “It’s who we are,” a mother tells herchildren as they renew a family tradition. Young childrenabsorb it all – positive or negative. And they carry it withthem from home as they first venture out away from family.

A significant leap in self-identity occurs when a childenters school. For Latino students who have been cared foronly by relatives, the teacher is the first “outside” personwho begins to give them ideas about how and who they are.If a child hears negative statements about himself at homebut begins to earn praise for achievement at school, he willnaturally wonder who is right. Unfortunately for manyHispanic children, the negative message from home winsout, but adults at school can help by seizing the opportunityto make a difference. With encouragement, school becomesa safe haven for many children – the feel-good place forlearning, friendships, acknowledgement, fun and gratifica-tion. Conversely, if a child hears little about himself at homeand negative things at school, that message sticks, too.Either way, the young Hispanic is developing his self-identity.Education, though, makes a critical difference.

A healthy Hispanic teen starts to shift from accepting whatothers think about them to using his own opinion as thebasis for self-identity. Education challenges a young Latinostudent when it promotes values that vary from his funda-mental beliefs. It makes him question what he thinks and

why. It adds a historical con-text and understanding formany Latinos and broadensthe context and view of whothey are and who they will become. And college provides avenue for relationships and experiences by which a youngadult Latino can accept himself physically, socially, sexuallyand ethnically while appreciating the idiosyncrasies of hisown life. Through higher education, a Latino student beginsto pull together the ideas of who he wants to be with thedetails of who he is.

Self-identity remains a task for non-traditional or return-ing Latino students in higher education, too. While theymight have years of experience with family, work and inde-pendent living, college provides them an opportunity to puta theoretical underpinning to what they intuitively know andhave already learned through experience. Higher educationcan provide a developmental perspective to how they havegrown and changed across the years and an intellectualforum for deciding how they will reassess themselves basedon new information they are learning in college. In a rela-tively short time, older Latino students take in new informa-tion about who they are based on what professors share, for-mulate new ways to question their own beliefs and makedecisions of what they will embrace to maintain, enhance orredefine who they are. Their journey for self-identity is per-haps not as dramatic as that of a young child moving intothe teen years, but it is significant for a Hispanic adult whois making a major change from one way of thinking, livingor working into another.

All Hispanic college students regardless of age face thesame challenge of returning home after they have developedtheir self-identity more firmly through higher education.Issues of acceptance by family, judgment by loved ones andbelonging to the group in a new way are often challengingand painful, offset by the joy of higher education itself. Formal schooling and good role models also help Latinos

form a self-identity as lifelong learners, valuing the processthat will continue to move and redefine us, one day at a time.

ON DEVELOPING SELF-IDENTITYPriming the Pump...

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