11/12/2012 hail to the chiefs

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hat a pleasure it is to present in this issue our “Hail to the Chiefs” – a quick guide to Hispanics, from JoséAybar to Félix Zamora, who hold the top spot at colleges and universities coast to coast, border to border, that areofficially designated as Hispanic-Serving Institutions. Their Hispanic origins include Argentina, Colombia, Cuba and El Salvador – butfor most, Mexico and Puerto Rico. The leaders interviewed who had the longest tenure in their current post are Ernesto Vázquez-Barquet and Ricardo R. Fernández, both of whom took office in 1990. The newest in their current posts – Pete Campos, Tony Cantú,Beatriz Trevino Espinoza, Mildred García, Ana “Cha” Guzmán, Tomás Morales and Eduardo Ochoa – started this year. Fifteen of thoseinterviewed are women. We’ve written about many of these leaders over the years, talked with them at conferences and conventionsacross the country, visited their campuses. We can report that more than a few are justifiably seen as treasures for the good they’ve donefor their communities and even the nation.

Their jobs are increasingly complex, calling on a range of skills not readily found in one individual. All have multiple constituencies, eachof which they need to understand and motivate – any one of which they ignore at their peril. Increasingly, too, college and university leadersrecruit and collaborate with partners outside their institutions. We are told that paths to the presidency are neither plentiful nor well-traveled.

Many in academia who view the post up close are intimidated by its demands. Along with needing always to do more with less, thereare pressures over speech codes, guns on campus, tenure, affirmative action, and calls to become “more businesslike.” And atinstitutions serving large numbers of those less well prepared, there are struggles to provide support that enables these students, somany of them Hispanic, to persist and succeed.

To all these chiefs, to those now retired and to those who will follow, our very heartfelt BRAVO!

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Howtimes have changed. I grew up in an age and environ-ment where some felt it advantageous to diminish ordisguise your Latino ancestry if you could and if you

sought to be involved and accepted in your local community, lest you berelegated to the segregated status that existed then for many of theSpanish-speaking minority.

Some Latinos didn’t mind it. They seemed content with their marginal-ized status. Others were not.

I knew two guera (fair-skinned) sisters in Dallas, daughters of aMexican-American dentist named Rodríguez who thought it socially advan-tageous if they abbreviated their surname to “Rod.” I had another friend inHouston named Montemayor who said it was best for hisinsurance business if he was known as Montgomery.

For some pretentious Latinos, disavowal was the pre-ferred road and, as a father once interjected in my greet-ings to his very Mexican-looking kid, “Speak to him inEnglish. He doesn’t understand Spanish.”

Today the trend is toward the opposite.Latinos are beginning to be celebrated in the U.S.,

mostly because of our numbers, which keep growing andwhich can no longer be ignored. With that comes ourgrowing economic and political prowess – and thosewho dare to dismiss it do so at their own peril.

Yes, there are still some pockets of ethnic resistanceand separatism, but they are fast coming down due to thecombined forces of integration, a more enlightened U.S.society and the sheer ambitions, abilities and socioeco-nomic demands of a better-prepared Latino community.

Like those monster banks of recent memory thatwere considered too big to fail, Latinos, Hispanics, LaRaza, or whatever you want to call us, have become toobig to ignore and to fail and also too big to confront.

We are also projected to be among the dominant groups,as early as the year 2050 if the present trend of populationgrowth continues, and with that, our upward mobility.

Who knows, some day we may be strong enough andsufficiently politically sophisticated to elect the firstHispanic, Latino, or whatever president of the United States,as the Blacks did in helping to elect a Black American.

For now, we are happy to celebrate National HispanicHeritage Month during September-October, which recog-nizes the U.S. Hispanic community and its role and con-tributions to the country it calls home and, for the majority of this minoritygroup, the only home they have known.

During a whole month, politicians and national and civic leaders holdparties and make proclamations extolling the contributions and the pres-ence of this group of Americans who are still better known for their minor-ity status and who feel comfortable with their distinct ethnic personalities.

First, let me get this straight. Are we an ethnic group, a cultural entityor integrated Americans who enjoy celebrating our historic origins?

Whatever, we ought to be happy with this. We get a whole month of cel-ebration. Other ethnic Americans like the Italians get a day marching downNew York’s Fifth Avenue. Puerto Ricans in New York also hold a one-day

festival and the mayor issues a proclamation proclaiming what a great dayit was when the Puerto Ricans first came to town.

Meanwhile, let’s try to clarify who we Latinos are. There’s still a lot ofdiscussion on the matter of identity and how we’d like to be known. Are weHispanics or Latinos or Latin Americans or Chicanos or Boricuas orSpanish-speaking? I’m Mexican so thus a Mexican-American.

The late Texas congressman Henry B. González, a Mexican-Americanpolitical icon and a pioneer in Latino politics, always maintained we werea pluralistic ethnic society of many parts that could not be easily catego-rized, and need not be.

The San Antonio congressman, who supposedly came from Mexican gen-try, was at that time, the ’60s, feuding with renegade,Latino groups like the youth organization La Raza Unida,which espoused some radical ideas on social separatismwith political inclusion.

We were at that time approaching 20 million peoplewith little political clout and a few elected representa-tives at the local, state or national level. We had a thineconomic base, were not very politically sophisticated,and still beholden to state and national political bosseswhose main task was cultivating Latino support whilekeeping Latinos in harness.

Most ethnic and national groups get their day ofnational festivities. President Lyndon Johnson, who owedpart of his political success to Texas Latinos, was the firstto make sure Latinos received their due recognition.

President Reagan felt one day wasn’t enough andexpanded it to a whole month in October to coincidewith celebration of Mexico’s independence day, alongwith a host of other Latin American countries observinga like holiday.

We are now an estimated 51 million on the way tobecoming a dominant group in the country and shed-ding the tag of a minority group. We now constitutealmost 17 percent of the U.S. population and are pro-jected to be more than 132 million by 2050.

However, many Latinos are indifferent to celebra-tions and national Latino luminaries because they comefrom so many sources.

The farm labor leader, César Chávez, is one of ourheroes, but not many Latinos accord him such status orcelebrity because he represented Mexican farmworkers,

a small segment of the U.S. Latino population, but still a symbol of thestruggle against cultural and labor exploitation in our American life.

Nevertheless, politics being politics, when it comes to cherishing ourethnic heroes, and this being a high-stakes political season, PresidentObama, of course, couldn’t resist seizing the opportunity.

He traveled to Chávez’s hometown, Keene, Calif., to dedicate a nationalmonument in Chávez’s honor, even if the significance is lost in translation.

I Am a Latino

KALEIDOSCOPE

LATINO

KALEIDOSCOPE

LATINO

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

LATINO KALEIDOSCOPE by Carlos D. Conde


Page 8

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MAGAZINE®

CONTENTS

NOVEMBER 12, 2012

Hall of Hispanic Presidents by Jeff Simmons 8

Women and Hispanics Still Underrepresented asCollege Presidents by Frank DiMaria

Dr. Beatriz Espinoza –Passion, Drive and a Perfect Fit by Marilyn Gilroy

Salaries and Compensation Packages at theTopby Frank DiMaria

“Highly QualifiedTeacher” RequirementsChallenged by Alternative Certification Proponentsby Peggy Sands Orchowski

22

25

28

32

Online ArticlesSome of the above articles will also be available online;go to our website: www.HispanicOutlook.com.

Hall of

Hispanic

Presidents

Hall of

Hispanic

Presidents


Page 28

Page 32

DEPARTMENTS

Uncensored by Peggy Sands Orchowski 27

Book Review by Myrka A. González

What Teachers Make:In Praise of the Greatest Job in the World

33

Targeting Higher Education“Priced Out” – Catch 22 for Low-Income Studentsby Gustavo A. Mellander (Online only)

I Am a Latino

Latino Kaleidoscope by Carlos D. Conde 5

IInntteerreessttiinngg RReeaaddss 33

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

Learning to Ask for Help

Back Cover

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

Salaries and

Compensation

Packages at

the Top

Salaries and

Compensation

Packages at

the Top

FYI. . .FYI . . .FYI . . . 34

HHiissppaanniiccss oonn tthhee MMoovvee 31


PRESIDENTS ISSUE/LEADERSHIP

Hall of Hispanicby Jeff Simmons

Dr.Ana Margarita “Cha” Guzmán is proud to be at the helm ofSanta Fe Community College. This September, she joined the29-year-old college, which is a Hispanic-Serving Institution in

the heart of New Mexico.Guzmán is part of an elite group of Hispanic presidents leading

Hispanic-serving colleges and universities across the country, though shedoes not describe her role as one in which she provides select attention tothe students who share her heritage.

“I became president of a college 11 years ago, and when you become apresident you are president for all of the students, all of the faculty and allof the staff,” Guzmán said. “I happen to be Hispanic, and I choose to workin a Hispanic-Serving Institution because Hispanics have been my passion,to ensure that we advance and that we get as many opportunities as possi-ble. But, as a president of the institution, I see me being here for all of mystudents, faculty and staff.”

This isn’t Guzmán’s first time at the top of a Hispanic-Serving Institution(HSI). During the last dozen years as president of Palo Alto College in SanAntonio, Texas, she won acclaim for increasing retention and graduationrates and expanding workforce programs and funding support.

“I think that I’m also a role model for women,” she said when askedabout her role as a Hispanic leader. “I have done a lot of speaking towomen, and so I see myself as a dual model for Hispanics and women ingeneral. I don’t feel uncomfortable being a role model. I feel proud of men-toring young women, mentoring young Hispanics and letting them knowthat I am no smarter than they are, and that if I could do it so could they.”

You could call it the “Hall of Hispanic Presidents” – the Hispanic lead-ers of many of the country’s colleges and universities whose student popu-lations are more than a quarter Hispanic. As of mid-summer, they led 51HSIs, ones that are both small and large in scale, private and public, com-munity colleges and four-year institutions.

HSIs are defined in federal law as accredited, degree-granting public orprivate not-for-profit colleges, universities, or systems or districts wheretotal undergraduate Hispanic enrollment constitutes a minimum of 25 per-cent of the total enrollment. According to organizations that track studentdata, more than half of all Hispanic undergraduate students in higher edu-cation, 53 percent, were enrolled in HSIs.

In the 2010-11 academic year, there were 311 Hispanic-ServingInstitutions located in 15 states and Puerto Rico – representing 10 percentof all public and private not-for-profit degree-granting higher educationinstitutions, Excelencia in Education reported in new data released thissummer. Of those, 255 were located in the states, and another 56 were inPuerto Rico.

While that number has steadily risen between 2004 and 2011 – the

overall number of HSIs rose from 236 to 311 – the growth has primarilybeen concentrated in states like Texas, where Guzmán works. Nearly three-quarters of HSIs were located in California (with 98), Puerto Rico (56),Texas (56), and New Mexico (23) in 2010-11. But more are witnessinglarger-than-25-percent Hispanic student enrollment levels in states not tra-ditionally identified as having large Hispanic populations, such as Kansas,Massachusetts, Connecticut and Washington.

And that landscape continues to evolve. In 2010-11, Excelencia report-ed a sizeable number of emerging HSIs, those institutions that don’t yethave a critical mass of Hispanic student enrollment required to meet thedefinition of an HSI but might soon meet that criterion as their Hispanicenrollment grows; 242 such institutions had between 15 percent and 24percent undergraduate full-time equivalent Hispanic enrollment in 2010-11. Topping the list among emerging HSIs were California (82), Texas(45) and New York (25).

Almost half of all HSIs – 152 – were two-year community colleges.About 21 percent of HSIs, 65, were public colleges and universities; 26percent of HSIs, 82, were private, not-for-profit four-year institutions; and4 percent, 12, were private not-for-profit two-year institutions.

Of the 311 HSIs, 119 offered graduate programs in 2010-11; 53 offereddoctoral and first professional degrees. The largest number of HSIs withgraduate programs was in Puerto Rico (with 33) and California (27).

Over several months this summer, The Hispanic Outlook in HigherEducation Magazine reviewed the lists of institutions considered HSIs byboth Excelencia in Education and the Hispanic Association of Colleges andUniversities, the latter of which identifies HSIs that are members of itsorganization.

Both lists closely resembled each other, though Excelencia identifiedseveral new institutions in its latest research. The Hispanic Outlook thencontacted the colleges listed within the 50 states and determined whichones were led by presidents of Hispanic heritage. Those with leaders whowere deans or chancellors are not included in our Hall of HispanicPresidents, as well as those with “interim” leaders or who were in transi-tion to hire new presidents.

From those lists, HO identified 51 Hispanic presidents who lead HSIs,about one-fifth of all presidents leading HSIs. Of those presidents, 16 werefemale, and 35 were male. Most of the Hispanic leaders of HSIs were con-centrated in two states, California (with 16) and Texas (with 13). Theother breakdown is: New Mexico (7), Florida, Illinois and New York (eachwith 4), Arizona (2) and Connecticut (1).

While their numbers might seem small, the leaders themselves expectgrowth to continue, albeit at a slower pace than the larger seismic shift inthe country’s Hispanic population. Additionally, the student bodies being


Hall of Hispanic Presidents

educated at many other colleges are expected to grow – generating thesteeper numbers of emerging HSIs – at a faster rate than those Hispanicsappointed as presidents of HSIs, or all colleges in general, experts said.

“What we see is continued growth of institutions that have a high con-centration of Latinos, and we see that from year to year,” said DeborahSantiago, Excelencia co-founder and vice president for policy andresearch. “This year was no exception.”

Between 2009-10 and 2010-11, there was some variance. Some institu-tions that were Hispanic-serving were no longer eligible, for instance,because they became for-profit or no longer served as two-year degree-bearing ones but instead primarily awarded certificates.

“But even then, we still saw an increase,” she said. “Every year, we’veseen a little variance, but we have always seen an increase of at least eightto 10 institutions that surpassed the enrollment threshold of Hispanics.”

The increase in HSIs, she said, “debunks the pervasive myth thatLatinos do not value their education.” Excelencia does not formally trackthe number of HSIs with Hispanic presidents or chancellors.

“I do think that as the political construct that is an HSI becomes moremainstream or more acknowledged, we are going to see more Hispanicpresidents. I don’t think that’s been the case historically,” Santiago said.

“I think in part it’s a reflection of the growth of the population from thetop leadership all of the way down,” Santiago said. “That’s not insignifi-cant. There’s just an acute awareness of the leadership – if it is Hispanic itsends a message about role models to students but also to staff and facultythat there is a cultural sensitivity to the student body among all of thosebeing served.”

However, she cautioned that this could create a perception of goldenhandcuffs. “You don’t want to only be seen as serving Hispanics becauseyou are Hispanic. You want to be seen as serving all students. That increas-es accountability and awareness. Those two factors are important if youare trying to serve your students well,” she said.

Eloy Ortiz Oakley, president and superintendent of Long Beach CityCollege in California since 2007, maintained that his personal story raisesthe level of service he provides to his campus and his community.

“To me, being a Hispanic leader of a Hispanic-Serving Institution meanshaving a personal responsibility beyond that of a professional responsibili-ty,” Ortiz Oakley said. “It means that I have the opportunity to provide ameaningful opportunity to people with similar experiences and backgroundas myself and directly affecting the future of the community I serve.”

A former Army man, Ortiz Oakley joined Long Beach City College in2002 as assistant superintendent and executive vice president of adminis-trative services. He is known for launching innovative programs to helpstudents succeed. The college, founded in 1927, enrolls more than 28,000

students, of whom 36.5 percent were Hispanic, in the spring of 2010.“Long Beach City College serves a very diverse community in Southern

California where I grew up. Having the opportunity to serve as presidentwas something I never imagined could be possible. So when the opportu-nity presented itself, I jumped right in and have been enjoying it eversince,” he said. “I see myself as someone who has a finite amount of timeto make a difference, and I approach every day that way. If along the wayothers see me and get some level of inspiration from what I do, then that iswonderful,” he said.

Yet, he echoed the sentiments of other Hispanic presidents interviewedby HO, lamenting that substantial change at the top will not take placeovernight.

“Both in terms of administrators and faculty, we in higher educationmust do a better job of preparing and promoting men and women of colorto leadership positions,” Ortiz Oakley said. “These are the people that ourstudents see, and we need to make sure that they see themselves in theleaders of their institutions. ... On the current path that we are on, sadly, Isee no meaningful change.”

HO asked the 51 Hispanic college presidents of HSIs about their mottosto better understand their philosophies on education and personalachievement. Some reflected on their heritage, others provided an opti-mistic academic outlook.

“For a long time, I believed I wasn’t college material and that a degreewasn’t within my reach. My life changed when someone believed in me andencouraged me to take a chance on college,” said María HernándezFerrier. “Now, as president of Texas A&M University-San Antonio, I sharemy story with students, telling them that A&M-San Antonio is here on thehistorically underserved South Side to help thousands of others believe inthemselves, that they really can go to college, whether it’s for the first timeor as a second chance.”

Mildred P. Lovato, president of Mesalands Community College inTucumcari, N.M., said: “Head up, hand out, feet forward.” Jim Palos, pres-ident of Wilbur Wright College in Chicago, said, “Creating communitythrough service.” And Antonio Pérez of the Borough of ManhattanCommunity College was more personally reflective, noting that his mottoon being Latino is “like living life to the rhythm of the music.”

Additionally, the presidents were asked what advice they would offer toHispanic students potentially considering attendance at their institution.

Of the 51 colleges, 44 responded either directly or through their publicinformation officers. However, despite repeated attempts from mid-Julyuntil the end of August, another seven college presidents or their represen-tatives did not respond to or follow up on phone calls and e-mails.

Those presidents that did, pointed to personal goals to exact change,

The following Hall of Hispanic Presidents was compiled over the summer and only includes information provided by each institution.Colleges and universities that did not respond to repeated inquiries are not included but listed at the end.

In the profiles, “Hispanic Recognition” refers to the year or date an institution identified as a Hispanic-Serving Institution (HSI). Severalresponses to the final questions were edited for length and flow, and statistics are the latest public information provided by each institution.

José M. AybarRichard J. Daley College – City Colleges of Chicago; Chicago, Ill.; Founded in 1960Took office in 2009; Heritage: Puerto Rican University/College Type: 2-Year PublicEnrollment: 7,148 credit and 18,554 overall undergraduate students; Hispanic Enrollment:

2,943 credit (41 percent) and 11,673 (63 percent) overall undergraduate studentsStudent-Faculty Ratio: 28-to-1Hispanic Recognition: N/APresident’s Motto: “Facta, non verba” (“Facts Not Words”)President’s Advice to Potential Students Who Are Hispanic: “Daley College is committed to assist you in your

search for a quality education that will enable you to favorably compete for your dream in society.”


not simply through earning the distinction of becoming a first Hispanic tostep into a presidency but by elevating to the role after much hard work,community involvement and personal achievements.

“I felt as a leader of a college I can make a difference in the lives ofelementary and secondary school students as well as returning adults sothat they can realize their dreams,” said Monte E. Pérez, president of LosAngeles Mission College, which enrolls about 10,000 students (of whomabout 70 percent are Hispanic).

“I look at my role as leading an institution that will promote communitytransformation toward higher education achievement and economic security.”

The demographic changes reshaping the nation’s landscape might her-ald a new generation of Hispanic leaders at the helm of these institutions.That, some indicated, should warrant greater support from those whoalready are among the few that have charted that path.

Mildred García, who became president of California State University-Fullerton earlier this year after serving as president of California StateUniversity-Dominguez Hills since 2007, said presidents need to serve asmentors.

“I’m absolutely honored and humbled and at the same time sad,” shesaid when told of Hispanic Outlook’s analysis. “We really do need toensure that all of our talent we have out there looks at the presidencies ofthese institutions as a clear option, and so, while the 50 of us came in ear-lier and opened doors, we need to turn around and bring in others whohave the talent and passion to lead these wonderful institutions,” she said.

Last July, President Barack Obama appointed García to the President’sAdvisory Commission on Educational Excellence of Hispanic Americans.She also serves on the boards of the Association of American Colleges andUniversities and the American Association of Hispanics in HigherEducation.

Prior to the California State presidencies, she served from 2001 to2007 as president of Berkeley College in New Jersey and New York, whereshe oversaw six campuses offering two- and four-year degree programs.

When she joined California State in Dominguez Hills, she became thefirst Latina appointed as president within that university system. Sheechoed other Hispanic presidents’ sentiments, though, indicating that theystress they are the presidents of all students, not only those that echo theirheritage.

“When we become presidents, we make it very clear, and I make it veryclear that I am about student success, and student success means thateverybody who walks through the door has an equal opportunity to reachtheir dream,” she said.

“For me,” she added, “it is about ensuring that all students have anequal chance and that underrepresented students, including Latinos, havea welcoming environment where they see the institution as part of theirreality, where they want to be, and of their success.”

In her road to the presidency, García said she overcame her fears offailure and just “went for it.” A smoother road was paved for her by anumber of mentors who helped García overcome challenges along the way.That assistance helped shape her mission to give back to others.

“I give back in many ways,” she said, describing efforts both large andsmall, from advocacy on committees to letters she mails in response tothose asking for her counsel. She provides instructional counsel over thesummer, to mostly women and minorities, as part of the AmericanAssociation of State Colleges and Universities’ Millennium LeadershipInitiative.

That leadership development program provides individuals traditionallyunderrepresented in the highest ranks of higher education the opportunityto develop skills, gain a philosophical overview and build the networkneeded to advance to the presidency.

“There is a responsibility by the 50 individuals you mention,” Garcíasaid, “but there are others who have retired who should come togetherand think about how we ensure that those who have the desire and thosewho have the potential are helped by us so we have more Latinos in thenation becoming presidents.”

Cynthia AzariRiverside City College – Riverside Community College District; Riverside, Calif.; Founded in 1916Took office in April 2011; Heritage: HispanicUniversity/College Type: 2-Year PublicEnrollment: 18,900 undergraduate students; Hispanic Enrollment: 8,540 (47 percent)

undergraduate studentsStudent-Faculty Ratio: 17-to-1Hispanic Recognition: 1999President’s Motto: “Always do what needs done.”President’s Advice to Potential Students Who Are Hispanic: “Riverside City College is a dynamic institution

with a long tradition of multiculturalism and inclusion. We have one of the most active student activities/clubs programs of any community college in the region. Our students, especially Hispanic students, are actively involved in the community as well as student government, and we offer several learning communities, mentor programs and an outstanding honors program geared toward better serving the unique needs of our diverse students.”

Nancy “Rusty” BarcelóNorthern New Mexico College; El Rito and Espanola, N.M.; Founded in 1909Took office in 2010; Heritage: Mexican-AmericanUniversity/College Type: Comprehensive 2- and 4-Year PublicEnrollment: 1,821 undergraduate and 3 graduate students; Hispanic Enrollment: 1,279 (70 percent)

undergraduate and 2 (67.7 percent) graduate studentsStudent-Faculty Ratio: 18-to-1Hispanic Recognition: 1909President’s Motto: “The first step to success is not to be afraid to ask questions.”President’s Advice to Potential Students Who Are Hispanic: “Northern New Mexico College is a Hispanic-

and Indigenous-Serving Institution. Northern is dedicated to defining itself as a premier academic institution that is affordable and accessible to students. Northern creates learning opportunities for students that are innovative, experience-based, and service-learning oriented.”

Pete CamposLuna Community College; Las Vegas, N.M.; Founded in 1970Took office in 2012; Heritage: Hispanic/Native AmericanUniversity/College Type: 2-Year PublicEnrollment: 1,866 undergraduate students; Hispanic Enrollment: 1,463 (78.4 percent) undergraduate studentsStudent-Faculty Ratio: 17-to-1Hispanic Recognition: 1970President’s Motto: “Focus on students’ success.”President’s Advice to Potential Students Who Are Hispanic: “Quality education; offer all aspects of skill-

building, and our advice is to never give up.”

Tony CantúFresno City College; Fresno, Calif.; Founded in 1910Took office in 2012; Heritage: Mexican-AmericanUniversity/College Type: 2-Year PublicEnrollment: 21,829 undergraduate students; Hispanic Enrollment: 7,584 (35 percent) undergraduate studentsStudent-Faculty Ratio: 16-to-1Hispanic Recognition: 2000President’s Motto: “Don’t forget about the journey on the road to achieving your goal.”President’s Advice to Potential Students Who Are Hispanic: “Fresno City College provides a depth and

breadth of curriculum for students. The college also has a variety of student learning support services that help students and enhance the necessary strategies for their success.”


Rosa Flores CarlsonPorterville College – Kern Community College District; Porterville, Calif.; Founded in 1927Took office in 2006; Heritage: HispanicUniversity/College Type: 2-Year PublicEnrollment: 5,856 undergraduate students; Hispanic Enrollment: 3,699 (63 percent)

undergraduate studentsStudent-Faculty Ratio: 56-to-1Hispanic Recognition: 2003President’s Motto: “Maintain a positive attitude and never give up.”President’s Advice to Potential Students Who Are Hispanic: “Porterville College mission statement starts out

with ‘students are our focus.’ Porterville College provides a caring and family atmosphere for every student, while offering many quality educational programs.”

Felicia CasadosNew Mexico State University Grants; City of Grants, N.M.; Founded in 1968Took office in 2005; Heritage: HispanicUniversity/College Type: 2-Year PublicEnrollment: 3,194 undergraduate students; Hispanic Enrollment: 1,102 (34.51 percent) undergraduate studentsStudent-Faculty Ratio: 16-to-1Hispanic Recognition: 1968President’s Motto: “Life is complicated without your help – the choices you make can make it more

complicated or make your life easier, education provides you choices.”President’s Advice to Potential Students Who Are Hispanic: “As a rural public community college our goal

is to keep rural students from ‘fleeing’ our rural community and continuing to help rural communities ‘thrive.’ We are ‘affordable’ and ‘accessible,’ and we support your transition to a four-year institution.”

Richard DuránOxnard College – Ventura County Community College District; Oxnard, Calif.; Founded in 1975Took office in 2007; Heritage: HispanicUniversity/College Type: 2-Year PublicEnrollment: 7,143 undergraduate students; Hispanic Enrollment: 4,943 (69.72 percent) undergraduate studentsStudent-Faculty Ratio: 30-to-1Hispanic Recognition: Early 1990sPresident’s Motto: “Our primary objective is to lead our colleges to be student-centered, high-performance

organizations. Our students deserve no less.”President’s Advice to Potential Students Who Are Hispanic: “Oxnard College is an open-access institution of

higher education that provides a welcoming, supporting and culturally sensitive environment so that students can achieve their educational goals.”

Mark S. EscamillaDel Mar College; Corpus Christi, Texas; Founded in 1935Took office in 2008; Heritage: Mexican/EnglishUniversity/College Type: 2-Year PublicEnrollment: 12,071 undergraduate students; Hispanic Enrollment: 6,637 (55 percent) undergraduate studentsStudent-Faculty Ratio: 17-to-1Hispanic Recognition: 1989-90President’s Motto: “Value all learners equally. Protect the sanctity of the classroom.”President’s Advice to Potential Students Who Are Hispanic: “Look to others who came before you.

Build on their success. Learn from their mistakes and aspire to do great things with the talents and opportunities you’ve been given. Remember, it’s often ‘who knows you’ rather than ‘who you know’ that makes a difference in your life. Whether it’s climbing the career ladder or capitalizing on a new opportunity, the way others assess your character, reputation and work ethic will make the difference in your success.”


Beatriz Trevino EspinozaCoastal Bend College; Beeville, Texas; Founded in 1965(See feature article in this issue on pg. 25)

Ricardo R. FernándezLehman College – City University of New York; Bronx, N.Y.; Founded in 1931Took office in 1990; Heritage: Puerto RicanUniversity/College Type: 4-Year PublicEnrollment: 9,863 undergraduate and 2,424 graduate students; Hispanic Enrollment: 4,899 (49.7 percent)

undergraduate and 799 (33 percent) graduate studentsStudent-Faculty Ratio: 13-to-1Hispanic Recognition: 1988President’s Motto: “As a public institution, we must leverage our intellectual and human resources to

improve the quality of life in the communities we serve.”President’s Advice to Potential Students Who Are Hispanic: “Lehman College offers a welcoming

environment, with students representing more than 90 nations and many speaking a second language, most often Spanish. Our borough of the Bronx itself is home to many proud and vibrant Hispanic communities, including Puerto Ricans, Dominicans and Mexicans, and campus events frequently celebrate these different cultures and traditions.”

William V. FloresUniversity of Houston-Downtown; Houston, Texas; Founded in 1974Took office in 2009; Heritage: HispanicUniversity/College Type: 4-Year PublicEnrollment: 12,757 undergraduate and 161 graduate students; Hispanic Enrollment: 4,932 (38.7 percent)

undergraduate and 53 (32.9 percent) graduate studentsStudent-Faculty Ratio: 20-to-1Hispanic Recognition: 2000President’s Motto: “Changing Lives, Building Futures.”President’s Advice to Potential Students Who Are Hispanic: “Our students choose UHD [the University

of Houston-Downtown] because of its flexibility, affordability, personal attention and diversity. UHD is proud of its diversity that mirrors the multicultural backdrop of the city of Houston. The majority of our students are the first in their families to attend college, and many come from low- to middle-class households in which they juggle multiple responsibilities. I was the first in my own family to attend college, and so I understand the fears and pressures many of our students face.”

Mildred GarcíaCalifornia State University-Fullerton; Fullerton, Calif.; Founded in 1957Took office in 2012; Heritage: Puerto RicanUniversity/College Type: Comprehensive Public UniversityEnrollment: 30,745 undergraduate and 5,411 graduate students; Hispanic Enrollment: 10,400 (33 percent)

undergraduate and 5,411 (19.5 percent) graduate studentsStudent-Faculty Ratio: 25-to-1Hispanic Recognition: 2004President’s Motto: “Dream big to reach your potential and work hard to get it.”President’s Advice to Potential Students Who Are Hispanic: Students should attend Fullerton because not only

will they receive an academically excellent education where they are learning both inside and outside the classroom, they also will learn to study, work and live in a vibrant environment with students from all cultural and ethnic backgrounds, from every socio-economic background, thus they graduate prepared to live in a global world.


Juliet V. GarcíaUniversity of Texas-Brownsville & Texas Southmost College; Brownsville, Texas; Founded in 1991Took office in 1992; Heritage: MexicanUniversity/College Type: 4-Year PublicEnrollment: 7,716 undergraduate and 1,237 graduate students; Hispanic Enrollment: 7,053 (91.4 percent)

undergraduate and 963 (77.85 percent) graduate studentsStudent-Faculty Ratio: 19-to-1Hispanic Recognition: 1999President’s Motto: “Persistence Counts.”President’s Advice to Potential Students Who Are Hispanic: “Our students learn in a supportive environment

with excellent, caring professors and staff. On campus or online, you feel at home and connected to the proud UT [University of Texas] heritage. Across majors, our students embrace the cultures and languages of our international region. I love being here, and believe you will, too.”

Patricia GranadosTriton College – Illinois Community College District; River Grove, Ill.; Founded in 1964Took office in 2001; Heritage: MexicanUniversity/College Type: 2-Year Not-for-ProfitEnrollment: 25,412 undergraduate students; Hispanic Enrollment: 7,656 (30.1 percent) undergraduate studentsStudent-Faculty Ratio: 15-to-1Hispanic Recognition: 2011President’s Motto: “Believe in yourself, and don’t let others define you.”President’s Advice to Potential Students Who Are Hispanic: “Triton is a college that provides great support

for students to pursue their passion, and along with a strong work ethic and the college’s commitment to student success, you will achieve your goals.”

María Hernández FerrierTexas A&M University-San Antonio; San Antonio, Texas; Founded in 2009Took office in 2010; Heritage: MexicanUniversity/College Type: Upper-Division (junior, senior and graduate-level)Enrollment: 2,569 undergraduate and 985 graduate students; Hispanic Enrollment: 1,716 (66 percent)

undergraduate and 584 (61 percent) graduate studentsStudent-Faculty Ratio: 20-to-1Hispanic Recognition: 2009President’s Motto: “I believe that each of us was born for a purpose, that we can be a gift to the world

and leave it better than we found it if we accept as true the aphorism on attitude so clearly stated by the American writer and clergyman Charles Swindoll: ‘Life is 10 percent what happens to me and 90 percent how I react to it.’”

President’s Advice to Potential Students Who Are Hispanic: “By providing a first-class, affordable and accessible higher education, A&M-San Antonio makes the success of its students its primary goal. I want them to know without a doubt that commitment and hard work coupled with a great attitude equals success.”

Ana “Cha” GuzmánSanta Fe Community College; Santa Fe, N.M.; Founded in 1983Took office in 2012; Heritage: CubanUniversity/College Type: 2-Year PublicEnrollment: 9,504 undergraduate students; Hispanic Enrollment: 3,791 (40 percent) undergraduate studentsStudent-Faculty Ratio: 17-to-1Hispanic Recognition: 1983Motto: N/APresident’s Advice to Potential Students Who Are Hispanic: “It is important to have a role model. I have taken

that role very seriously in my life and career. Hispanic Americans have not had the opportunities othershave, and I think students should consider Santa Fe Community College and other Hispanic-Serving Institutions because this is where they will find role models and opportunities especially for them.”


Ernest A. LaraEstrella Mountain Community College – Maricopa County Community College District; Avondale, Ariz.;

Founded in 1992Took office in 2007; Heritage: HispanicUniversity/College Type: 2-Year PublicEnrollment: 8,243 undergraduate students; Hispanic Enrollment: 3,321 (40.3 percent) undergraduate studentsStudent-Faculty Ratio: 18-to-1Hispanic Recognition: 2001President’s Motto: “Set your goals and seek out people who support you and believe in your vision.”President’s Advice to Potential Students Who Are Hispanic: “Learning happens everywhere; choose a college

that immerses you in your own learning and supports you with your goals. Estrella Mountain’s entire environment is designed to support you as you reach your educational goals and help you create your own extraordinary learning experiences.”

Daniel H. LópezNew Mexico Institute of Mining and Technology; Socorro, N.M.; Founded in1889Took office in 1993; Heritage: HispanicUniversity/College Type: 4-Year PublicEnrollment: 1,505 undergraduate and 504 graduate students; Hispanic Enrollment: 327 (25.1 percent)

undergraduate and 43 (10.62 percent) graduate studentsStudent-Faculty Ratio: 12-to-1Hispanic Recognition: 2008President’s Motto: “Work hard and you will succeed.”President’s Advice to Potential Students Who Are Hispanic: “New Mexico Tech is a STEM (science, technology,

engineering and math) institution, and today we have a shortage of STEM-trained people. Choose a school that will prepare you for the world of work in the areas of highest need. New Mexico Tech prepares students for the job market, and we are an inexpensive, high-value university. I recommend you look at New Mexico Tech very carefully!”

Mildred P. LovatoMesalands Community College; Tucumcari, N.M.; Founded in 1979Took office in 2011; Heritage: Mexican/Spanish AmericanUniversity/College Type: 2-Year PublicEnrollment: 2,526 undergraduate students; Hispanic Enrollment: 894 (35.4 percent) undergraduate studentsStudent-Faculty Ratio: 15-to-1Hispanic Recognition: 2001President’s Motto: “Head up, hand out, feet forward.”President’s Advice to Potential Students Who Are Hispanic: “Mesalands offers some of the most unique

programs in the country. Classes are small, and faculty and staff provide students with the individual attention not always available at larger institutions. This is particularly beneficial for first-generation students, of which many are Hispanic. At Mesalands, we embrace diversity and believe it is a major factor that contributes to our students having one of the highest success rates in the state.”

René MacielBaptist University of the Américas; San Antonio/Bexar, Texas; Founded in 1947Took office in 2007; Heritage: Mexican-AmericanUniversity/College Type: 4-Year Private, Not-for-ProfitEnrollment: 261 undergraduate and 3 graduate students; Hispanic Enrollment: 216 (84 percent)

undergraduate and 3 (100 percent) graduate studentsStudent-Faculty Ratio: 15-to-1Hispanic Recognition: 1947President’s Motto: “God has a purpose and plan for your life.”President’s Advice to Potential Students Who Are Hispanic: “Learning at BUA [Baptist University of the

Americas] is done in the Hispanic context. The majority of our faculty and administrators are Hispanic.English is the language of the classrooms, but Spanish is the language of the halls. Small class sizes, uncommonly low tuition and a proven record of taking students where they are and helping them become successful in their careers or graduate school means we are a scholastic La Familia.”


Ricardo MaestasSul Ross State University – Texas State University System; Alpine/Rio Grande, Texas; Founded in 1920Took office in 2009; Heritage: MexicanUniversity/College Type: 4-Year PublicEnrollment: 1,454 undergraduate and 538 graduate students; Hispanic Enrollment: 668 (45.9 percent)

undergraduate and 232 (43.1 percent) graduate studentsStudent-Faculty Ratio: 14-to-1Hispanic Recognition: 1999President’s Motto: “Always do your best, but expect more from yourself.”President’s Advice to Potential Students Who Are Hispanic: “Sul Ross is a Hispanic-Serving Institute, which

means that we work hard to make sure that young Hispanics have every opportunity to succeed. Our university is a multicultural meeting place, and we encourage students to explore, to meet new people, and to learn about yourself in as many ways as possible.”

Juan L. MaldonadoLaredo Community College; Laredo, Texas; Founded in 1947Took office in 2007; Heritage: Mexican-AmericanUniversity/College Type: 2-Year PublicEnrollment: 9,543 undergraduate students; Hispanic Enrollment: 9,132 (95.69 percent) undergraduate studentsStudent-Faculty Ratio: 23-to-1Hispanic Recognition: Prior to 1999President’s Motto: “The cornerstone for success and character is our willingness to struggle with adversities

for the things we believe to be important in life.”President’s Advice to Potential Students Who Are Hispanic: “Laredo Community College has all the resources

you need to succeed academically. All you need to do is show up on time where you need to be; don’t allow obstacles to discourage you, and ask for help when you need it.”

Erlinda J. MartínezSanta Ana College – Rancho Santiago Community College District; Santa Ana, Calif.; Founded in 1915Took office in 2005; Heritage: HispanicUniversity/College Type: 2-Year PublicEnrollment: 29,246 undergraduate students; Hispanic Enrollment: 16,272 (56 percent) undergraduate studentsStudent-Faculty Ratio: 43-to-1Hispanic Recognition: 1992President’s Motto: “A college degree in every home in Santa Ana!”President’s Advice to Potential Students Who Are Hispanic: “We are one of the nation’s top producers of

Latino student degrees. An overwhelming majority of students attending Santa Ana College last year rated their college experience good or excellent – take it from the students – SAC offers a personalized, caring and success-centered experience.”

Marvin MartínezLos Angeles Harbor College; Wilmington, Calif.; Founded in 1949Took office in 2010; Heritage: SalvadoranUniversity/College Type: 2-Year PublicEnrollment: 10,205 undergraduate students; Hispanic Enrollment: 4,898 (48 percent) undergraduate studentsStudent-Faculty Ratio: 39-to-1Hispanic Recognition: 1994President’s Motto: “Education changes everything.”President’s Advice to Potential Students Who Are Hispanic: N/A


Tessa Martínez PollackOur Lady of the Lake University; San Antonio, Texas; Founded in 1895Took office in 2002; Heritage: Mexican-AmericanUniversity/College Type: 4-Year Private, Catholic, Not-for-ProfitEnrollment: 1,489 undergraduate and 1,125 graduate students; Hispanic Enrollment: 949 undergraduate

(63.7 percent) and 486 (43.2 percent) graduate studentsStudent-Faculty Ratio: 15-to-1Hispanic Recognition: 1995President’s Motto: N/APresident’s Advice to Potential Students Who Are Hispanic: “We’re a small community of educators who guide

you to knowing who and what you want to be and provide 24/7 support toward a university degree thathelps you get there.”

Félix V. Matos RodríguezEugenio María de Hostos Community College – City University of New York; Bronx, N.Y.; Founded in 1968Took office in 2009; Heritage: Puerto RicanUniversity/College Type: 2-Year PublicEnrollment: 6,701 undergraduate students (spring 2012); Hispanic Enrollment: 3,947 (58.9 percent)

undergraduate studentsStudent-Faculty Ratio: N/AHispanic Recognition: 1992President’s Motto: “Magis” (“To do more”)President’s Advice to Potential Students Who Are Hispanic: “Hostos was created for and by students like you.

The pioneers that fought for this college made sure the future generations would have access to an educational institution where they would flourish as individuals. Once you become part of the Hostos family, you will have access to educational and extracurricular opportunities that will equip you to reach your full potential.”

Tomás D. MoralesCalifornia State University-San Bernardino; San Bernardino, Calif.; Founded in 1965Took office in 2012; Heritage: Puerto RicanUniversity/College Type: 4-Year PublicEnrollment: 14,732 undergraduate and 2,518 graduate students; Hispanic Enrollment: 7,213 (49 percent)

undergraduate and 682 (27 percent) graduate studentsStudent-Faculty Ratio: 26-to-1Hispanic Recognition: 1999President’s Motto: “CSUSB [California State University-San Bernardino] transforms lives through education

and learning.”President’s Advice to Potential Students Who Are Hispanic: “Consider CSUSB because it offers a wide array of

extraordinary learning opportunities both in and outside the classroom. The diverse campus community is not only personable and welcoming, but our faculty and staff are deeply committed to thesuccess of our students through graduation and beyond.”

Wilfredo NievesCapital Community College; Hartford, Conn.; Founded in 1992Took office in 2010; Heritage: Puerto RicanUniversity/College Type: 2-Year PublicEnrollment: 6,616 undergraduate students; Hispanic Enrollment: 4,596 (27.61 percent) undergraduate studentsStudent-Faculty Ratio: 28-to-1Hispanic Recognition: 2004President’s Motto: “We are proud of Capital’s long history of helping students achieve their dreams.”President’s Advice to Potential Students Who Are Hispanic: “At Capital Community College, we take great

pride in the diversity of our community and work hard to ensure that our faculty and staff are reflectiveof those we serve. We are proud to be an Hispanic-Serving Institution committed to providing that sort of learning environment: caring, welcoming, inclusive and devoted to student success.”


Eduardo M. OchoaCalifornia State University-Monterey Bay; Seaside, Calif.; Founded in 1994Took office in 2012; Heritage: ArgentinianUniversity/College Type: 4-Year PublicEnrollment: 4,814 undergraduate and 359 graduate students; Hispanic Enrollment: 1,543 (32 percent)

undergraduate and 84 (23.4 percent) graduate studentsStudent-Faculty Ratio: 26-to-1Hispanic Recognition: 2007President’s Motto: N/APresident’s Advice to Potential Students Who Are Hispanic: “California State University-Monterey Bay is a small

campus where students receive individualized attention as well as access to the many opportunities of a comprehensive university. We have a growing population of Latino students and are proud of our many student support programs. And your education here goes far beyond the classroom. Our unique focus on service learning helps promote civic engagement and develop our nation’s future leaders.”

Michael OrtizCalifornia State Polytechnic University-Pomona; Pomona, Calif.; Founded in 1938Took office in 2003; Heritage: HispanicUniversity/College Type: 4-Year PublicEnrollment: 19,387 undergraduate and 1,720 graduate students; Hispanic Enrollment: 6,612 (34.1 percent)

undergraduate and 425 (24.7 percent) graduate studentsStudent-Faculty Ratio: 25-to-1Hispanic Recognition: Prior to 2000President’s Motto: “My father raised us with these words, and they have always influenced my behavior:

‘If you say you’re going to do something, do it even if it’s wrong. A man’s word is his honor.’ What he meant and what he modeled for us was that we should make decisions carefully, but once we have committed to something, we should follow through.”

President’s Advice to Potential Students Who Are Hispanic: “Do not limit yourself. Go to the best university you can because the experiences that you have will prepare you for the challenges you will face. The more challenged and less comfortable you are, the more successful you will be in the long term. Also, seriously consider the STEM fields as a major. The country is going to need many more individuals in these fields, and this is where we are seriously underrepresented.”

Eloy Ortiz OakleyLong Beach City College – Long Beach Community College District; Long Beach, Calif.; Founded in 1927Took office in 2007; Heritage: HispanicUniversity/College Type: 2-Year PublicEnrollment: 28,000 undergraduate students; Hispanic Enrollment: 10,3600 (37 percent) undergraduate studentsStudent-Faculty Ratio: N/AHispanic recognition: N/APresident’s Motto: “Set your goals and seek out people who support you and believe in your vision.”President’s Advice to Potential Students Who Are Hispanic: “Long Beach City College is a campus that

embraces our diversity and is working hard to create pathways for all students including our majority Latino population.”

Eduardo M. PadrónMiami Dade College; Miami, Fla.; Founded in 1960Took office in 1995; Heritage: Cuban-AmericanUniversity/College Type: 4-Year PublicEnrollment: 166,842 undergraduate students; Hispanic Enrollment: 105,714 (68.5 percent) undergraduate studentsStudent-Faculty Ratio: 24-to-1Hispanic Recognition: 1975President’s Motto: “Opportunity changes everything.”President’s Advice to Potential Students Who Are Hispanic: “Everyone should have the opportunity to get a

college education. It is the only passport to a better life. Miami Dade College, dubbed by many as Democracy’s College, is an institution that has changed many lives and one that has demonstrated that you can have open access and academic excellence. The students who finish here are second to none and are able to compete at the best universities and in the global knowledge economy.”


Jim PalosWilbur Wright College; Chicago, Ill.; Founded in 1934Took office in 2011; Heritage: Mexican-AmericanUniversity/College Type: 2-Year PublicEnrollment: 12,763 undergraduate students; Hispanic Enrollment: 6,460 (51 percent) undergraduate studentsStudent-Faculty Ratio: 26-to-1Hispanic Recognition: N/APresident’s Motto: “Creating community through service.”President’s Advice to Potential Students Who Are Hispanic: “Wright College offers a rigorous preparation for

your future. We have outstanding faculty who are here to serve ... to serve your ideals, your ambitions, your potential. The Wright College community challenges you to grow as a person, preparing you for the life that awaits you. Ours is a welcoming environment, a place you can call home. ¡Le esperamos!”

Monte E. PérezLos Angeles Mission College; Sylmar, Calif.; Founded in 1975Took office in 2011; Heritage: MexicanUniversity/College Type: 2-Year PublicEnrollment: 10,000 undergraduate students; Hispanic Enrollment: 7,000 (70 percent) undergraduate studentsStudent-Faculty Ratio: 43-to-1Hispanic Recognition: 1996President’s Motto: “We measure our success by the success of our students.”President’s Advice to Potential Students Who Are Hispanic: “Enroll at LA Mission College to receive affordable,

quality education that will prepare you for transfer and career opportunities that meet your educational goals.”

Antonio PérezBorough of Manhattan Community College – City University of New York; Manhattan, N.Y.; Founded in 1963Took office in 1995; Heritage: Puerto RicanUniversity/College Type: 2-Year PublicEnrollment: 24,463 undergraduate students; Hispanic Enrollment: 9,694 (39.6 percent) undergraduate studentsStudent-Faculty Ratio: 17-to-1Hispanic Recognition: N/APresident’s Motto: (On being Latino) “It’s like living life to the rhythm of the music.”President’s Advice to Potential Students Who Are Hispanic: “BMCC is a college that challenges a student

academically but does it with warmth and compassion.”

Mark W. RochaPasadena City College – Pasadena Area Community College District; Pasadena, Calif.; Founded in 1924Took office in 2010; Heritage: Puerto Rican/ColombianUniversity/College Type: 2-Year PublicEnrollment: 25,000 undergraduate students; Hispanic Enrollment: 34.1 percent of undergraduate students

(exact number unavailable)Student-Faculty Ratio: N/AHispanic Recognition: N/APresident’s Motto: “Proud Past, Global Future.”President’s Advice to Potential Students Who Are Hispanic: N/A


Ileana Rodríguez-GarcíaCarlos Albizu University, Miami Campus; Miami, Fla.; Founded in 1980Took office in 2007; Heritage: HispanicUniversity/College Type: 4-Year Private, Not-For-ProfitEnrollment: 534 undergraduate and 1,622 graduate students; Hispanic Enrollment: N/AStudent to Faculty Radio: N/AHispanic Recognition: 1966President’s Motto: “Go forth and make a difference.”President’s Advice to Potential Students Who Are Hispanic: “For the past 45 years, Carlos Albizu University has

equipped students with the knowledge, skills and competencies they need to establish successful careers and lead productive lives in an increasingly complex, global society.”

Ricardo RomoUniversity of Texas-San Antonio; San Antonio, Texas; Founded in 1969Took office in 1999; Heritage: HispanicUniversity/College Type: 4-Year PublicEnrollment: 26,268 undergraduate and 4,452 graduate students; Hispanic Enrollment: 12,178 (46 percent)

undergraduate and 1,592 (43 percent) graduate studentsStudent-Faculty Ratio: 26-to-1Hispanic Recognition: 1999President’s Motto: “The road to Tier One is a marathon, not a sprint.”President’s Advice to Potential Students Who Are Hispanic: “UTSA [the University of Texas-San Antonio]

provides students of all backgrounds with the opportunity to transform their lives. At UTSA, we don’t just value diversity; we embrace it. Students receive personalized attention from nationally recognized scholars, and they are prepared to become leaders in the global workplace.”

Anna SolleyPhoenix College – Maricopa Community Colleges; Phoenix, Ariz.; Founded in 1920Took office in 2005; Heritage: Mexican-AmericanUniversity/College Type: 2-Year PublicEnrollment: 12,565 undergraduate students; Hispanic Enrollment: 4,762 (38 percent) undergraduate studentsStudent-Faculty Ratio: 18-to-1Hispanic Recognition: 1999President’s Motto: “‘Querer es poder,’ which means that anyone can be successful at whatever one wants if

she or he works hard and has ‘ganas’ (desire to learn).”President’s Advice to Potential Students Who Are Hispanic: “Phoenix College provides our students with the

opportunity to embrace their culture and heritage while enjoying the learning and personal growth thatcomes from interacting with students and faculty who represent 100 countries and speak more than 50languages. PC [Phoenix College] is rich with people of different backgrounds and cultures who are empowered to share their unique ideas and individual viewpoints, contributing to a learning experience that is second to none.”

Ismael Sosa Jr.Southwest Texas Junior College; Uvalde, Texas; Founded in 1946Took office in 1999; Heritage: HispanicUniversity/College Type: 2-Year PublicEnrollment: 5,664 undergraduate students; Hispanic Enrollment: 4,701 (83 percent) undergraduate studentsStudent-Faculty Ratio: 22-to-1Hispanic Recognition: 1995President’s Motto: “We are here to serve our students.”President’s Advice to Potential Students Who Are Hispanic: “At Southwest Texas Junior College, we offer a

quality education at affordable prices. Our average class size is small, which provides our outstanding faculty and staff the opportunity to work closely with our students to help them succeed.”


Juan A. VázquezSantiago Canyon College – Rancho Santiago Community College District; Orange, Calif.; Founded in 2000Took office in 2002; Heritage: Puerto RicanUniversity/College Type: 2-Year PublicEnrollment: 10,000 undergraduate students; Hispanic Enrollment: 3,500 (35 percent) undergraduate studentsStudent-Faculty Ratio: 25-to-1Hispanic Recognition: 2008President’s Motto: “Students first.”President’s Advice to Potential Students Who Are Hispanic: “If you are seeking a new, friendly and exciting

college experience with outstanding professors and many bilingual staff members, then Santiago Canyon College is the place to be.”

Ernesto Vázquez-BarquetPolytechnic University of Puerto Rico, Orlando Campus; Orlando, Fla.; Founded in 1966Took office in 1990; Heritage: Puerto RicanUniversity/College Type: 4-Year Private Not-for-ProfitEnrollment: 4,306 undergraduate and 732 graduate students; Hispanic Enrollment: 4,263 (99 percent)

undergraduate and 725 (99 percent) graduate studentsStudent-Faculty Ratio: 16-to-1Hispanic Recognition: 1966President’s Motto: “Education is the main window to success.”President’s Advice to Potential Students Who Are Hispanic: “Our institution is the largest Hispanic private

institution in the U.S. and its territories. It is mainly an engineering and architecture higher education institution. All our programs are professionally accredited. Our prestige is widely recognized in Puerto Rico, in the United States and in the Caribbean. Almost all of our graduates are employed and occupy high-salaried positions both in private industries and government.”

Félix A. ZamoraMountain View College; Dallas, Texas; Founded in 1970Took office in 2004; Heritage: MexicanUniversity/College Type: 2-Year PublicEnrollment: 9,462 undergraduate students (Fall 2012); Hispanic Enrollment: 4,920 (52 percent)

undergraduate studentsStudent-Faculty Ratio: 81 FT faculty, 260 PT faculty (exact ratio N/A)Hispanic Recognition: 1998President’s Motto: “Opportunities, especially life-changing opportunities, are often disguised as more work.”President’s Advice to Potential Students Who Are Hispanic: “You will do better at the university that you

transfer to and save your family a great deal of money.”

Additionally, the HSIs listed below were led by Hispanic presidents who were not available for the interviews.

Víctor G. Alicea; Boricua CollegeStan Carrizosa; College of the SequoiasRoberto Garza; Saint John Vianney College SeminaryMargie Huerta; New Mexico State University, Doña Ana Community College


Víctor M. Jaime; Imperial Valley CollegeCésar Maldonado; Texas State Technical College-HarlingenAndrew Sund; St. Augustine College

Women and Hispanics Still Under represented as College Presidentsby Frank DiMaria

Each year, women inch closer to the equity they seek at the highest ech-elons in college and university administration. Every five years, theAmerican Council on Education

conducts a survey that paints a pic-ture of the college presidency inAmerica, thus showing women thegains they have made in pursuit ofthat equity.

The American Council onEducation (ACE) sent surveys to3,318 presidents and CEOs to com-pile its report, The CollegeAmerican President 2012. Forty-four percent responded. The dataindicate that the percentage ofwomen college presidents rose to26, up slightly from 23 in 2006.However, nearly one-third of allnewly hired presidents were women,compared with 26 percent of thetotal pool. Because not everyonewho was contacted responded, ACEdoes not consider its data a statisti-cal sample and thus might not reflectthe results achievable if all presi-dents had responded.

In 1986, women represented just9.5 percent of all college presidents.Today they represent 26 percent.Women have made strides, knockingdown existing barriers. However,Diana I. Córdova, assistant vice pres-ident for leadership programs atACE, says considering the number ofwomen in the administrativepipeline, there should be more women presidents.

“If you look at faculty numbers, if you look at the percentage ofwomen getting Ph.D.s, women going into administration, roughly half ofall administrators now are women, but they are not reaching the very topposition, the presidential position. Thirty-eight percent of chief academicofficers are women, and about 45 percent of deans. They are well repre-sented among senior leaders,” says Córdova.

A number of factors are at play here. According to Mary Dee Wenniger,publisher/editor of Women in Higher Education, not all women in leader-ship roles at colleges aspire to the presidency. College presidents live infishbowls with little privacy. It takes a special person to sign up for thatlifestyle and put everything else in second place, says Wenniger. The ACEsurvey does not address women’s desire to be presidents.

Although Wenniger would like to see more women presidents, she’s not

convinced all women are interested in the job. “A lot of women are offeredpresidencies but say, ‘No, I wouldn’t fit in at that school. I know better.’

They are being selective as well.They are not setting themselves upfor failure,” says Wenniger. Beforesociety can worry about women’sunderrepresentation as collegepresidents, more women must wantto be college presidents, she says.

Like women, minorities are alsounderrepresented as college presi-dents, and in some areas the dial ismoving in the wrong direction. ACEreports that members of racial/eth-nic minority groups represented aslightly smaller share of presidentsin 2011 than they did in 2006.Minorities accounted for 14 percentof college presidents in 2006, butjust 13 percent in 2011. Six percentof all presidents were African-American in 2011. Another 4 per-cent were Hispanic, 2 percent wereAsian-American and 1 percent eachwere Native American and “other.”Latinas represented 5.6 percent ofwomen presidents in 2011, downfrom 6.7 percent five years earlier.

No need for panic, saysWenniger. “It’s only one percentagepoint. If it went on for the next fiveyears, I would get concerned, con-sidering the Hispanic population isgrowing faster than any other sub-group in the country.”

Córdova agrees, saying she will look at ACE’s report five years hence tomake sure the downturn was just a tick and not a trend. “I’m optimisticthat more Hispanic women will be getting into the pipeline and being men-tored into higher-level positions and that we will be able to see some move-ment to the very top positions,” says Córdova.

What is troubling, though, is the dismal progress Hispanic women havemade in ascending to the presidency in the past 25 years. In 1986,Hispanic women represented only 5.1 percent of presidents. Today thatnumber is 5.6 percent. Hispanic women were just slightly more likely to beoffered a presidency in 2011 than they were 25 years ago.

Minority presidents were more likely than White presidents to bewomen. More than one-third of Hispanic presidents and African-Americanpresidents were women, compared to only 25 percent of White presidents.Since 2006, the percentage of women among minority presidents has



Diana L. Córdova, assistant VP for leadership programs, ACE

increased.ACE also reported on the types of colleges women were more likely to

head. In 2011, 39 percent of newpresidents at associate degree col-leges were women, a larger propor-tion than at any other institutionaltype. However, this represented adecrease of 28 percent from ACE’s2006 survey. After associate degreecolleges, women were most likely tohead master’s colleges and universi-ties and bachelor’s colleges.

The largest increase in the per-centage of presidents who werewomen occurred at doctorate-granting institutions, where womenrepresented 14 percent of presi-dents in 2006 and 23 percent ofpresidents in 2011.

It’s not surprising to Wennigerthat women are well representedamong associate degree collegepresidents. Women gravitate to thesepositions because of the culture.Associate degree colleges are muchmore caring, they’re student-orient-ed, they’re more remedial and morecareer-oriented. The associatedegree college environment canseem a perfect fit for women.

Despite the increase in femalepresidents at doctorate-grantinginstitutions, women continued to beleast likely to preside over those.Excluding associate degree colleges,women represent 22 percent of college presidents.

Increases in the percentage of presidencies held by women varied alsoby institutional control. The largest increases since 2006 were at publicand private doctorate-granting institutions. With the exception of publicbachelor’s and special focus institutions, every other type of institution hasseen an increase in the share of women who are presidents. Public bache-lor’s institutions saw the share of female presidents decrease from 34 per-cent in 2006 to 28 percent in 2011.

Córdova places significant importance on the development of pathwaysto presidencies for women at all types of institutions.

“We want women to have opportunities for leadership across the boardof the entire higher education landscape,” she says. It’s important thatwomen head some of the bigger schools, where they can serve as rolemodels for everybody at those institutions, from students to vendors. “A lot

of women are becoming presidents at big, fat research universities. Andthat’s great,” says Wenniger.

The pathways that women followwhen ascending to the top of thosebig, fat research universities arequite different than those followedby their male counterparts. In 2011,women presidents spent less timethan males in their current posi-tions – an average of 6.5 years forwomen, compared with 7.2 yearsfor men. And they were less likelythan men to have been a presidentin their prior position. But, theywere more likely to have served asprovost or CAO prior to assumingthe presidency.

“In general, 34 percent of pres-idents report that their prior posi-tion was that of chief academicofficer. So it’s a natural pathway tothe presidency. These days, we areseeing many men and women com-ing out of deanships.

“You have fewer women servingin presidencies so you’re going tohave more men coming out of pres-idencies and going on to secondpresidencies. That’s not too surpris-ing. In general, there are a greatdeal of opportunities for womencurrently serving in the senior-levelpositions – deans, academic offi-cers or vice presidential-type posi-tions – to ascend and aspire to a

presidential position,” says Córdova.Women presidents follow more traditional paths to the presidency than

men. They are more likely to have earned a doctorate or have been facultymembers, department chairs or deans. They also come from studentaffairs, all very traditional pathways to the presidency.

The recent recession and slow recovery have both played a significantrole in the presidential search process, causing search committees torethink who is qualified to be a president. Today’s search committees lookfor experienced leaders, often with a business or finance background, tofill vacant presidencies. Schools look for individuals from outside educa-tion, the majority of whom are men.

After leveling off in previous ACE surveys, the percentage of presidentscoming from outside academe has increased. Twenty percent of presi-dents’ immediate prior positions in 2011 were outside academe, up


Women and Hispanics Still Under represented as College Presidents

Mary Dee Wenniger, publisher/editor, Women in Higher Education

sharply from 13 percent in 2006 and 15 percent in 2001. Generally, how-ever, less than half of all presidents have some experience outside highereducation during their careers.

“Men have come from a lot of different paths. They have been in themilitary. They’re hiring generals to be presidents of colleges. I don’t knowwhy they are doing that, but they are. Big donors have become presidentsof colleges, and politicians,” says Wenniger.

ACE’s report indicates that only 70 percent of presidents had experi-ence as faculty members and presidents spent an average of seven years ina faculty role. Just under 20 percent served as a president prior to accept-ing the current position, and 11 percent of presidents’ immediate priorpositions were outside higher education.

The trend of hiring from outside education is a double-edged sword.Individuals who come from outside education, Wenniger contends, aretypically not received well by a school’s faculty. “How much does a newpresident believe in faculty sharing governance? Not a lot,” says Wenniger.

One of the more striking differences between women and men presi-dents, according to the ACE report, is marital status and child-rearingresponsibilities. In 2011, 90 percent of male presidents and only 72 per-cent of female presidents were married. Sixty-three percent of womenpresidents in 2006 were married. The proportion of currently marriedwomen presidents has increased as the number of women presidents hasincreased, but it continues to lag far behind the proportion of marriedmale presidents.

Consistent with the differences in marital status, women presidents areless likely than males to have children. Seventy-two percent of female pres-idents have children compared to 90 percent of male presidents. Despitebeing less likely than men to be married or to have children, women presi-

dents were more likely to have altered their careers to raise children orcare for their spouse. Ten percent of women presidents had either left thejob market or worked part time due to family responsibilities, comparedto just 3 percent of male presidents. “This might delay the rate at whichwomen progress through the administrative pipeline,” says Córdova.

Child rearing is the biggest factor keeping women from presidencies,most often of their own choosing. Wenniger says it’s more difficult to be amother and a college president than to be a father and a college president.The majority of women who pursue presidencies are doing so after theyhave raised their children, especially at the high-powered research institu-tions. The percentage of women presidents who have children under theage of 18 is only 12 percent.

Despite women’s underrepresentation as college presidents, Córdova isoptimistic. Opportunities will abound for women in the coming years. Fifty-eight percent of all college presidents are over the age of 61, and in thepast few years, colleges and universities have experienced significant presi-dential turnover. This trend will continue and create many opportunitiesfor women and persons of color, says Córdova.

Still there are obstacles for women to overcome. Search committeesand hiring boards, says Wenniger, don’t understand the role of the presi-dent, and Córdova says few embrace diversity. About 30 percent of collegeboard members are women. “We know that board members tend to hirepeople that share their background,” says Córdova.

Although women can’t control who sits on a college’s hiring board, theycan control aspects of their professional lives. Wenniger contends thatwomen will not be offered more presidential opportunities until they con-vince themselves that they can live up to the expectations of the office.Women and men, she says, have two different views of their competencies.

If a job requires 10 skills, a man will apply forthat job if he possesses as few as three of them.A woman, on the other hand, will apply only ifshe possesses nine or 10 of them – and she’llstill worry that she’s inadequate.

The point Wenniger is making is that womenhave to be convinced that they are ready to do ajob and they have to be invited to apply for thatjob. “I don’t have statistics, but a lot of womenare ending up in jobs because they have beenasked to apply, or they’ve been sought out byheadhunters,” says Wenniger.

She suggests that women interested in beingpresidents should earn a doctorate, engage inleadership training and get a mentor. “There aregroups in every state that support women’s lead-ership development,” says Wenniger. Womenshould also acquire a whole range of traditionalskills such as creating and managing a budget,raising funds, mastering technology and playingpolitics like a pro.

Córdova wants greater national visibilityand awareness of women’s underrepresenta-tion as college presidencies. “We have notreached parity yet, and there is still a lot ofwork to be done, especially for women toreach the very top senior leadership levels andpresidential positions,” says Córdova.


EDUCATION AND GLOBALIZATION, FULL TIME, TENURED PROFESSOR

The Courtney Sale Ross University Professorof Education and Globalization

Beginning September 1, 2013

The Steinhardt School of Culture, Education, and Human Development at New York University is seekingdistinguished applicants for the Courtney Sale Ross University Professor of Education and Globalization. This fulltime appointment will be made at the tenured, full professor level.

Responsibilities: Teach and advise undergraduate, graduate, and doctoral students, participate in curriculum development and administration of academic programs, and conduct influential research and scholarship. Involvement in department and/or school committees is also expected. Serve as ambassador to NYU, the academy, and society, reflecting NYU Steinhardt’s mission and priorities and raising its profile among peers, prospective students and faculty, and the community at large.

Qualifications: The successful candidate will have a distinguished record of teaching, externally funded research, and scholarship on the national and international level. The work of the desired candidate will promote an interdisciplinary perspective on globalization and education, focusing on the forward-looking developments challenging various contemporaneous educational systems.

NYU’s dynamic Global Network University includes NYU Abu Dhabi, NYU Shanghai, and international programs and academic centers around the world. NYU Steinhardt faculty may be afforded the opportunity for variable term scholarship and teaching at these global study and research sites.

Located in the heart of Greenwich Village, NYU Steinhardt prepares students for careers in the arts, education, health,media, and psychology. Since its founding in 1890, the Steinhardt School’s mission has been to explore the humanexperience through public service, global collaboration, research, scholarship, and practice.

NYU is committed to building a culturally diverse educational environment and strongly encourages applications from historically underrepresented groups.

Applications: Please apply online with a cover letter explaining research interests and teaching experience; a list ofthree references and their email addresses (letters are not required at this time), CV, and a sample of publications.

www.nyuopsearch.com/applicants/Central?quickFind=51403

Review of applications will begin November 15, 2012 and will remain open until the position is filled. Further information about the position can be obtained from: Professor Pedro Noguera, Ph.D., Peter L. Agnew Professor of Education, Executive Director, Metropolitan Center for Urban Education, Steinhardt School of Culture,Education, and Human Development, New York University, 726 Broadway, 5th Floor, New York, NY 10003. Email: [email protected]

To learn more about NYU Steinhardt and other positions we are seeking to fill, please visit: http://steinhardt.nyu.edu.

New York University is an Equal Opportunity/Affirmative Action Employer.

by Marilyn Gilroy

Asa child in a migrant farmworker family,Dr. Beatriz Espinoza remembers goingto elementary school during the day

and then spending her evenings and weekendspicking produce in the fields of south Texas.

“We picked cucumbers, sugar beets andother crops during the winter months,” she said,“It’s just the way it was and what children wereexpected to do.”

The “we” is Espinoza’s mother, father andseven siblings. As the youngest member of thefamily, she experienced the hard labor and chal-lenges that go along with the farmworker way oflife. But she also felt tremendous support fromher family and credits them with encouragingher to go to college.

“My parents and many other wonderful peo-ple made it easier for me,” she said. “They madeit was clear that getting an education was not anoption but an expectation.”

Now she has come full circle and is back insouth Texas as president of Coastal Bend College(CBC), vowing to help others who want andneed higher education opportunities.

“I want to serve and support students and thecommunity in the same way I was served,” shesaid. “I know what education can do to changelives. And I know it can be done because peoplehelped me and cared about me and that’s how Igot here.”

Espinoza became the first woman andHispanic to lead Coastal Bend on June 1, 2012.She was selected last March after an extensivesearch and was chosen from five finalists. Eachcandidate participated in daylong visits that

included public forums, receptions and inter-views with various college constituencies.During that visit, Espinoza exhibited qualitiesthat put her at the top of the list.

“Dr. Espinoza’s visit to the college was veryimportant in the selection process,” said Dr.Jimmy Goodson, interim president during thesearch. “She related very well to the CoastalBend College community.”

Like many others on campus, Goodson foundthat Espinoza was well-prepared intellectuallyand experientially for the interview.

“She completely understands the missionand role of a community college,” he said.

When the board of trustees solicited writtenassessments of the candidates from those whoattended the forums, the comments aboutEspinoza included remarks about her “passionfor higher education,” as well as her energy andexperience. The evaluations also notedEspinoza’s “demonstrated knowledge of our col-lege,” and “experience with the SouthernAssociation of Colleges and Schools (SACS).”Someone wrote that “she is an excellent fit for aHispanic-Serving Institution.”

Espinoza has a background with the HispanicAssociation of Colleges and Universities (HACU)and is experienced in working with minority stu-dent populations in diverse communities. CBC isa designated Hispanic-Serving Institution (HSI)with a Hispanic population of approximately 70percent.

Espinoza recalled that she was very at easeduring her interviews because “it was like com-ing home.”

“What made it easier for me is that I had nolearning curve,” she said. “I grew up in southTexas. I am comfortable here because I knowthe community.”

Coastal Bend College is located about 60 milesnorthwest of Corpus Christi, Texas, and has four

campuses, with total enrollment of 4,100. Themain campus is in Beeville with other sites inAlice, Kingsville and Pleasanton. CBC was original-ly founded as Bee County Junior College District,in 1965, as a result of ballot votes in which resi-dents approved the creation of the district. Votersthen authorized a tax to support Bee CountyCollege, and bond issues to build the college. Theboard of trustees changed the college name fromBee County College to Coastal Bend College onSept. 1, 1998, after the college’s service area wasextended by an act of the Texas Legislature.

Espinoza not only knows the geographicalarea, she also identifies with many of the stu-dents who come from the rural areas around thecollege. She describes the college as a “beaconof hope” for the community – but she is awarethere are disparities in how well CBC is servingsome of its various populations.

“We do a good job of enrolling Hispanicsand women, but we don’t graduate them at thesame rates as other groups,” she said.

One of her first priorities is to encourage fac-ulty and staff to find ways to help these studentssucceed. In discussing the issue, she has runinto philosophical differences that permeate“blended” faculties, with some defending amore traditional approach and some arguing formore institutional change.

“There are those who say ‘we can’t hold stu-dents’ hands because they are adults and needto accept these responsibilities,’” she said. “Iunderstand that point of view, but we have tokeep working on solutions.”

This is especially true when dealing withLatinas, who often feel the cultural pull of “famil-ismo,” the term used by researchers to explainthe need to balance a sense of family obligationswith a desire for higher education. Statistics showthat Latinas enroll in college at the same rates astheir non-Latina counterparts (60 percent), but



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are less likely to earn college degrees. They oftenare expected to fulfill multiple family responsibil-ities, such as watching a younger sibling or main-taining the family household, in ways that inter-fere with attending classes or completing assign-ments. Espinoza sees this struggle in Latinas atCBC and supports programs that will improvetheir chances for success.

“We go out to the middle and high schoolsand encourage students to develop a commit-ment to college,” she said. “We try to offer thema pathway to success even if it means we have towork around some aspects of their personallives. Technology has helped us provide moreflexible options in meeting their needs.”

The college is experimenting with structuresthat offer alternative timeframes toward degreecompletion. This fall, CBC began offering aWeekend College option in which students canearn an Associate of Arts degree while onlyattending classes every other weekend. The pro-gram is part of Project OASIS, which is a sci-ence, technology, engineering and mathematics(STEM) grant focusing on increasing the num-ber of Hispanics and low-income studentsobtaining degrees in STEM fields. It is specifical-ly designed to help students focus on one classat a time rather than trying to juggle and balancefour classes, jobs and family obligations.

Espinoza’s personal journey has made heraware of the need for multiple pathways to col-lege. She started her college studies with aCollege Assistance Migrant Program (CAMP)scholarship after 18 years as a farmworker. She

recalls there were many times that someone“cared enough to remove barriers, build bridgesand track new paths for a first-generation col-lege student.”

She is particularly grateful to her parents,who encouraged their daughters to exploreopportunities beyond the traditional roles ofwomen.

Espinoza went on to earn a bachelor’sdegree in psychology from the University ofTexas-Pan American, a master’s in rehabilita-tion psychology and a Ph.D. in rehabilitationpsychology and educational psychology fromthe University of Wisconsin-Madison. She alsocompleted a post-doctorate program inCommunity College Leadership at the Universityof Texas-Austin.

Her experience in higher education spans 25years in various administrative roles, includingvice president for workforce learning services atArizona Western College in Yuma, Ariz. She alsoworked in Dallas, Galveston, Tempe and Chicagoand came to CBC from Yuba Community CollegeDistrict in Marysville, Calif., where she was vicechancellor for educational planning and services.

Espinoza says her career has flourished withthe support of her husband, who has been astay-at-home dad to their daughter and thusenabled the family to move around for jobopportunities.

As a result of studying and working in vari-ous parts of the country, Espinoza has seen thedifferences in the Hispanic community and thecultural variances from region to region.

“Latinos in Chicago are different from thosein California, and both are different from thosein Beeville,” she said. “For example, you have tobe careful about terms and language. Dependingon the geographical location, there is a strongpreference to be called Chicano, Latino orHispanic, and you get a negative reaction if youuse the wrong identifier in the wrong place.”

As she goes out to the CBC community,Espinoza is aware that the region has economicdisparities, too. The college serves very poor,rural sections but it also serves the Eagle FordShale region, which is booming because of its oiland gas industry.

“I came from an area in California whereunemployment was running 19-20 percent, andhere in Eagle Ford Shale they have help-wantedads in the windows,” she said. “These are good-paying jobs, but the employees work long andhard, which doesn’t allow much time for col-lege. So we are working with local employers totry and find pathways to education.”

The lure of bypassing college and goingdirectly into high-paying jobs is a challenge to

CBC’s enrollment, which dropped slightly thisyear. The college is making efforts to reach outto individuals and employers through openhouses and visits to companies as a means oftouting the advantages of CBC’s industrial tech-nology programs. In addition to oil and gas tech-nology, which include courses on petroleum rigsand drilling, CBC offers programs in airframeand powerplant, commercial driving licensure(CDL), safety training, machinist and welding.These are areas with high demand for employ-ees, but the jobs that are available also requiresafety training and knowledge of regulations.

With such divergent industries and popula-tions, the CBC service area offers unique chal-lenges in building the economy and meeting thelearning needs of its residents. Espinoza says sheis “totally committed” to helping CBC serve all ofits constituencies and hopes to have an impact onthe farmworker community. She serves as amodel to overturn the stereotypical perception offarmworkers that she has heard over the years.

“Farmworkers are labeled as hard workerswho don’t complain,” she said. “But they aremuch more than that. There is a lot of talent inthose fields, and we have to find a way to helpthat talent become realized.”

Like many community college presidents,Espinoza is feeling the budget crunch. Supportfrom the state of Texas has been dwindling. Itdropped another 3 percent last year and nowcovers only 35 percent of budget. Tuition andfees cover another 30 percent, and the restcomes from local taxes based on property valua-tions. Developing the 2012-13 CBC budget was atough process that included “a lot of red ink,”according to Espinoza. Most of the cuts camefrom eliminating part-time hours and askingemployees, including faculty, to accept extraresponsibilities.

It’s not an ideal situation for a president whohas just begun her tenure, but Espinoza remainsdetermined to see the college continue as theplace that nurtures, that encourages “the next gen-eration of learners and scholars.”

Those around her have begun to feel thedepth of her commitment and the ripple effectsof her leadership.

“Although Dr. Beatriz Espinoza’s exceptionalrange of experience is already making a tremen-dous impact on operations at Coastal BendCollege, it is her unwavering dedication to stu-dent success that is the most inspiring,” saidVelma Elizalde, dean of student services at CBC.“Every conversation is led with this focus. Andwith this type of passion and drive, it is inevitablethat students will succeed and that staff, led byher example, will be the driving force.”


Dr. Beatriz Espinoza surrounded by her family members


by Peggy Sands Orchowski

CALL A LOAN A LOAN, NOT FINANCIAL AID – Sen. Al Franken, D-Mass., can be sharp-tongued on issues he feels strongly about. One iscollege affordability. In a recent Senate hearing, he lambasted the doublespeak of financial aid “award” letters. “Financial aid is usual-ly not an award,” he said. “It’s not a grant, not a scholarship, not for free. Financial aid is usually a loan. A loan should be identifiedas a loan. And work-study is not study; it’s work. Work is work; a loan is a loan. Period.”

BILINGUAL CHILDREN: HANDICAPPED OR BRAINIER? – Seems education leaders can’t make up their minds about bilingual children. Many studies aboutespecially young Latinos in grade school note that a large proportion of them, usually immigrant children, speak another language at home. It is determined thatespecially the Spanish-speaking kids need years of special, often, isolated help when they get to public grade school in order to “keep up” – as if they are handi-capped by speaking a language other than English at home. Yet study after study shows the ease most children have in picking up the dominant language of thecountry when mainstreamed in school from the start. And in fact, bilingual children especially have the advantage over monolingual children in brain develop-ment and flexibility by learning to speak at least two languages. Some charter and expensive private schools are trying to duplicate that advantage by introducing acouple of hours of Spanish or Chinese instruction a week into their school curricula. American educators seem to be a bit confused about bilingualism.

VOTER FRAUD ENFORCEMENT LEFT UP TO VOTERS – There are two basic rules about voting in federal elections that everyonecan agree to: 1) only citizens might vote, and 2) every voter might only vote once. Voter fraud against these two principles

would mostly likely occur among noncitizen immigrants (both legal and illegal) and students who vote on campus inone state and by absentee ballot in another. Did it happen in 2008 and on Nov. 4? Months before the election,

graduate journalism students across the country, under the guidance of former Washington Post Editor LenDowney of Watergate fame (now at the Cronkite School of Journalism in Arizona), studied more than

2,000 cases of voter fraud that had been brought to the courts. Only 54 cases of noncitizens vot-ing in 2008 were prosecuted nationwide, one (recently) for double-state voting. The con-

clusion was that the dozens of contested voting ID laws instituted by 35 states to pre-vent voter fraud are a tempest in a teapot. But the study only looked at cases

brought to court. Downey confirmed there were no studies to determinehow citizenship status is validated during the registration process.

“The registration process nationwide is a mess,” he said.Checking citizenship of registrants is pretty much left up

to self-enforcement, it seems. “Noncitizens knowthat it is a felony if they vote; the penalties

are so great, the gain so little, why would anoncitizen risk it?” said Clarissa Martínez de Castroof La Raza at the National Press Club. “Polling stationsknow who are citizens in their area,” said one of the Arizonastudent reporters. “They can be very aggressive.” The number of pollwatchers greatly increased in the November elections and “could be asource of post-election turmoil,” warned Downey at a New Americas Foundationpresentation. As for students double voting, who knows? “There is no way at this pointof checking cross-state voting,” Downey said.

DEMS ARE WILD ABOUT DREAMERS! – In covering both the Republican and Democratic presidentialnomination conventions, one issue stood out in sharp contrast. DREAMers. Almost every Democratic speakerworked into his/her speech the idea of helping high school graduates who had entered the country illegally before the ageof 16. At just the mention of DREAMers, the packed arena audience would rise to its feet as one in wild cheers. The DemocraticParty platform includes it. Two DREAMers were featured as speakers. At the Republican convention, there was not one mention ofDREAMers that I heard. Why are Democrats so wild about DREAMers? Some say to pander to the Latino vote. Seemed to me that among allthe other controversial issues discussed, DREAMers was the one feel-good initiative (and the only immigration issue) the Democrats had.

SES DETERMINES POLITICAL PARTICIPATION, NOT PARTY AFFILIATION – Sometimes the obvious isn’t. At a September panel, “PoliticalVoice and American Democracy: Unequal and Undemocratic,” organized by the Brookings Institute, a left-of-center D.C. think tank,one predictable finding was reported: an American’s socioeconomic status determines political participation far more than ethnic orother identities. In other words, the more educated and wealthier demographic in the U.S. are more active politically. Duh! The not-so-obvious conclusion was more interesting: socioeconomic status does not correlate directly to political party affiliation. A recent reportby The Hill newspaper found that of the top 10 wealthiest members of Congress (multimillionaires), seven are Democrats.

Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva, Switzerland. She earned a doctor-ate in international educational administration from the University of California-Santa Barbara. She lives in Washington, D.C., where she was aneditor at Congressional Quarterly and now is a freelance journalist and columnist covering Congress and higher education.

UNCENSORED

UNCENSORED

by Frank DiMaria

Private InstitutionsPrivate Institutions

Drexel University – Constantine N. PapadakisThe highest-paid president in 2009 at private institutions was

Constantine Papadakis of Drexel University. His total compensation thatyear, according to The Chronicle, was $4.9 million. His base salary was$195,726, and he earned a bonus of $345,000. Much of the $4.9 millionhe was paid was listed as “other” pay in his compensation package.Drexel’s expenditures for 2009 totaled $704 million. Papadakis was presi-dent of Drexel for 13 years until his death in April of 2009. His 2009 com-pensation package was a 202 percent increase over his 2008 package.Most of Papadakis’ compensation came from life insurance and previouslyaccrued compensation paid to his widow.

Ten years earlier, 1999, Papadakis’ total compensation was $527,276,and the school’s operating budget was $237.5 million.

Johns Hopkins University – William R. BrodyThe second-most handsomely compensated private college president in

2009 was William R. Brody of Johns Hopkins. Brody earned a total com-pensation package worth $3.8 million. Like Papadakis, the majority ofBrody’s pay was listed as “other,” and his base salary was only $2,514.Brody, who stepped down as president on Jan. 2, 2009, was in that officefor 12 years. Two separate transactions upon his departure resulted in vir-tually all his taxable income. In 2008, his last full year as president,Brody’s compensation was $691,845, plus deferred compensation andbenefits. In 1999, Brody’s compensation package was worth $623,240,and the school’s operating budget was nearly $1.8 billion.

The university’s operating budget in 2009 was $4.2 billion. Brody’s2009 compensation package reflected a 349 percent increase over his pre-vious year’s package.

University of the Pacific – Donald V. DeRosaLike Papadakis and Brody, Donald V. DeRosa, president of University of

the Pacific, enjoyed a compensation package in 2009 that had increasedsubstantially over the previous year’s. DeRosa’s total compensation pack-age was 118 percent more in 2009 than in 2008, worth nearly $2.4 mil-lion. His base salary was $542,551, which itself was an increase of 21 per-cent over his 2008 base salary. DeRosa, who had been president for 14years, earned $510,267 in 2007 and $257,897 in 1999. The school’sexpenditure was $171.5 million.

Northwestern University – Henry S. BienenHenry Bienen became Northwestern University’s president in 1995 and

resigned in 2009. In his last year as president, Bienen earned a base salaryof nearly $1.9 million, an increase of 130 percent over his base pay in2008. His total compensation equaled $2.24 million, $125,584 of whichwas considered “other” pay. His 2009 total compensation reflected addi-tional pay as part of his retirement package. As an institution,Northwestern had total expenditures of $2 billion.

In 2008, Bienen earned total compensation of $930,090; in 1999,Bienen earned $435,520 and the school’s expenditures were $925 million.

Public SchoolsPublic Schools

Ohio State University – E. Gordon GeeE. Gordon Gee at Ohio State has the highest salary of any president or

chancellor of a public research university in the country, and he hasenjoyed that privilege for the past several years. In 2011, his base salarywas $814,157, he received a bonus of $296,786, and he had deferredcompensation of $881,278 for a total compensation package worth $1.9million. Ohio State had total expenditures of $4.2 billion in 2011.

PRESIDENTS ISSUE/REPORTS


Over the past two decades, the role of the college president, which carries deep and meaningful responsibilities, has become even more complex.Part fundraiser, part CEO, part politician and full-time leader, today’s college president has a full plate. For those lucky enough to land positions atAmerica’s top institutions, the financial rewards are significant.

The Chronicle of Higher Education surveyed 482 private colleges and universities with expenditures more than $50 million per year and gathered2009 data on their presidents’ salaries. The Chronicle also surveyed 190 public research institutions and gathered 2011 statistics on their presidents’salaries. This is what the Chronicle found.

The median total compensation at private schools was $385,909, up 2.2 percent from 2008. Median base pay of presidents at private schools was$294,489, up 2.8 percent from 2008. The median college expenditure for private schools in 2009 was $310.5 million.

At public schools, The Chronicle found that the median yearly salary for presidents and chancellors in 2011 was $421,395, up 2.9 percent over 2010’s$409,483 median salary. Base pay among presidents and chancellors at public institutions in 2011 was up 1.3 percent from 2010 – from $379,000 to $383,800.

Each president’s and chancellor’s compensation package is unique to that individual. The Hispanic Outlook in Higher Education Magazine took alook at the details of the four highest-paid presidents at private universities and the four highest paid at public universities. The Hispanic Outlook presentsthose details here. To offer perspective on these numbers, HO also compares those salaries to the salaries of presidents from the past at each university.

Salaries and CompensationPackages at the Top

Gee assumed the presidency at Ohio State in 2007. That year, his salarywas $1.34 million. Ohio State’s outgoing president at the time, Karen A.Holbrook, had earned $758,700 in the 2006-07 school year.

Texas A&M University System – Michael D. McKinneyThe second-highest-paid executive at public universities is the chancel-

lor of the Texas A&M University System, Michael D. McKinney. In 2011,McKinney earned total compensation equaling $1.96 million. His base paywas $444,847. He earned $683,000 in terminal pay (he left the president’soffice in June), and he was paid $688,500 in deferred compensation. TheTexas A&M system had $782.4 million in expenditures. McKinney served aschancellor for four years before leaving in June.

In 2004-05, A. Benton Cocanougher earned $300,000 as the system’sinterim chancellor.

Penn State University – Graham B. SpanierGraham B. Spanier, who was fired in December of 2011 amid the child

abuse scandal involving Jerry Sandusky, an assistant football coach, wasthe third-highest-paid president at a public research university in 2011.Spanier had a base pay of $660,002 and a total compensation of$1,068,763 in 2011. Spanier’s compensation package also included bonuspay of $200,000 and deferred compensation of $208,761. Penn State’sexpenditures were not available.

In 1999, Spanier earned $399,489 as president. He was Penn State’spresident for 16 years.

University of Kentucky – Lee T. Todd Jr.The fourth-highest-paid public university president in 2011 was Lee T.

Todd Jr. of the University of Kentucky. Todd earned $972,106 in total com-pensation and had a base pay of $511,050. Of his total compensation,$461,056 of it was bonus pay. Kentucky had expenditures of $2.1 billion in2011. Todd left the office in 2011 and had been president for 10 years. In2004-05, Todd earned $416,630.

Aside from attractive base salaries and bonuses, college presidents andchancellors typically enjoy provisions such as free housing, a company car,a travel budget and pension contributions. But large compensation pack-ages and attractive perks come with great responsibility. Judith Ramaley,who served as president at Winona State University, Portland State Universityand the University of Vermont, says that the leadership role of a collegepresident has changed since she took her first presidency 22 years ago. In1990, the presidential role was that of CEO, the individual who representedthe institution and was accountable to the primary constituencies. Today,although presidents still serve as CEOs, their leadership entails finding waysto tap into the experience, knowledge and the motivations of those whomake up the institution. “Their primary responsibility is the management ofchange, how the institution functions, its impact on the surrounding com-munity, on the ways it’s organized and offers its educational programs, howit addresses the problem of student access and success,” says Ramaley.

Shelly Hoffman, a spokesperson for Ohio State, says that in today’seconomy the university president must be innovative in finding newsources of revenue. In 2010, Gee, for example, raised $1.5 billion for OhioState in unusual ways. Trustees of Ohio State, for example, voted to allowprivate investors to lease and operate the school’s parking lots and garagesfor the next 50 years in exchange for a $483 million upfront payment.

Presidents must also motivate and get the best performance from theindividuals associated with the organization, such as faculty, administra-tion, staff, students and alumni. Their communities expect them to performat the highest level at all times, and they must lead the university throughprosperous times and through lean years. If their performance slips, or theperformance of their faculty, they can be ousted, and sometimes are oustedwith no reason given. Teresa Sullivan, president of the University ofVirginia, was removed earlier this year without a vote and without an initialexplanation. She was later reinstated.

All presidents serve at the pleasure of the school’s board of trustees.Dan Sullivan, president at Saint Lawrence College from 1996 to 2009 and at

Allegheny College from 1986 to 1996, says there has been a growing trendamong today’s boards of trustees to view the president’s performance withgreater scrutiny than ever before. Presidents’ compensation and job security arebased on a careful assessment of the achievement of a set of agreed-upon goals.Sullivan’s compensation in both his presidencies was based on a thoroughannual performance review. And every three years, the faculty, students, alumni,trustees and his senior staff evaluated his performance. “So the board set com-pensation in the context of an ongoing performance review,” says Sullivan.

Boards also pay closer attention to presidents’ social behavior today.Susan Martin, president of Eastern Michigan University, was reprimandedearlier this year by board of regents members for her behavior at an alum-


Judith Ramaley, past president of Winona State University, Portland State University and the University of Vermont

ni event and her use of alcohol. Ramaley likens the president’s public roleto the preacher’s son or daughter. “You have to be more pure in thoughtand deed than your classmates. The president is expected to behave withconfidence and appropriate decorum, with integrity, and with a consisten-cy of purpose that represents the institution well,” she says.

Sullivan calls the presidency a 24/7 job, one in which “you can get acall any time of the day or night with some sort of emergency to deal with.”The position of a college president at a liberal arts college is a fascinating,though relentless, job, he says. But he says he loved every minute of his 23years as president.

One of the perks that Sullivan did enjoy at Saint Lawrence and atAllegheny, both of which are located in relatively small towns, was living inthe president’s home on campus. That made him and his wife, who wasactive in fundraising and community relations, recognizable figures withinthose communities. “You’re very much in a fishbowl. But that should not besurprising to anyone who takes the job. It’s just the way it is,” says Sullivan.

Ramaley also has lived in the president’s home on campus. But she saysshe dared not fix any chronic problems, like leaky roofs or cracked foun-dations, until she was leaving the presidency for fear of being criticized forbeing ostentatious.

Over the past 20 years, institutions of higher education have beenunder enormous financial pressure. On the public side, schools haveendured a 25 percent decline in state support. Many have wooed individu-als from outside academe to run their institutions more like corporations.Today schools are looking for leaders with proven financial and fundrais-

ing experience and fresh approaches to managing financial challenges.The American Council on Education’s 2012 survey of presidents indi-

cates that after leveling off in previous years, the percentage of presidentsentering the presidency from outside higher education has increased. In2001, 15 percent of presidents’ immediate prior positions were outsideacademe. That number rose to 20 percent in 2011.

Anthony DeBruy, assistant vice chancellor of public affairs at theUniversity of Texas System, says that higher education institutions areengaged in an “arms race” to locate, entice and hire the most qualifiedand talented individuals to run their institutions. Dr. Francisco Cigarroa,the system’s chancellor, completed fellowships in pediatric surgery andtransplantation surgery at Johns Hopkins Hospital. Currently, he is the sev-enth-highest-paid president/chancellor in the nation with a 2011 compen-sation totaling $751,680. DeBruy points out that the Texas constitutionlimits the chancellor’s salary to $70,400. The balance of his salary is paidby private sources and the school’s endowment.

Those who come to presidencies the traditional route, through educa-tion, must bring a new skill set. Sullivan says they must be multidiscipli-nary, with a deep understanding of finance and management.

“A large percentage of traditional presidents who fail, in my opinion,do so because they have not taken the time to become multidisciplinary,”says Sullivan.


Dan Sullivan served as president at Saint Lawrence College from 1996 to 2009 and at Allegheny College from 1986 to 1996


Alma College Names García VP forEnrollment

Bob García has become vice president forenrollment at Alma College in Michigan.García, previouslydirector of admis-sions, came to Almaafter serving as anadmissions adminis-trator, includingsenior assistant direc-tor of admissions, atCentral MichiganUniversity (CMU) from2004 until 2010. García had been the videocoordinator for the CMU men’s basketballprogram, following a stint as producer,writer, editor and photojournalist for WWTV-WWUP-TV. He has a bachelor’s degree inbroadcasting with a minor in general busi-ness administration.

ACP President Receives 2012Hispanic Dental AssociationWomen’s Leadership Award

The American College of Prosthodontists(ACP) recently announced that its president,Lily T. García, D.D.S.,M.S., F.A.C.P., is receiv-ing the 2012 HispanicDental AssociationWomen’s LeadershipAward. García is thefirst female Hispanicpresident of theAmerican College ofProsthodontists. Shebegan her term as ACP president on Nov. 2,2011. “As a prosthodontist, I know that oralhealth is part of our overall well-being. To berecognized by the Hispanic Dental Associationis truly an honor,” said García, who is alsoprofessor and division head of advanced edu-cation and external affairs in the Departmentof Comprehensive Dentistry, University ofTexas Health Science Center San Antonio.

Fresno State Praises Orozco asBilingual Education Icon

Dr. Cecilio Orozco, a professor emeritusof literacy and early childhood educationat California StateUnivers i t y -Fresno ,died in September. Hewas 83. Orozco, anexpert on calendars ofthe ancient Maya andAztec cultures, taught in Chicano studies atwhat now is the Kremen School of Educationand Human Development at Fresno State,retiring in 2001. He joined the university fac-ulty in 1975, after receiving bachelor’s andmaster’s degrees from Northern ArizonaUniversity. He earned his doctorate from theUniversity of New Mexico. Fresno Stateremembers Orozco as “an icon amongMexican-American educators in Californiaand the United States” and “a man of wisdom,integrity and compassion for others.”

Saralegui Receives Ultimate LatinaAward at USHCC Convention

The United States Hispanic Chamber ofCommerce (USHCC) has honored talk-showhost, author, actor andentrepreneur CristinaSaralegui with the 2012Ultimate Latina Award.Saralegui accepted theaward in September atthe USHCC 33rd AnnualNational Convention inLos Angeles, Calif.Saralegui became edi-tor-in-chief of Cosmopolitan en Español in1979. She went on to become executive pro-ducer and host of her own highly rated TVtalk show, The Cristina Show, which ran for21 years on Univision. The show was herald-ed as the first of its kind, offering millions ofviewers an award-winning discussion plat-form in a television market lacking Spanish-language options. With 12 Emmys to hername, she is also the first Spanish-languagetelevision personality to receive a star on theHollywood Walk of Fame.

Rangel Participates in White FundLecture Series in Partnership withNECC

Community-based organizer Juan Rangellast month presented a White Fund Lecturetitled “Hispanics inAmerica: The NextSuccessful ImmigrantGroup,” in partnershipwith Northern EssexCommunity College inMassachusetts. Hispresentation looked atwhy he believesHispanics have thepotential to be the next successful immigrantgroup in America. In a recent article in theWall Street Journal, Rangel states, “Hispanicsmust be challenged to take full advantage ofAmerican possibilities through civic participa-tion and deep investment in family, neighbor-hoods, and education.” Rangel is chief execu-tive officer of the United NeighborhoodOrganization, metropolitan Chicago’s largestHispanic community-based organization.

CSUN Concert Honors Herrera’sContributions to California’sMexican-American/ChicanoCulture

Los Angeles, Calif.’s Ford Theatres this sum-mer celebrated the contributions of Mexican-American and Chicanoperforming artists toCalifornia’s richly diverseculture. California StateUniversity-NorthridgeChicana/o studies pro-fessor Fermín Herrerawas among those singledout, for his tirelessefforts to celebrate andpreserve the regional music of Mexican-Americans. Herrera, who is renowned as aharpist and whose group, Conjunto JarochoHueyapan, is known internationally, is one ofthe original faculty of the Department ofChicana/o Studies at Cal State Northridge.

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“Highly Qualified Teacher”Requirements Challenged by Alternative CertificationProponents by Peggy Sands Orchowski

Twothings that it seems almost everyone in Congress canagree on: a high-quality teacher can be one of the mostinfluential factors in student academic achievement, and

there is a serious shortage in America of such good teachers.So why then are some congressmen and educators now attacking the

“Highly Qualified Teacher” (HQT) requirements, instituted by Congress in2010 to ensure the training of good teachers throughout the United States?

“As a father of three young children, I’ve seen firsthand how positively kidsrespond when inspired and motivated by an exceptional teacher,” said Rep.Duncan Hunter Jr., R-Calif., chairman of the congressional Subcommittee onEarly Childhood, Elementary and Secondary Education. “Helping schoolsrecruit, hire and retain more effective teachers is a top priority.”

This session, his committee approved two pieces of legislation thatHunter claims will help schools identify the most talented teachers. But a“key pillar” in those proposals is a provision to eliminate the HQT require-ments. “HQT’s prescriptive requirements are outdated and widely criti-cized for placing undue emphasis on credentials and tenure, ultimatelyrestricting schools’ ability to hire the best teachers. Unless HQT require-ments are repealed, our neediest schools will be prevented from hiringteachers certified through alternative pathways,” Hunter said.

There are a wide variety of alternative teacher certification programsthroughout the country, offered by diverse educational institutions, includingprivate, for-profit, nonprofit and even corporate. On July 24, Hunter held alively committee hearing to discuss the value of alternative teacher certifi-cates that allow individuals of all ages with postsecondary degrees to earn ateaching certificate without having to go back to college and complete a tra-ditional teacher education program following the HQT requirements.

“There is no one-size-fits-all federal solution to help put effective teach-ers in the classroom,” said Hunter.

The vice president for education policy at the liberal Washington, D.C.,think tank the Center for American Progress agreed with Hunter.“Alternative certification programs are a promising strategy for increasingthe supply of effective teachers and teacher education reform,” Cynthia G.Brown said. “Teacher training policy must focus on teacher effectivenessmore than on qualifications. This is true for traditional teacher prepara-tion, where the great majority of American teachers are required to take aspecified set of education courses, complete a practice teaching compo-nent and pass an exam in order to obtain a certificate. Alternative certifica-tion, by contrast, generally targets college graduates, streamlines requiredcourses and focuses on intense practice teaching assignments.

Alternative teaching programs actually began in 1985 with the NewJersey provisional teacher program. By 2010, 45 states plus D.C. approvedsome type of alternate route and 21 percent of all teachers came fromsuch training programs. Now, with the increasing need for STEM (science,technology, engineering and math) teachers, some of America’s biggestcorporations are stepping up with programs to retrain their retiring high-tech employees who want to teach. A model is IBM’s “Transition to

Teaching” program, begun in 2006.“Our research shows that most IBMers, many with at least one degree in a

STEM field, volunteer in schools, often teaching hands-on science classes,” saidIBM’s Maura O. Banta, director of citizenship initiatives in education. “At thesame time, we are seeing a national decline in math, science and engineeringeducation and competency and the graying of the American labor force. Manylong-term IBM employees are already thinking about teaching as a secondcareer; others have the exact background and skills needed to strengthen STEMeducation in our schools, and we wanted to introduce them to the idea of teach-ing.” Out of these trends, the Transition to Teaching program was developed.

The program addresses three teacher training challenges that Bantaencourages education policy leaders to consider: a focus on only essentialpedagogic courses needed that meet developed standards; placement ofteaching candidates in supportive practice environments under qualifiedinstructors; and two-year mentoring peer support systems for new teachers.

Brown agreed with Banta that teaching programs need to be moreselective and targeted. But the director of one of the most successful publiccharter schools in New York City’s Harlem, one that uses a high percentageof alternative certified teachers, also urged the lifting of all artificial barri-ers for potential teachers, including HQT requirements. “Our experiencehas confirmed that HQT might in fact be inversely related with teacherquality on the whole,” Seth Andrew, founder and superintendent ofDemocracy Prep Public Schools, said passionately.

“We need to open the floodgates to potential teachers to make the processfar simpler for prospective educators and career-switchers to even be consid-ered for a teaching job,” beseeched Andrew. “If we were to have used a strictHQT or regular certification standards, we would have had to eliminate nearlytwo-thirds of the some 10,000 applicants we had for around 200 teachingpositions available in our district.” Instead, the schools employed résuméreviews, phone and in-person interviews, sample lessons, a feedback loopand reference checks to determine those qualified for candidate status.

Some of the participating congressmen at the hearing had other ques-tions. “Just pay our teachers more, and you’ll get better teachers,” saidBobby Scott, D-Va.

“Who should be responsible for the evaluation of a good teacher?”asked Virginia Foxx, R-N.C., chairperson of the Subcommittee on HigherEducation. “The state? The feds? The school principal? Maybe we shouldjust leave it to the second-graders; they know immediately,” the formerBoard of Education member laughed.

The lively hearing ended with the testimony of two Democracy Prep stu-dents who spoke enthusiastically about inspiration by their many alterna-tive certified teachers. “We would have missed so much if they couldn’thave been our teachers,” they said.

Of note was that almost all the congressional members who participated inthe hearing were women. Neither Congressmen Raúl Grijalva, D-Ariz., a mem-ber of both this education subcommittee and the Higher Ed subcom, nor RubénHinojosa, D-Texas, chairman of the latter, seemed to be present at the hearing.

PRESIDENTS ISSUE/REPORTS



Books about teachers are all toooften a combination of dull, ana-lytical and pompous. What

Teachers Make is funny and poignant.Teachers will love it as it speaks to thebest in teachers. Parents will smile,remembering a good experience inschool (whether that’s due to a teacherbeing good or a student being “bad”).Students will cringe, all the time wish-ing that all their teachers were andalways would be like the onesdescribed in the book. For teachers,this is a feel-good kind of book. Forcaring teachers, this is a repetition ofwhat they already know. For new teachers, it might be a high bar to reach.

Mali states that teachers are not and never should be parent substi-tutes, but he also recognizes that many children spend more time withteachers than they do with parents. What he doesn’t say is that students donot spend their time with the same teacher either in one day, one week, orfrom year to year.

This book is anecdotal: the smartest student I ever met, the best classI ever taught, surprise conversation with a parent, creative uses of tech-nology, taking advantage of the unexpected, preparing a lesson plan etc.,etc., etc. Mali’s attempt to use his own life and experience might be itsonly fault. Too soon, we learn that he attended an elite private non-coedschool where his middle school teachers had Ph.D.s. We also learn thathe taught at elite private non-coed schools, and even he admits that hewas fortunate that the elite private schools had sufficient computer equip-ment for each of his students to spend substantial time on a computer.This of course is not the norm, and some of the very eloquent, simple andfunny persuasion Mali does to convince the reader of the hardworkingvirtuous teacher is lost.

By the time the book ends, the teachers will remember themselves insimilar moments or use the fact they don’t teach in a private elite school asan excuse; parents will see his/her child in one of the stories or wishhis/her child could attend the kind of schools Mali writes about; andhopefully the student will smile remembering a pleasant moment and awonderful teacher in his/her educational experience, if not, he/shecan blame it on the fact that he/she attends public school.

Reviewed by Dr. Myrka A. González

What Teachers Make: In Praiseof the Greatest Job in the Worldby Taylor Mali224 pages. 2012. ISBN 978-0-399-15854-4. $19.95, cloth. PutnamAdult, www.penguin.com.

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In the Shadow of Al-AndalusBy Victor Hernández Cruz

These poems are about the rich history and broad influ-ence of Islam in Spain and beyond, and show the connectionsbetween places as diverse as Puerto Rican villages, the streetsof New York, and the beaches of Morocco. A finalist for theLenore Marshall and Griffin poetry prizes, Victor HernándezCruz is the author of several collections of poetry, including

Maraca and The Mountain in the Sea. Born in Puerto Rico, Hernández Cruznow divides his time between Morocco, Puerto Rico and the United States.

2011. 140 pages. ISBN: 978-1-56689-277-3. $16.00 paper. CoffeeHouse Press (510) 524-1668. www.coffeehousepress.org.

The Darkened TempleBy Mari L’Esperance

In this book of poetry, Mari L’Esperance writes, “Longingitself is nothing but the heart’s open spaces.” And in theopen spaces at the heart of these poems is a mother whohas disappeared. In a world of war and displacement, ill-ness of the mind and body, imprisonment and violence bothhistorical and personal, the poet leads her readers through

a landscape of loss and the pain associated with it. The author drawsreaders into the interaction between articulation and silence – and finallyoffers a vision of redemption.

2008. 100 pages. ISBN: 978-0-8032-1847-5. $ 16.95 paper.University of Nebraska Press, (800) 755-1105. www.unp.unl.edu

Red Medicine: Traditional Indigenous Rites of Birthingand Healing

By Patrisia Gonzales

“Red Medicine” is described by the author as a systemof healing that includes birthing practices, dreaming andpurification rites to re-establish personal and social equi-librium. Gonzales combines her experience as an herbalistand traditional birth attendant with in-depth research intooral traditions, storytelling and the meanings of symbols to

uncover how Indigenous knowledge endures over time. And she showshow this knowledge is now being reclaimed by Chicanos, Mexican-Americans and Mexican Indigenous peoples. Gonzales links pre-Columbian thought to contemporary healing practices.

2012. 304 pages. ISBN: 978-0-8165-2956-8. $35.00 paper. Universityof Arizona Press, (520) 621-3920. www.uapress.arizona.edu.

U.S. Army Promotes EducationThrough Partnerships with LeadingLatino Organizations

ALEXANDRIA, Va.

The U.S. Army recently joined the nationin recognizing Hispanic Heritage Month(Sept. 15 to Oct. 15) by highlighting the edu-cational, leadership and career opportunitiesit provides for Hispanic youth. The Armypartnered with key Latino organizations tohelp develop the next generation of leaders –either for military or civilian careers – with aparticular focus on science, technology, engi-neering and mathematics (STEM). Thesepartnerships included the Army’s support ofprograms and events hosted by the Universityof Texas-Pan American, New Futuro, LULACNational Education Service Centers, theHispanic Association of Colleges andUniversities, and Great Minds in STEM.Hispanics currently represent nearly 24

percent of all K-12 public school students

and are the largest minority group amongthe nation’s four-year college and universitystudents. However, a recent report by theU.S. Department of Education highlights thatHispanic youth are far more likely to dropout of high school than other groups, andLatino students who make it to college arefar less likely to graduate than students ofother ethnicities.Because of this disparity, the Army has

renewed its commitment to work withnational and local Hispanic organizations tonarrow the education gap by ensuring stu-dents, teachers and parents are aware of theresources and benefits the Army provides tosupport academic success. These resourcesinclude the free March2Success program,which prepares students for college admis-sions exams, and the merit-based ArmyROTC scholarship and leadership develop-ment program, which provides students withthe financial means to complete college, aswell as the skills to succeed after graduation.“The U.S. Army has a longstanding com-

mitment to educating our nation’s youth andensuring they receive the tools and trainingneeded to succeed in their chosen field,”said John Myers, director of marketing,Army Marketing and Research Group. “Byforming partnerships with these importantorganizations, we are able to help thou-sands of students reach their academic andcareer goals, and in doing so, help strength-en our communities and our nation.”The Army highlighted its benefits, as well as

the more than 150 career opportunities avail-able within the Army, at events that took placeacross the country recently, including: HispanicEngineering, Science and Technology (HES-TEC) Week (Sept. 23-29), in Edinburg, Texas;New Futuro “Brighter Future” Program inPasadena, Calif.; LULAC National EducationalService Centers (LNESC) Washington YouthLeadership Seminar in Washington D.C.; GreatMinds in STEM HENAAC Conference inOrlando, Fla.; and Hispanic Association ofColleges and Universities (HACU) NationalConference in Washington, D.C.

Friends of the American LatinoMuseum Call on Congress to Passthe Bipartisan SmithsonianAmerican Latino Museum Act

WASHINGTON, D.C.

In September, the Friends of theAmerican Latino Museum (FRIENDS), a501(c)(3) created to push forward theAmerican Latino Museum initiative, hostedits annual reception in conjunction with theCongressional Hispanic Caucus Institute’s(CHCI) 2012 Public Policy Conference. Withsponsorship from Time Warner Cable, AARP,

and CHCI, FRIENDS gathered board mem-bers, congressional leaders, administrationofficials, policymakers and museum sup-porters to discuss the museum’s legislativeprogress and FRIENDS community engage-ment efforts.Legislation to designate a location for the

museum on the National Mall, theSmithsonian American Latino Museum Act,is still pending in Congress, yet grass-rootssupport has remained strong and continuesto build steadily. Through a combined effortof social media and direct communityengagement, FRIENDS has amassed a base ofmore than 300,000 fans, followers and sup-

porters of the cause, including more than 50members of the House and Senate, fromboth parties, who support the museum ini-tiative. The House and Senate list will be afocus for the remainder of the year, with thegoal of recruiting 100 members of Congress.FRIENDS used the event to call

Washington’s political leaders to action.Says the group: Passing the SmithsonianAmerican Latino Museum Act would desig-nate space along the National Mall to theproject and create a landmark to the cultureand to the contributions of the Latino com-munity to founding and strengthening ournation.

The Hispanic Outlook In Higher Education www.hispanicoutlook.com November 12, 2012


American Heart Association OffersScholarships to Multicultural Women

DALLAS, Texas

Tuition hikes at colleges and universitiesacross the nation are putting the squeeze onmany young people and forcing families tofind new ways to pay for higher educationor consider forgoing college altogether. Inan effort to ease the burden to students dur-ing these rough economic times andincrease the number of underrepresentedminorities in medicine, the American Heart

Association’s Go Red For Women andMacy’s, its national sponsor, offer the GoRed Multicultural Scholarship Fund.Sixteen $2,500 national scholarships are

being offered for a second year to multicultur-al women pursuing higher education in healthcare. As part of its Go Red For Women move-ment, the association strives to expand thepipeline of much-needed diverse nursing andmedical students and address important gapsin treatment that can lead to heart health dis-parities. Deadline for entry is Nov. 30, 2012.“The recruitment of talented diverse

young women into the health care field is a

critical step in the delivery of quality, cultur-ally sensitive patient-centered care. In thesechallenging economic times, the Go RedMulticultural Scholarship Fund will helpensure the continued success of a diversegroup of young women in their health careeducation journey,” said Dr. Jennifer Mieres,senior vice president, Office of Communityand Public Health, chief diversity and inclu-sion officer for North Shore – LIJ HealthSystem and American Heart Association GoRed For Women spokesperson.For more information, visit

GoRedForWomen.org/GoRedScholarship.

Education Trust: Colleges TakingResponsibility for Student SuccessAre Increasing Graduation Ratesand Closing Gaps for African-American, Latino Students

WASHINGTON, D.C.

Nationwide, college graduation rates are fartoo low, particularly among students of color, afast-growing demographic in America. But tworeports released recently by the EducationTrust show that it doesn’t have to be that way.

Advancing to Completion: Increasingdegree attainment by improving graduationrates and closing gaps for African-Americanstudents and Advancing to Completion:Increasing degree attainment by improvinggraduation rates and closing gaps forHispanic students spotlight colleges of alltypes that are producing better results byimproving graduation rates and/or narrowingthe graduation-rate gaps on their campuses.“Colleges must do more to ensure success

for all students, particularly the growing

number of Black and Latino students in ourcountry. Thankfully, some institutions areshowing us that the status quo is notinevitable,” said José Cruz, vice president forhigher education policy and practice at theEducation Trust. “The lessons are clear: Whatinstitutions of higher education do – anddon’t do – for students directly and powerful-ly impacts student success. The schools we’veidentified provide vivid signposts on the roadto boosting graduation rates at colleges anduniversities across the country.”By 2018, this nation is projected to need

22 million more college-educated workers;and by that time, more than half of jobs areprojected to require a postsecondarydegree. Using trend data from CollegeResults Online – a unique Web-based toolthat allows users to examine importantinformation like graduation rates by race,ethnicity and gender for four-year collegesacross the country – these two studies high-light institutions that are improving out-comes for students of color.At Virginia Commonwealth University, the

graduation rate for African-American stu-dents has improved by more than 15 per-centage points since 2004; for Hispanic stu-dents, the rate has increased by more than 22percentage points over the same time period.Texas Tech University serves a growing

Hispanic population, now about 14 percentof its student body; however, its graduationrates have also increased by more than 18percentage points since 2004.At Stony Brook University (N.Y.), a 2004

gap of more than 11 percentage pointsbetween the outcomes for Hispanic andWhite students is now closed.The University of Southern California has

improved outcomes among students ofcolor; now, the campus no longer has gapsin graduation rates between either Latino orBlack students and their White classmates.“These institutions are increasing their

success rates among students of color with-out becoming more exclusive and servingfewer of these students,” said Mary Nguyen,higher education research and policy ana-lyst at the Education Trust.

The Hispanic Outlook In Higher Education www.hispanicoutlook.com November 12, 2012



NORTHERNNew MexicoCollegeA QUALITY EDUCATION WITH AN EMPHASISON CULTURE AND DIVERSITY

NORTHERN New Mexico College921 Paseo de Oñate, Española, NM 87532 505 747.2100

Photos by John T. Denne

First Hispanic-Serving Institution in the U.S.

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President Ricardo R. Fernández, the students, Faculty, and Staff of Lehman College

Celebrate

Hispanic Achievement in Higher Education

CUNY’s only senior college in the Bronx, Lehman College enrolls more than 12,000 students and offers over 100 under-graduate and graduate degree programs, including the borough’s only graduate programs in educational leadership, pub-lic health, and social work. The College has a dual-degree program with Sungshin Women’s University in South Korea as well as nursing programs both with Sungshin and institutions in Ireland and Antigua. U.S. News & World Report has rated Lehman College as a Tier 1 and Top 50 Public College for Regional Universities (Northeast) for the last three years.

Lehman is home to the CUNY doctoral program in plant science and has a long-standing collaboration with the New York Botanical Garden. Beginning in the Spring 2013 semester, students will study in the new $70 million Science Hall, the

Multimedia Center, which is the most advanced academic facility of its kind in the region, and a new Child Care Facility to serve the day care and educational needs of students with young children.


TheUniversity of South Florida System is a high-impact,global research system dedicated to student success. TheUSF System includes three institutions: USF Tampa;

USF St. Petersburg; and USF Sarasota-Manatee. The institutions areseparately accredited by the Commission on Colleges of the SouthernAssociation of Colleges and Schools. All institutions have distinct missionsand strategic plans. Serving more than 47,000 students, the USF System hasan annual budget of $1.5 billion and an annual economic impact of $3.7billion. USF is a member of the Big East Athletic Conference.

Administrative and Executive Positions:Director of Housing Facilities (Student Affairs)Director of Marketing-New Media (Athletics)Sr. Director of Development-COB (Foundation)Director of Counseling Center (Student Affairs)Assistant Vice President-Dean (Student Affairs)

Director of the Center for Student Involvement (Student Affairs)

Faculty Positions:College of Arts and Sciences College of Education

Assistant Professor (22) Assistant/AssociateProfessor (1)Assistant/Associate Professor (2) Assistant Professor (3)Associate/Full Professor (3) Dean (1)Assistant/Associate/Full Professor (1)

College of Business College of Engineering

Assistant Professor (3) Open Rank (Full Professor) (1)

Associate/Full Professor (1) Assistant Professor (3)

Assistant/Associate Professor (1)

College of Arts St. Petersburg CampusAssistant/Associate Professor (1) Regional Chancellor (1)

Assistant Professor (3)

College of Public Health Sarasota Campus

Assistant Professor (1) Assistant Professor (1)

Assistant/Associate Professor (1)

College of Medicine College of NursingAssistant/Associate Professor (3) Nursing Faculty (2)Assistant Professor (9)Professor (1)

College of Behavioral & Community Science

Assistant Professor (1)Professor (1)

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

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

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

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

(3) callUSF job line at 813.974.2879.

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

committed to excellence through diversity in education and employment.

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

S A N A N T O N I O R I O G R A N D E V A L L E Y


Southern Connecticut State University

TENURE-TRACK FACULTY POSITIONSEffective Fall 2013

Located in historic New Haven, a city rich in art and culture, Southern Connecticut State University is an intentionally diverse and comprehensive institutioncommitted to academic excellence, access, social justice, and service for the public good.The University invites applications from individuals who believe in the mission of public higher education in urban/metropolitan settings and are committed toexcellence in both teaching and scholarship/creative activity. Successful candidates will be collegial, student-centered, experts in their fields of study, and adept inthe use of technology and varied pedagogies in the classroom.The University enrolls more than 11,100 students in 59 undergraduate and 45 graduate degree programs. Offering degrees primarily at the Bachelor’s and Master’slevels, Southern also offers a sixth year diploma and two doctoral degree programs. Southern is the flagship of graduate education in the Connecticut State Collegesand University System and an institution of choice among undergraduates in the state.

ARTS & SCIENCESAnthropology Archaeology - search #13-013 AssistantBiology Biological Science - search #13-010 AssistantChemistry Chemical Genomics - search #13-026 AssistantCommunication Advertising & Promotions - search #13-020 AssistantCommunication Generalist - search #13-021 AssistantComputer Science Networks, Security - search #13-025 AssistantEnglish Composition - search #13-014 Assistant/AssociateEnglish Postcolonial Literature - search #13-016 AssistantEnglish Secondary Education - search #13-015 AssistantHistory Modern Latin American History - search #13-011 AssistantHistory Sub-Saharan African History - search #13-012 AssistantMathematics Statistics - search #13-018 AssistantMathematics Statistics - search #13-019 Assistant/AssociatePhilosophy Biomedical, Genetic Engineering

or Applied Ethics - search #13-027 Assistant/Associate

Physics Bio-Physics or Bio-Nanotechnology, High-Resolution Assistant/AssociateImaging of Biomaterials - search #13-023

Psychology Industrial/Organizational Psychology - search #13-024 AssistantTheatre Technical Direction, Production Management and

Teaching - search #13-022 AssistantWorld Languages & Literatures Foreign Language Certification - search #13-017 Assistant

BUSINESSAccounting Intermediate Accounting and/or Taxation - two positions Rank Open

(one is immediate hire - Spring 2013 - search #12-096)(the other - Fall 2013 - search #13-001)

Economics/Finance Economics - search #13-002 Assistant/AssociateManagement/MIS Management/MIS - two searches #13-003A & 13-003B Rank OpenMarketing Marketing Mgmt., Marketing Strategy, Customer

Relationship Management - search #13-004 Assistant/Associate

EDUCATIONCounseling & School Psych. School Psychology - search #13-033 Assistant/AssociateEducational Leadership Educational Leadership & Policy Studies - search #13-030 Assistant/AssociateElementary Education Elementary Education - search #13-032 Assistant/AssociateExercise Science Pedagogy/General Exercise Science - search #13-031 AssistantSpecial Education Reading - search #13-028 Assistant/AssociateSpecial Education Emotional and Behavioral Disorders and/or Autism

Spectrum Disorders - search #13-029 Assistant/Associate

HEALTH & HUMAN SERVICESCommunications Disorders Dysphagia, Motor Speech Disorders, or Neurogenic Assistant/Associate

Communication Disorders - search #13-005Communications Disorders Augmentative/Alternative Communication, Voice Assistant/Associate

Disorders, and Fluency Disorders - search #13-006Nursing Family Nurse Practitioner Education - search #13-007 Assistant/AssociateNursing Nursing Education - two searches #13-008A & 13-008B Assistant/Associate

Rank dependent upon appropriate experience and qualifications.Note: A detailed description of all faculty positions and required application materials can be found on the Southern Connecticut State University website:

http://www.southernct.edu/employment/Job_Openings/All applications should be sent to the appropriate search committee chair at the following address:

Southern Connecticut State University, 501 Crescent Street, New Haven, CT 06515All positions are contingent upon the availability of resources and needs of our students.

SCSU is an Affirmative Action/Equal Employment Opportunity employer. The University seeks to enhance the diversity of its faculty and staff. People of color, women and persons with disabilities are strongly encouraged to apply.


Salve Regina University, ranked among the bestinstitutions of higher education in the UnitedStates by U.S. News & World Report, is seekingapplicants for faculty positions for September2013.ACatholic Liberal Arts University foundedby the Sisters of Mercy and located in scenicNewport, Rhode Island, Salve Regina offerschallenging academic programs in a highlysupportive environment and an innovative corecurriculum that provides students with a solidfoundation and broad perspective. The historic,75-acre campus enrolls approximately 2,500 menand women and offers associate, baccalaureate,and master’s degrees, the Certificate ofAdvanced Graduate Study, and the Ph.D. inHumanities. Its mission stresses preparation forresponsible citizenship through the pursuit ofwisdom and the promotion of universal justice.

Tenure-track faculty positions in thefollowing disciplines are available for

September 2013.Assistant Professor of Philosophy

Assistant Professor of Mathematical Sciences

Assistant or Associate Professor of Theatre

Assistant or Associate Professorof Cultural & Historic Preservation

Assistant or Associate Professor of English

Assistant Professor of Nursing

Assistant Professor of Holistic Counseling

Assistant or Associate Professorof Physical Chemistry

Assistant Professor of Psychology (2 Positions)

The standard teaching load is 3/4, although it canvary by discipline.

The University offers generous professionaldevelopment opportunities and benefits to eligibleemployees including: health and dental coverage,life insurance, long-term disability, 403B plan,tuition benefits and more.

Salve Regina University is an EqualOpportunity/ Affirmative Action employer.The University actively seeks diversity

among its employees.

For Additional information, and to apply online,please view our Web site at

http://www.salve.edu/offices/hr/employment.cfm

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

PRESIDENT

The Mississippi Board of Trustees of State Institutions of Higher Learning is conducting a nationwidesearch for President of the University of Southern Mississippi. Founded in 1910, The University ofSouthern Mississippi is a comprehensive doctoral and research-driven university with a proud historyand a promising future. In just 100 years, Southern Miss has grown from a small teachers’ collegeinto a premier research university. The values of Southern Miss are to lead with academic excellenceby conducting innovative research, providing cultural enrichment, creating economic developmentopportunities, building healthier communities, and contributing to an understanding of globalnetworking.

The Board of Trustees invites letters of nomination, applications (letter of interest, complete CV, andreferences) or expressions of interest to be submitted to the search firm assisting the Board.Confidential review of materials will begin immediately and continue until the appointment is made.It is preferred, however, that all nominations and applications be submitted prior to December 14,2012. For a complete position description, refer to Current Opportunities on www.parkersearch.com.

Laurie C. Wilder, Executive Vice President & Managing DirectorPorsha L. Williams, Principal

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

USM is an AA/EOE Employer

• A Universe of Black HolesTamara Bogdanovic, Elena Gallo, Lucio Mayer,Marta Volonteri*July 1, 2013 - September 20, 2013

• New Quantitative Approaches to MorphogenesisThomas Lecuit, Ewa Paluch, Joel Rothman,Boris Shraiman*July 22, 2013 - August 30, 2013

• Fluid-Mediated ParticleTransport inGeophysical FlowsJames Jenkins, Ben Kneller, Eckart Meiburg,Alexandre Valance*September 23, 2013 - December 20, 2013

• Spintronics: Progress in Theory, Materials, and DevicesLeon Balents, Gerrit Bauer, Allan MacDonald,Yaroslav Tserkovnyak*September 30, 2013 - December 20, 2013

• Active Matter: Cytoskeleton, Cells, Tissues and FlocksIain Couzin, M. Cristina Marchetti, Sriram Ramaswamy,Christoph Schmidt*January 6, 2014 - May 16, 2014

• NewMethods inNonperturbativeQuantumFieldTheoryKen Intriligator, Anton Kapustin, Zohar Komargodski,Joe Polchinski, Slava Rychkov*January 6, 2014 - April 11, 2014

• Neurophysics of Space, Time and LearningMayank Mehta, Peter Latham, Kechen Zhang*January 27, 2014 - March 7, 2014

• Wave-Flow Interaction in Geophysics, Climate,Astrophysics, and PlasmasJames Cho, Patrick Diamond, Brad Marston, Steve Tobias*March 24, 2014 - June 20, 2014

• Gravity’s Loyal Opposition: The Physics of StarFormation FeedbackNorman Murray, Eve Ostriker, Romain Teyssier*April 14, 2014 - July 3, 2014

• ParticlegenesisStefano Profumo, Michael Ramsey-Musolf,Antonio Riotto, Carlos Wagner*May 19, 2014 - June 27, 2014

Physicists wishing to participate in any of the Institute’sactivities should apply through our web page athttp://www.kitp.ucsb.edu or write to:

Professor Lars Bildsten, DirectorKavli Institute for Theoretical PhysicsUniversity of CaliforniaSanta Barbara, CA 93106-4030

The Institute has a small number of openings for less thanone year for general visitors not attached to the above-listed programs.

The Institute invites suggestions either for short programs(3 months) or long programs (5-6 months) for the years2014-2015 and later.

*Coordinators

KAVLI INSTITUTE FOR THEORETICAL PHYSICS

Future Programs

During the years 2013/2014, the Kavli Institute for Theoretical Physics will conduct research programs in the following areas:

The University of California, Santa Barbara, is an equal opportunity/affirmative action employer.


MONTCLAIR STATE UNIVERSITY Openings - Fall 2013

With its proud history and vibrant future, Montclair State University is one of New Jersey’s most diverse and dynamic institutions of higher education.

Montclair State combines the advantages of a large university -- a comprehensive undergraduate curriculum with a global focus, superior graduate programs through the doctoral level, state-of-the-art facilities, and a talented, diverse faculty and student body -- with the small classes and personalized attention of a small college.

Located 14 miles west of New York City, the University’s beautiful 250-acre suburban campus is home to six colleges and schools. Together they offer more than 300 undergraduate and graduate majors, minors, concentrations, and certificate programs. More than 120 student organizations, 17 Division III varsity sports for men and women, and numerous mentoring and hands-on learning opportunities support exceptional academics for a total college experience.

Additional information can be found on the MSU website at www.montclair.edu.

All positions are Assistant Professor, tenure track, unless otherwise noted and are subject to available funding. *Selected appointments negotiable to higher rank depending on qualifications.

Screening begins immediately and continues until position is filled. Include three letters of recommendation for all positions.

For more information, go to our website at www.montclair.edu/HR/jobs

COLLEGE OF THE ARTSCandidates are expected to develop an on-going artistic/scholarly agenda.

Art and Design – Two positions. (V-F1) Graphic Design. Teach intermediate and advanced level courses, with strong emphasis on communication theory and graphic design practice. Must be fluent in digital tools and incorporate new and emerging technologies relevant to the field. MFA or equivalent terminal degree in graphic design, professional work (published design work, exhibitions, published writing, presentations) and college teaching required. Expertise with the Macintosh computer and applicable design software is essential. (V-F2) Animation/Illustration. Teach 2D and/or 3D animation. Expert knowledge of Maya software is required. Major responsibilities include teaching, advising and committee participation. Candidates must have an MFA in animation or a related field with teaching experience at the college or equivalent level. Candidates must have a strong background in contemporary 2D and 3D animation and a history of professional excellence including an exceptional portfolio of personal and professional work.

Cali School of Music (V-F3) Music Technology. Assistant or Associate Professor rank. Teach courses in graduate and undergraduate music technology and music education curriculum while developing and supporting new strategies for music technology programs and curricula. He/she will be responsible for supporting the increasing use of music technologies in the field and in the classroom within the John J. Cali School of Music. Other secondary areas of specialization may include instrumental music (brass, woodwinds, strings, or percussion), choral/vocal music. He/she should be conversant with technological issues involving majors in performance, music education, music therapy, composition, and jazz. Doctorate in music technology or relevant field with at least four years of

public-school teaching experience. Higher education experience preferred; potential for strong leadership in the technology and education communities; commitment to research, teaching and supervision; demonstrate advanced knowledge in current music technology.

Communication Studies – Two positions. *(V-F4) Filmmaking. Associate or Full Professor rank. Teach undergraduate courses in a newly redesigned filmmaking BFA program that emphasizes narrative. The program resides within the new School of Communication and Media and boasts 170 majors. Responsibilities include academic advisement, internship supervision, student worker supervision, course planning, and the hiring and supervision of adjunct professors. MFA in Film or related field required; evidence of teaching excellence and a strong record indicating commitment to creative activities. (V-F5) Public Relations/Organizational Communication. Teach core courses and PR and Organizational concentration courses at the undergraduate and graduate levels. PhD in Public Relations or Organizational Communication with evidence of teaching excellence, and a strong record indicating commitment to research, teaching, and service. The position requires grounding in ethnographic theory and practice. Additional expertise in one or more of the following: leadership, collaboration, conflict, cultural diversity, organizational assessment, organizational identity, crisis communication, change management, media applications, and/or globalization.

Theatre and Dance. (V-F31) Dance Technique. Serve as instructor in the Dance Division. Teach courses in modern dance technique, dance technology and choreography, participate in choreographic and other creative work, and will also take on departmental administrative duties. Qualifications include demonstrated teaching ability and professional experience in contemporary dance and use of technology in the classroom, and in choreography. MFA degree in dance or professional experience with credentials required.

For a comprehensive description on these positions, please contact Dr. Ronald Sharps ([email protected]), Associate Dean, College of the Arts.

COLLEGE OF EDUCATION AND HUMAN SERVICESThe College of Education and Human Services is committed to student and faculty diversity and values the educational benefits that derive from such diversity. We are seeking candidates who demonstrate the ability to work collaboratively in and with socially, culturally, and economically diverse communities; have a commitment to education for social justice, democratic practice, and critical thinking; and are interested in addressing issues of diversity in research, teaching, and curriculum development.

All candidates must demonstrate a well-defined research agenda and evidence of scholarly activities. Faculty members are expected to participate in department, college, and university committees and activities; contribute to assessment and accreditation processes; advise students; and be adept at the emerging uses of instructional technology.

Counseling and Educational Leadership. (V-F26) Educational Leadership. Responsibilities: Teach a range of graduate courses for prospective leaders and supervisors with an emphasis on instructional leadership, using data in decision-making, and developing professional learning communities, as well as contributing to the vision and growth of the program and department. Required qualifications: Earned doctorate in Educational Leadership or related field; demonstrated potential for or evidence of excellence in teaching; willingness to develop curriculum and teach online courses. Preferred qualifications: Experience as an educational leader; expertise in supervision,


curriculum development, finance, and/or school/district leadership.

Early Childhood, Elementary and Literacy Education. *(V-F6) Special Education. Open rank. Responsibilities: Teach a range of undergraduate and graduate courses for elementary teacher candidates with an emphasis on teaching students with disabilities, mentoring/supervising teacher candidates in the field, building strong partnerships with schools and communities; contribute to the vision and growth of the department; possibly coordinate graduate programs in inclusive education/special education; and possibly serve as a faculty member in the EdD program in Teacher Education and Teacher Development. Required qualifications: Earned doctorate in Elementary Education, Special Education, Early Childhood Education, Curriculum and Teaching, or related field, with a strong emphasis on elementary inclusion/special education and successful teaching at the elementary level or equivalent. Preferred qualifications: Expertise in teaching English language learners, literacy education, disability studies in education, urban education, on-line teaching, or assessment methods and experience with doctoral-level teaching and advising.

Family and Child Studies. (V-F7) Child Development. Responsibilities: Teach and advise students in a range of undergraduate and graduate courses in Family and Child Studies and participate in curriculum development. Required qualifications: Earned doctorate in Family and Child Studies or closely related area. Preferred qualifications: College-level teaching experience; research and expertise in gerontology, family policy, family relations, and/or child/youth development.

Health and Nutrition Sciences. (V-F8) Nutrition and Dietetics. Responsibilities: Research, curriculum development, and teaching undergraduate and graduate courses in Nutrition and Food Science. Required qualifications: Earned doctorate in Nutrition, Dietetics, or related field, with interest and expertise in nutrition- and food-related approaches to chronic disease prevention, including obesity and weight management, and in health care systems. Preferred qualifications: Status as a registered dietitian and a commitment to the nutrition care process.

Secondary and Special Education. *(V-F9) Special Education. Open rank. Responsibilities: Teach, mentor, and advise undergraduate and graduate students in dual-certification teacher education programs and in a Learning Disabilities Teacher-Consultant (educational diagnostician) program; build strong partnerships with schools, school faculty, and communities; contribute to a department with a strong vision and innovative programs in special education and inclusion; and work closely with public schools through the Center of Pedagogy and the Montclair State University Network for Educational Renewal. Required qualifications: Earned doctorate in Special Education or related discipline; expertise and experience in inclusive education; successful K-12 school teaching experience; and expertise in research-based practice for preparing quality professionals to teach students with mild/moderate disabilities. Preferred qualifications: Experience in middle/secondary school special education; understanding of innovative initiatives in special education, such as new theories of disability and RTI (Response to Intervention); ability to translate these into practice; and post-secondary teaching experience.

For more information about these positions, please contact Dr. Tamara Lucas ([email protected]), Associate Dean, College of Education and Human Services.

COLLEGE OF HUMANITIES AND SOCIAL SCIENCESDemonstrated success or strong potential in research, teaching, and scholarship is required for all tenure track positions.

Experience in grant seeking/writing to support research and related activities, and willingness to provide service

to the department, University, and the larger professional community are expected. Doctoral degree completion expected by August 2012.

Include C.V., letter of interest, names, phone numbers and e-mail addresses of four references.

Communication Sciences and Disorders – Two positions. *(V-F10) Audiology. Associate or Professor rank. Responsibilities include teaching, research and mentoring of student research and teaching. Expertise in pediatrics, amplification, auditory brainstem testing, and/or vestibular testing is highly desirable. A documented record of scholarship and a record of excellence in teaching is preferred. Grant seeking is expected. Earned research doctoral degree in Audiology required. CCC-A and eligibility for NJ State licensure are preferred. (V-F27) Speech-Language Pathology. Assistant or Associate Professor rank. Expertise in dysphagia, fluency disorders, augmentative and alternative communication, or cleft palate and craniofacial anomalies is highly desirable; CCC-SLP and eligibility for NJ State Licensure preferred. Responsibilities include teaching, research and service. Candidate should have a documented record of scholarship and excellence in teaching. Earned research doctoral degree in Speech-Language Pathology or related area is required. CCC-SLP and New Jersey State Licensure in SLP or eligibility for license preferred.

English – Two positions. (V-F11)English Education. Assistant Professor rank. Scholarship and teaching strengths in English Education; also secondary in other related areas. Student advising and program support. Required: Three years public school teaching experience; PhD/EdD by 9/1/13; English education scholarship. (V-F12) Shakespeare/Early Modern English Drama. Assistant Professor rank. Teach Shakespearean and other Early Modern English Drama in its social, political, cultural, and intellectual contexts, and also non-specialized courses such as literary and cultural theory and surveys of British literature; strong promise or demonstrated excellence in scholarly publication. Record of successful teaching in a diverse, multi-ethnic environment and service an advantage. PhD by 9/1/13 required.

Justice Studies. (V-F18) General Criminology. Assistant Professor rank. Specialist in criminology/criminal justice. Candidates should be able to teach Criminology, Introduction to Criminal Justice, Research Methods, Statistics, and/or Justice Theory at the undergraduate level. The successful candidate should have the skills and willingness to reach across discipline boundaries. PhD or PhD/JD in criminology, criminal justice or a related field at the time of appointment.

Linguistics. *(V-F13) General Linguistics. Responsibilities include undergraduate and graduate teaching of general education, core, and advanced courses; scholarly research, student advisement and mentoring. The successful candidate must have a strong background in theoretical linguistics, broadly defined (syntax, phonology, morphology, and/or semantics) with specialization in one or more of the following subfields: cognitive science, computational linguistics, corpus linguistics, discourse processing, phonetics. PhD in Linguistics or related area is required by 9/1/13. A record of teaching experience, research, and demonstrated potential for funding is preferred.

Modern Languages and Literatures. (V-F14) Chinese Language (Mandarin). Assistant Professor rank. Prefer applicants with broad range of interests. Evidence of strong scholarly interests and native or near-native fluency required. Willingness to coordinate the Chinese Program (student advisement and curriculum development) and to participate actively in departmental affairs and committee work preferred. PhD in Chinese required.

Political Science and Law. (V-F15) American Government.


Assistant Professor rank. Primary research and teaching interests in American Government, with specialization in one of the core areas of public administration including public finance, organization theory, human resource management, public emergency management. The successful candidate will be prepared to coordinate the department’s undergraduate Public Administration minor, including the coordination of Public Administration internships. Earned PhD in Political Science and specialization in Public Administration required.

Psychology – Two positions. (V-F16) Social Psychology/Social Cognition. Assistant Professor rank. Teach undergraduate and graduate courses in social cognitive psychology, research methods, statistics and content courses in specialty area and conduct research in relevant content area. Desirable areas of expertise include: cognition, emotion and interpersonal relationships. The successful candidate will have significant research and teaching experience at both the graduate and undergraduate levels. A record of external funding in area of interest is desirable. (V-F17) Clinical Psychology. Assistant Professor rank. Teach undergraduate and graduate courses in child clinical psychology, research methods, statistics and content courses in the specialty area. Doctorate in Psychology with a specialization in Child Clinical Psychology required. Desirable areas of expertise include: Autism Spectrum Disorders, family and school problems. The successful candidate will have significant research and teaching experience at both the graduate and undergraduate levels. A record of external funding in area of interest is desirable.

For a complete job description of these positions, please contactDr. Luis Montesinos ([email protected]), Associate Dean, College of Humanities and Social Sciences or College website.

COLLEGE OF SCIENCE AND MATHEMATICSSuccessful candidates are expected to establish a vigorous extramurally funded research program.

Computer Science – Two positions. *(V-F28) Assistant or Associate Professor rank. Teach a variety of Information Technology and/or Computer Science subjects. A commitment to undergraduate education in a liberal arts setting, excellence in teaching and research and excellent communication skills are essential. PhD in CS/IT or closely related field is required. Expertise in Computer Gaming, Modeling and/or Computer Simulation, including System Administration and Maintenance, System Integration and Architecture; Service-Oriented Architectures; Cloud Computing; Computer Security; or Parallel and Distributed Computing. *(V-F29) Professor and Chair. The Chair of Computer Science provides academic leadership within the department and contributes to the teaching and research mission of the department. The Chair will bring vision and drive to the position to ensure a modern and relevant curriculum, build interdisciplinary and collaborative partnerships, guide the department’s accreditation and assessment activities, and develop and implement strategic plans and growth. As the academic leader and chief academic officer of the department, the chair is a member of the dean’s academic council and reports directly to the Dean of the College of Science and Mathematics. The successful applicant will have the ability to teach a variety of IT or CS subjects, and have a strong commitment to the undergraduate mission of the department, contribute to graduate teaching, and the ability to undertake research. Earned PhD in CS/IT or closely related field, excellent communication skills and demonstrated record of research and teaching excellence required. Previous administrative experience is preferred.

Earth and Environmental Studies. *(V-F19) Director, Institute for Sustainability Studies. Associate or Full Professor rank. 12-month position. This is a tenure track, research-

focused position that holds the title of Director of the Institute for Sustainability Studies. The Director will be responsible for administration of the Institute, develop a strong research program with external grant support to examine critical issues in sustainability science. The Director will be expected to build the ISS into a leading resource for information, research, and outreach by developing partnerships with surrounding institutions, industries, and communities. The Director will work closely with MSU’s Passaic River Institute in relevant programming, outreach, and campus-wide initiatives, and will be expected to play a major role in the growth of the new BS/MS program in Sustainability Science. Doctorate in a relevant discipline, substantial academic experience, a strong record of scholarship, including research grants and publications, and graduate student advising experience. The area of expertise is open, but should complement existing faculty strength in the department. Experience in program/center development, and the ability to interact effectively with a broad range of constituents to create a national standing for the Institute is required.

Mathematical Sciences – Two positions. (V-F20) Mathematics Education. Research interest in any of the following areas as they relate to mathematics education at the K – 12 level: mathematics learning/teaching, leadership, curriculum, professional development, educational technology, and online learning. This position supports the growing programs in math education. Applicants will be expected to teach courses in mathematics education and potentially mathematics courses; support undergraduate, post-BA and graduate students seeking initial teaching certification. Applicants must have a strong commitment to research in mathematics education, and advisement of research students. A doctorate in Mathematics Education with a background in Mathematics at the Masters level or a doctorate in Mathematics with significant work experience in Mathematics Education is required. All candidates should provide a record of scholarship and teaching success. Preferred qualifications include successful teaching at the K -12 level. *(V-F21) Statistics/Data Mining. Open rank. Research interests in Data Mining or Biostatistics. Candidates are expected to be active scholars, pursue research that will allow the generation of competitive grant proposals, and have a strong commitment to quality teaching in a broad range of courses at the undergraduate and graduate level. This position supports undergraduate and graduate programs in statistics as well as service courses. The successful candidate will have the opportunity to be actively involved in the development of Professional Science Masters, supporting the Sokol Institute for Pharmaceutical Life Sciences, doctoral programs, the MPH program, transdisciplinary activities and programs in the College of Science and Mathematics and the University. PhD in Biostatistics or Statistics required.

For a complete job description on these positions, please contact Dr. Jinan Jaber ([email protected]), AssociateDean, College of Science and Mathematics.

SCHOOL OF BUSINESS All candidates are expected to pursue scholarly research leading to publications in peer-reviewed journals and conference proceedings, serve on department, school, and university-level committees, advise students, and participate in curriculum review and development activities.

Economics and Finance. *(V-F22) Real Estate. Associate Professor rank. Teach undergraduate courses in real estate, coordinate program, interact with the local Real Estate community and media, recruit new students for the program, and publish their scholarly works in high quality refereed journals. Qualified candidates must hold a PhD with a real estate focus from an accredited university, have an established record of publications in high quality journals and have teaching


experience. They must demonstrate a depth of knowledge and experience across a wide range of real estate topics and practices, extensive subject matter knowledge of real estate laws and regulations and successful teaching experience in higher education. Preference will be given to qualified candidates who have publications in peer-reviewed journals, a strong research pipeline, delivered presentations at national and/or international conferences, documented excellence in teaching evidenced by peer and student evaluations, and demonstrated evidence of the ability to build relationships with business partners. Experience and/or interest in online/hybrid teaching and the incorporation of active learning in classes are also desirable.

Information and Operations Management. *(V-F30) Department Chair. The Chair of IOM provides academic leadership within the department and contributes to the overall teaching and research mission of the School of Business and Montclair State University. The Chair will provide vision for the department in order to foster programmatic innovation, enrollment growth, development of industry partnerships, and enhanced research and curricular relationships across the university. The Chair of the department reports directly to the Dean of the School of Business. Qualified candidates must hold a PhD in information systems or related field, a record of high-quality research publications sufficient for appointment at the Associate or Full level, demonstrated excellence in teaching at both the undergraduate and graduate levels evidenced by peer and student evaluations, evidence of the ability to build relationships with business partners, and strong communication skills. Candidates with successful academic administrative experience, industry experience, expertise in enterprise systems, and experience in the development and teaching of hybrid/online programs are highly preferred.

Management – Two positions. *(V-F23) Entrepreneurship. Assistant or Associate Professor rank. Teach courses inentrepreneurship with a focus on new venture creation and/or entrepreneurial finance at the undergraduate and graduatelevels, pursue scholarly research leading to publications in peer-reviewed journals, serve on department, school, and university-level committees, advise students, interact with the local businesscommunity and media, recruit new students for the program, andparticipate in curriculum review and development activities. Inaddition, candidates with entrepreneurial experience in the form ofstarting and operating businesses and/or working with university-based outreach programs such as entrepreneurship centers orsmall business institutes are preferred. PhD in Entrepreneurshipor related field (or be expected to complete their PhD by August2013), exhibit potential to publish high-quality journals and haveteaching experience. Preference will be given to candidates whohave publications in peer-reviewed journals and/or a strongresearch pipeline, delivered presentations at national and/orinternational conferences, demonstrated excellence in teachingevidenced by peer and student evaluations, and demonstratedevidence of the ability to build relationships with business partners*(V-F24) Hospitality, Food & Beverage Management.Assistant or Associate Professor rank. Teach courses in Foodand Beverage Management, Hospitality Entrepreneurship,Restaurant Operations, Club Management and Customer RelationManagement at the undergraduate level, pursue scholarly researchleading to publications in peer-reviewed journals, serve ondepartment, school, and university-level committees, interact withthe local business community and media, recruit new students forthe program, advise students, and participate in curriculum reviewand development activities. In addition, candidates with threeor more years of full-time relevant industry work experience arepreferred. PhD in Hospitality Management or related disciplines(or be expected to complete their PhD by August 2013), exhibitpotential to publish high-quality journals and have teachingexperience. Preference will be given to candidates who havepublications in peer-reviewed journals and/or a strong research

pipeline, delivered presentations at national and/or internationalconferences, demonstrated excellence in teaching evidenced bypeer and student evaluations, and demonstrated evidence of theability to build relationships with business partners.

Marketing. *(V-F25) Sports Management and Event Planning. Assistant or Associate Professor rank. Teach sports marketing and management at the undergraduate and graduate levels; contribute to the growth of the new concentration in Sports, Events and Tourism Marketing; have teaching and research interest in sports sponsorship, sports branding, sports communication, sports merchandising, and/or events planning; pursue scholarly research leading to publications in high quality peer-reviewed journals and conference proceedings; interact with the local sports community and media, recruit new students for the program, serve on department, school, and university-level committees; and advise students. PhD in Marketing or a related field (or be expected to complete their PhD by August 2013), exhibit potential to publish in high-quality journals, and have teaching experience. Preference will be given to qualified candidates who have publications in peer-reviewed journals and/or a strong research pipeline, delivered presentations at national and/or international conferences, demonstrated excellence in teaching evidenced by peer and student evaluations, and demonstrated evidence of the ability to build relationships with business partners.

For a complete job description on these positions, please contact Dr. Kimberly Hollister ([email protected]), Associate Dean, School of Business.

ADJUNCTS/VISITING SPECIALISTSMontclair State University is seeking an applicant pool of adjunct/visiting specialist faculty for University departments across all Colleges and the School of Business for Fall 2013, Spring 2014.

Montclair State University has a long history of commitment to cultural diversity in its programs, faculty and students. To foster this multicultural environment, the University encourages applications from minority group members for its faculty openings.

Screening of applications begins immediately and continues until position is filled.

Complete job descriptions will be mailed upon receipt of application.

Send separate letter and resume for each position to:

Montclair State UniversityBox C316 V# or AV# 001Montclair, New Jersey 07043

(include c/o name, job title and V# or AV# 001)

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

www.montclair.edu


Boston, MA

The College of Social Sciences and Humanities at Northeastern University in Boston announces searches for the following faculty positions to begin in the 2013-2014 academic year:

Assistant or Associate Professor in the Department of Economics in the field of industrial organization or other field

Assistant or Associate Professor in the Department of English in the field of Rhetoric and Composition

Assistant, Associate or Full Professor in the Department of History in the field of U.S. and World

Assistant, Associate or Full Professor in the Department of History in the field of Public History

Assistant Professor in the Department of History in the field of Chinese History

Assistant or Associate Professor in International Affairs in the field of Gender and Development or Feminist Political Economy

Assistant Professor in the Departmentof Philosophy and Religion in the field ofEthics and Health or Ethics and Technology

Assistant Professor in the Department of Political Science in the field of International Public Policy

Assistant Professor in the Department of Political Science in the field of Public Administration

Assistant, Associate or Full Professor in the Department of Political Science and the Law and Public Policy Program in the field of Law and Politics.

The College of Social Sciences and Humanities is one of three newly formed colleges at Northeastern University. Founded in 1898, Northeastern is a global, experiential research university. Grounded in its signature co-op program, Northeastern today provides unprecedented experiential learning opportunities around the world for its nearly 20,000 undergraduate and graduate students. The university has a strong urban mission along with a global perspective to educate students and to create and translate knowledge to meet societal needs.

To see full descriptions and apply for any of thesepositions, please visit the college website at:

http://apptrkr.com/293152and click on the Faculty Positions link.

Northeastern University is an Equal Opportunity,Affirmative Action Educational Institution andEmployer, Title IX University. NortheasternUniversity particularly welcomes applications fromminorities, women and persons with disabilities.Northeastern University is an E-Verify Employer.

Promoting academic quality byenhancing learning, teaching,scholarship, and service andby celebrating MTSU’sdistinctive strengths.

We are currentlyseeking applicants for

over 70 faculty positionsfor the 2013-2014academic year.

For current position listings,please visit our website

https://mtsujobs.mtsu.edu

Assistant Professor in Plant Sciences -Plant Microbiologist in Food Safety

Department of Plant Sciences

RESPONSIBILITIES: The successful candidate’s researchwill focus on plant-environmental-microbial interactions ofcrops and produce, with emphasis on microbial communityprocesses in relation to plant and/or human pathogens. Thisposition provides the opportunity to investigate fundamentalprinciples that determine how plants and their environment affectthe microbial communities upon the plant surface. An intendedoutcome of these discoveries will be identification of keyecological and/or molecular traits that can in turn improvehandling strategies and food safety by modulating the presence,persistence, or activities of beneficial and deleteriousmicroorganisms. A successful researcher in this field wouldlikely utilize key tools and research approaches includingmetagenomics, transcriptomics, metabolomics, molecularanalysis of plant-microbe interactions, and/or eco-physiologicalprocesses; or any related combined approaches to analyzemicrobial communities in the phyllosphere, rhizosophere andother plant niches. These studies may occur in a range ofsuccessive contexts, from field systems through the multiplehuman environments involved in post-harvest processes(handling, packaging, storage and preservation, transportation,etc.) to the transmission of human pathogens in the food chain.The incumbent will be expected to develop an internationally-recognized research program and professional profile. Ability tooperate comfortably in multi-disciplinary teams will enhance thedevelopment of practical solutions to critical issues related tofood safety and postharvest handling of specialty crops grown inCalifornia and across the world. The faculty of the Departmentof Plant Sciences has expertise in a broad range of genomics,plant/microbe and field studies, providingmany opportunities forcollaboration on topics of interest to the candidate. In addition,ability to work with academic and industrial contacts is desired,to help apply knowledge of plant-microbial interactions tooptimize postharvest management strategies.

The candidate will establish a vigorous, dynamic andinnovative teaching program at both the undergraduate andgraduate levels. The successful candidate will be expected tocontribute to teaching of core courses in the Plant Sciencescurriculum and development of new courses in their area ofexpertise. A specific course in which this individual will teachis PLS174: Microbiology and Safety of Fresh Fruits andVegetables. They will additionally be able to develop newgeneral education courses within a similar area of expertise.The candidate will also teach at the graduate level withinher/his area of research expertise in the Horticulture andAgronomy, Ecology, Evolution, Plant Biology, Microbiology,Genetics, International Agricultural Development and/orFood Science Graduate Groups. Enthusiastic and effectiveadvising and mentoring of undergraduate and graduatestudents and postdoctoral fellows is expected.

QUALIFICATIONS: Ph.D. or equivalent level of experiencein plant biology, postharvest biology, or microbiology withexperience in plant microbial interactions or related fields.

SALARY: Commensurate with qualifications and experience.

TOAPPLY: Candidates should begin the application processby registering online at http://recruitments.plantsciences.ucdavis.edu.Please include statements of research goals for thisposition and teaching philosophy, curriculum vitae, publicationlist, copies of 3 of your most important research publications,copies of undergraduate and graduate transcripts (if within 5years of either degree), and the names, e-mail addresses, andtelephone numbers of at least five professional references. Fortechnical or administrative questions regarding the applicationprocess please email [email protected]. Review of theapplications will begin January 1st, 2013. The position willremain open until filled.

Dr. Daniel J Kliebenstein, Chair, Search CommitteeDepartment of Plant Sciences

University of CaliforniaOne Shields Avenue

Davis, CA 95616-8515Telephone: (530) 754-7775 / FAX: (530) 752-4361

E-mail: [email protected]

“UC Davis is an affirmative action/equal employmentopportunity employer and is dedicated to recruiting adiverse faculty community. We welcome all qualified

applicants to apply, including women, minorities, veterans,and individuals with disabilities.


New York University is an Equal Opportunity/Affirmative Action Employer.

FACULTY POSITIONSThe Steinhardt School of Culture, Education, and Human Development at New York University advances knowledge, creativity, and innovation at the critical crossroads of human learning, culture, development, and well-being. Through rigorous research and education, both within and across disciplines, the School’s faculty and students evaluate and redefine processes, practices, and policies in their respective fields, and from a global as well as community perspective lead in an ever-changing world. NYU’s dynamic Global Network University includes NYU Abu Dhabi, NYU Shanghai, and international programs and academic centers around the world.

The Steinhardt School is recruiting for positions in the areas listed below for the upcomingacademic year. Complete faculty position descriptions and applications can be found onour website at:

http://steinhardt.nyu.edu/faculty_positions/

The Steinhardt School anticipates continuing our recruitment activities in future years inthese areas as well as in the Visual and Performing Arts, Education, Applied Psychology,and Health Programs. Our School is comprised of eleven departments: Administration,Leadership, and Technology; Applied Psychology; Art and Art Professions; CommunicativeSciences and Disorders; Humanities and the Social Sciences in the Professions; Media,Culture, and Communication; Music and Performing Arts Professions; Nutrition, Food Studies,and Public Health; Occupational Therapy; Physical Therapy; Teaching and Learning. We inviteyou to visit the above website for updated information.

NYU is committed to building a culturally diverse educational environment and strongly encourages applications from historically underrepresented groups.

ADMINISTRATION, LEADERSHIP AND TECHNOLOGYGlobal Higher Education-Full Professor, Tenured

Higher Education-Clinical Assistant Professor, Non-Tenure Track

Educational Leadership-Assistant/Associate Professor, Tenure-Track

APPLIED PSYCHOLOGYPsychology & Social Intervention-Assistant/Associate Professor, Tenure-Track

Counseling Psychology-Clinical Associate Professor,Non-Tenure Track

ART AND ART PROFESSIONSStudio Art-Clinical Associate/Clinical Full Professor, Non-Tenure Track

COMMUNICATIVE SCIENCES & DISORDERSCommunicative Sciences-Assistant Professor, Tenure-Track

Clinical Speech Pathology-3 Master Clinicians, Non-Tenure Track

HUMANITIES AND SOCIAL SCIENCESSociology of Education-Assistant Professor, Tenure-Track

MEDIA, CULTURE, AND COMMUNICATIONPolicy/Digital Media-Assistant Professor, Tenure-Track

Media and Technology-Clinical Assistant Professor, Non-Tenure Track

Media, Culture, and Communication-Visiting Assistant Professor, Non-Tenure Track

EDUCATION AND GLOBALIZATIONThe Courtney Sale Ross University Professor of Education and Globalization-Full Professor, Tenured

MUSIC AND PERFORMING ARTS PROFESSIONSMusic Education-Assistant/Associate Professor,Tenure-Track

Music Business-Music Assistant Professor,Non-Tenure Track

Music Therapy-Assistant/Associate Professor,Tenured/Tenure-Track

Instrumental Performance-Music Assistant/Associate Professor,Non-Tenure Track

NUTRITION, FOOD STUDIES AND PUBLIC HEALTHFood Studies-Assistant Professor, Tenure-Track

OCCUPATIONAL THERAPYOccupational Therapy-Assistant/Associate Professor,Tenure-Track

PHYSICAL THERAPYPhysical Therapy & Rehabilitation Sciences-Associate Professor, Tenure-Track

TEACHING AND LEARNINGTESOL/Bilingual/ForeignLanguage Education-Clinical Assistant/Associate Professor,Non-Tenure Track

Environmental Conservation Education-Assistant/Associate Professor, Tenure-Track

Assistant Rice Cropping Systems CooperativeExtension Specialist

Department of Plant Sciences

The Department of Plant Sciences, University of California,Davis, seeks to fill an 11-month, career-track position at theAssistant Specialist in Cooperative Extension level.

RESPONSIBILITIES:This academic position has 100%Cooperative Extension responsibilities and will be locatedin the UC Davis Department of Plant Sciences. Candidatewill provide statewide research and extension leadership inrice production systems. The research and extensionprogram will address the need for balancing multiplemanagement goals, including optimizing rice productivityand addressing agronomic issues such as soil fertility,nutrient management and cycling, water use efficiency andquality, carbon sequestration, and testing improved ricevarieties statewide. This CE Specialist will bring statewideleadership, visibility, and cohesion to an interdisciplinaryteam of land grant researchers and educators to address theproduction and environmental needs of the rice industry.This position will support the ANR Agronomic CropsWorkgroup comprised ofAES researchers, CE Specialists,and CE Advisors. Research will be conducted in thelaboratories at UC Davis and at the field facilities of theRice Experiment Station in Biggs, California.

The candidate is expected to develop a nationally-recognized program, secure extramural funding, andpublish research results in appropriate refereed journalsand limited distribution reports. Fulfillment ofresponsibilities may require extensive travel. Candidatewill have the opportunity to be a member of GraduateGroups and to mentor graduate students. Affirmativeaction to include ethnic minorities, women, and otherunderrepresented clientele is expected as a component ofall of the appointee’s programs.

QUALIFICATIONS: Ph.D. in agronomy, agriculturalproduction, plant sciences, agroecology, or a closely relatedfield with an emphasis in applied cropping systems.Applicants must have leadership ability, management andcommunication skills. Capability to conduct independentresearch in rice production must be demonstrated.

SALARY: Commensurate with qualifications andexperience.

TO APPLY: Candidates should begin the applicationprocess by registering online athttp://recruitments.plantsciences.ucdavis.edu/Please include statements of research and extensioninterests, curriculum vitae, publication list, copies of 3 ofyour most important research publications, copiesgraduate transcripts (if within 5 years of either degree),and the names, e-mail addresses, and telephone numbersof at least five professional references. For administrativequestions regarding the application process, please emailMrs. Cindy Ramirez [email protected]. Review ofthe applications for this position will begin December 1,2012. The position will remain open until filled.

Joseph M. DiTomaso, Chair, Search CommitteeDepartment of Plant SciencesMail Stop 4, One Shields Ave.University of California, Davis

Davis, CA 95616Telephone 530-754-8715

E-mail: [email protected]

UC Davis is an affirmative action/equal employmentopportunity employer and is dedicated to recruiting adiverse faculty community. We welcome all qualifiedapplicants to apply, including women, minorities,veterans, and individuals with disabilities.


Temple University

School of Media and Communication

The School of Media and Communication at Temple University invites applications for multiple positions:

Department of AdvertisingChair and Senior Faculty Member(Administrative Experience and

Research Interests That Compliment Department Needs)

Department of JournalismAssistant Professor of Journalism

(Specialization in Data-Driven Journalism and Social Media Analysis)

Department of Media Studies and ProductionAssistant Professor of Media Studies

(Specialization in Media Institutions and Analysis)

Department of Strategic CommunicationAssistant Professor of Public Relations

(Specialization in Digital and Social Media)

Temple University is a comprehensive public research institution in Philadelphia, PA with more than34,000 students. The School of Media and Communication, which has been recently renamed with a newstrategic vision and a plan for expansion, enrolls over 2,900 undergraduate and 150 graduate students.It offers five undergraduate majors, three master’s degrees, and an interdisciplinary Ph.D. For moreinformation about the positions advertised, and for background on the School and Temple University,please visit http://smc.temple.edu/faculty/available-positions/.

Temple University is an affirmative action, equal opportunity employer and educatorwhere diversity is an essential source of vitality and strength.

• Cooperation and Major Evolutionary Transitions†David Bensimon, Pierre Durand, Cassandra Extavour,Greg Huber*February 4, 2013 - February 8, 2013

• New Directions in the Quantum Control Landscape†Ivan Deutsch, Lorenza Viola*Scientific Advisors: Paul Corkum, Konrad Lehnert,Gerard MilburnFebruary 25, 2013 - March 1, 2013

• New Science with Ultracold Molecules†Lincoln Carr, Paul Julienne, Roman Krems, SusanneYelin*March 11, 2013 - March 15, 2013

• Observations andTheoretical Challenges in PrimordialCosmology†Christopher Hirata, Eva Silverstein, Kendrick Smith,Matias Zaldarriaga*April 22, 2013 - April 26, 2013

• Identifying and Characterizing Dark Matter viaMultiple Probes†Gianfranco Bertone, Dan Hooper, Stefano Profumo,Roberto Trotta*May 13, 2013 - May 17, 2013

• LHC-The First Part of the Journey†Marcela Carena, Fabio Maltoni, Matthias Neubert,Lian-Tao Wang*Scientific Advisors: Yuri Gershtein, Beate Heinemann,Aurelio Juste, Ian Low, David StuartJuly 8, 2013 - July 12, 2013

• Massive Black Holes: Birth, Growth and Impact†Tamara Bogdanovic, Elena Gallo, Lucio Mayer,Marta Volonteri*ScientificAdvisors: John Baker,Mitch Begelman, ColeMillerAugust 5, 2013 - August 9, 2013

• Concepts in Spintronics†Leon Balents, Gerrit Bauer, Allan MacDonald,Yaroslav Tserkovnyak*Scientific Advisor: Stuart ParkinSeptember 30, 2013 - October 4, 2013

• Particle-Laden Flows in Nature†James Jenkins, Ben Kneller, Eckart Meiburg,Alexandre Valance*December 16, 2013 - December 20, 2013

The Institute has a small number of openings for less thanone year for general visitors not associated with the above.Physicists wishing to participate in any of the Institute'sactivities should apply through our web page athttp://www.kitp.ucsb.edu or write to:

Professor Lars Bildsten, DirectorKavli Institute for Theoretical PhysicsUniversity of CaliforniaSanta Barbara, CA 93106-4030

†Attendance limited *Coordinators

KAVLI INSTITUTE FOR THEORETICAL PHYSICS

Conferences

The Kavli Institute for Theoretical Physics will host the following conferences in 2013:

The University of California, Santa Barbara,is an equal opportunity/affirmative action employer.

California University of Pennsylvania invitesapplications for the following faculty positionsto beginAugust 2013.A comprehensive regionalinstitution and member of the PennsylvaniaState System of Higher Education, Cal U isdedicated to building character and buildingcareers. The University enrolls more than 9,000students in graduate and undergraduateprograms taught by 280 full-time faculty. Visitwww.calu.edu for more information.

Tenure-Track PositionsMechatronics

Invertebrate ZoologistEconomics

Communication DisordersEarly, Middle, Special Education: Generalist

Early, Middle, Special Education:Special Education

English: American LiteratureEnglish: Creative Writing/PoetryJustice Studies: Law Specialist

MathJurisprudence

School PsychologistSocial Psychologist

Secondary Education &Administrative Leadership: Generalist

Social Work

Full-Time Temporary PositionsFrederick Douglass Scholar

APPLICATION: Leading candidates minimallymust be fluent in the English language and beable to communicate well. Candidates mustdemonstrate potential for excellence in teaching,service and scholarship through successfulinterviews, including classroom teachingdemonstrations; and be experienced in the use ofeffective instructional approaches. Rank andsalary are dependent upon qualifications andexperience. An excellent fringe benefits packageis included. Given an existing collectivebargaining agreement, faculty may be assignedto work at regional sites, during evenings andweekend and via distance learning formats.Application deadline for tenure-track positions isDecember 2, 2012 (January 15, 2012 for Math).To apply, visit https://careers.calu.edu. Allpositions contingent upon funding.

Integrity, Civility and Responsibility are the

official core values of California University

of Pennsylvania, an affirmative action/

equal opportunity employer.

Cal U is M/F/V/D/AA/EOE


Anticipated Faculty VacanciesFall 2013

For complete job listings and descriptions, please visit: http://web.njcu.edu/joblistings/hr/

Located in the New York City metropolitan area, New Jersey City University is an urban institution of distinction dedicated to providing its students with a rich academic experience. A culturally diverse institution serving 9,000 undergraduate and graduate students, NJCU offers more than forty undergraduate degree programs, as well as graduate and teacher certification programs. Emphasis is placed on a strong liberal arts foundation supplemented by career and professional preparation for first-generation college students. The University is committed to the improvement of the surrounding urban region, state, and the nation.

NJCU is devoted to expanding the University’s strengths in the academic community. NJCU seeks innovative and visionary faculty who are committed to engaging in an ethnically diverse urban university and its dynamic environment.

NJCU invites applications for faculty positions for the 2013-2014 academic year. NJCU has positions in each of its three colleges—the William J. Maxwell College of Arts and Sciences, the College of Professional Studies, and the Deborah Cannon Partridge Wolfe College of Education. All faculty positions are tenure-track, unless otherwise listed. Rank is commensurate with experience and credentials. Appointments for faculty will begin September 1, 2013. All positions are contingent upon availability of funding.

To assure full consideration, applications must be received by December 1, 2012 and applicants should send letter of application, curriculum vitae with current e-mail address, and full contact information for three professional references to the appropriate contact person noted below at New Jersey City University, 2039 Kennedy Boulevard, Jersey City, NJ 07305. For speci�c application requirements, please refer to NJCU website at http://web.njcu.edu/joblistings/hr/. Applications must be postmarked by December 1, 2012. Electronic submissions are welcome.

Applications for adjunct faculty positions are also being accepted by all departments.

New Jersey City University is an equal opportunity employer. Women and minorities are encouraged to apply.

The following are anticipated tenure-track faculty openings for fall 2013. Expanded information about each opening is available at http://web.njcu.edu/joblistings/hr/.

William J. Maxwell College of Arts and SciencesDr. Barbara Feldman, Dean

[email protected]

Deborah Cannon Partridge Wolfe College of EducationDr. Allan A. De Fina, Dean

[email protected]

College of Professional StudiesSandra Bloomberg, Ph.D., Dean

[email protected]

- 2 Positions

- 2 Positions

(D.Sc. Program)

Senior Accountant, Not for Profit

F/T, Perform accounting/reporting functions associated with the College’s not for profit entities & performreconciliations/reviews for student financial aid programs. Responsible for reviewing, reporting, auditing & analyzingexpenditures for compliance with donor requirements, grant or contract requirements, governmental rules & regulations,proper account classifications, established college policies/procedures & conformity with accepted accountingprinciples. Qualifications: Bachelor’s deg in Accounting or related field, Master’s in related field pref. CPA pref. 5 yrsexp in accounting with non-profit exp pref. Strong systems skills in Excel &Access. Exp with Datatel Colleague and/orGreat Plains pref. Exp with Datawatch Monarch pref. Comprehensive knowledge of accounting practices & procedures.Knowledge of GAAP accounting & non-profit accounting. Knowledge of statutory/regulatory accounting requirements.Acceptable credit check & background check req’d. GTCC is strongly committed to diversity & welcomesapplications from all qualified candidates, particularly minorities & faculty under-represented in highereducation. EOE. Open until filled. Visit our website www.gtcc.edu for application & more info.

The College of Social and Behavioral Sciences invitesapplications for tenure track positions in the followingprograms: American Indian Studies, Anthropology,Corrections, Geography, History, Psychology, SocialWork, Sociology, and Urban and Regional Studies.MSU and CSBS have a longstanding commitment tocultural diversity and are actively seeking to nurture andexpand the gender, cultural, racial and ethnic diversity ofour university community. Complete information is postedunder Employment at MSU on http://www.mnsu.edu.

AA/EOE and a member of theMinnesota State Colleges & Universities.


PRESIDENTThe Board of Trustees of the University of Wyoming announces an internationalconfidential search to identify a new leader to replace Dr. Thomas Buchanan, whohas announced his plans to retire from the UW presidency effective the end ofsummer 2013.

Founded in 1886, the University of Wyoming is the only public university inWyoming, providing baccalaureate, graduate, and professional education, research,and outreach. UW combines major-university benefits and small-schooladvantages, with more than 180 programs of study, an outstanding faculty, andworld-class research and teaching facilities, all set against the backdrop ofWyoming’s rugged mountains and vast high plains. The main campus is in Laramie,approximately two hours north of Denver by car. The university also maintains theUniversity of Wyoming/Casper College Center, 10 outreach education centersacrossWyoming, and Extension centers in each of the state’s 23 counties and on theWind River Indian Reservation.

UW enrolls more than 13,000 undergraduate and graduate students, employs over3,000 benefitted faculty and staff members, and has an annual operating budget of$545 million. It is a Carnegie doctoral/research university with high researchactivity. The State of Wyoming invests strongly in higher education, both throughdirect support for UW and seven community colleges and through the permanentlyendowed Hathaway scholarship program for Wyoming high school graduates.

The President reports directly to the UW Board of Trustees, whose 12 votingmembers are appointed by the Governor. The President is the chief executive officerof the institution and is responsible to the Board for the effective leadership andmanagement of the institution.

The Board is seeking outstanding candidates who possess vision, impeccableintegrity, and exemplary leadership ability. The President must have an appreciationfor an excellent faculty and high quality research and a profound commitment toeducating students and preparing them for productive and successful lives. The bestcandidate will have excellent interpersonal and communication skills, a high energylevel, experience as a successful fundraiser, and an ability to work closely with aninvolved citizen legislature and governmental officials.

The next president will be a visionary leader who understands and appreciates theunique relationship UW has with the state of Wyoming, its residents, and itsindustries, as the state’s flagship and land-grant institution. The selected person willhave a leading voice for higher education in the state and will have strategicknowledge of the role and mission of a dynamic land-grant university in the21st century.

While applications and nominations will be accepted until a new president isselected, interested applicants are encouraged to submit their materials byNovember 30 to receive optimal consideration. Materials should be sent to:

Jan Greenwood or Betty Turner AsherGreenwood/Asher & Associate, Inc.42 Business Center Drive, Suite 206

Miramar Beach, FL 32550Phone: (850) 650-2277 • Fax: (850) 650-2272

E-mail:[email protected]@greenwoodsearch.com

The university embraces the principles of affirmative action and welcomesapplications from qualified individuals of any race, color, religion, sex, nationalorigin, disability, age, veteran status, sexual orientation or political belief. Weencourage applications from members of underrepresented groups, including

women and individuals of color.


Isabelle Farrington College of EducationSacred Heart UniversityEducational Leadership

Assistant ProfessorWe are seeking a successful educational leader to work within a rapidly expanding program which leads toAdministrative Certification and Advanced Study. Successful Pre K-12 administrative experience required.

The successful candidate will teach, mentor, and advise the next generation of educational leaders in boththeory and applications; possess background and experience working with Standards for SchoolLeadership at the state and/or national level; experience in assessment and evaluation; performance-basedteacher supervision, evaluation and instructional analysis; case study analysis of leadership behavior; useof standards-based performance for evaluating school leadership; quantitative and qualitative analysis ofdata for school improvement, research design and methodology. Faculty assignment would be to teach inboth the traditional schedule and the weekend cohort program.

The ideal candidate will have:• Doctoral degree• Experience in educational leadership• Experience in educational research and research applications• Experience in evaluation and assessment

Please visit the university website for more information and application requirements at:www.sacredheart.edu

Sacred Heart University is an EOE/AA employer.

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

PRESIDENT

The University of Northern Iowa is conducting a nationwide search for its next President.The University of Northern Iowa invites letters of nomination, applications (letter ofinterest, resume/CV, and contact information of at least five references), or expressions ofinterest to be submitted to the search firm assisting the University. Confidential review ofmaterials will begin immediately and continue until the appointment is made. It ispreferred, however, that all nominations and applications be submitted prior to December14, 2012. For a complete position description, please visit the Current Opportunities pageat www.parkersearch.com.

Laurie Wilder, Executive Vice President & Senior Vice President

Porsha L. Williams, Principal

770-804-1996 ext: 109

[email protected] • [email protected]

The Board of Regents, State of Iowa, is an EEO/AA employer.

College of Behavioral and Health Sciences

The College of Behavioral and Health Sciences has 144faculty and over 5300 majors in its six departments andprepares students in a variety of majors in the behavioraland health sciences.

Human Sciences - One Position (119005) DepartmentChair. Terminal degree in academic discipline or relatedfield with at least one graduate degree from a HumanSciences/Family and Consumer Sciences program areaor related field required. Must be eligible forappointment at the associate or full professor level withtenure upon appointment possible. Demonstratedcompetence in administering the academic programs ofthe department, directing faculty and staff, providingleadership in the curriculum planning and evaluation atthe undergraduate and graduate levels, budgetmanagement, and the accreditation process of one of thefollowing :AAFCS, CIDA,ACEND, or Certified FamilyLife Education.

Nursing - Two Positions (1-017010) National HealthCare Chair of Excellence. Tenure upon appointmentpossible. The NHC chair holder will increase thevisibility of nursing excellence in Middle Tennessee;collaborate with nursing faculty on scholarlyproductivity; increase research productivity for theMTSU School of Nursing; provide consultative andeducational support to nurses in local clinical agencies;and increase research collaboration between the Schoolof Nursing and local clinical agencies. Doctoral Degreein Nursing with a focus on gerontology required byappointment date. Must qualify for full professor rank.Strong record of research and successful grantsmanshipis required.(2-109005). Director School of Nursing.Tenure upon appointment possible. Must hold a master’sdegree in nursing and have an earned doctorate innursing or related field. Must qualify at the rank of fullprofessor, be highly skilled at faculty development, haveexcellent communication and interpersonal skills and atrack record of scholarly activity. Ten years of full-timecollegiate experience in the instructional discipline orrelated area; five years of full-time collegiate experiencein the teaching field or related area as associate professorholding the earned doctorate; prior experience inacademic administration and extramural fundingpreferred.

Psychology- One Position (1-120005) DepartmentChair. Associate or Full Professor with tenure uponappointment possible. Candidate should have a record ofexcellence in teaching and research, excellentcommunication and interpersonal skills, demonstratedleadership, and be able to develop the funded researchand public service infrastructure for the department.Chair is expected to teach each semester and be part of aleadership team that supports the continued developmentof the Interdisciplinary Ph.D. programs in the collegeand fosters sponsored research initiatives. Experiencewith grantsmanship, administration and budgetmanagement preferred.

Application Procedures: To apply for any openposition, go to https://mtsujobs.mtsu.edu and followthe instructions on how to complete an application,attach documents, and submit your applicationonline. If you have questions, please contactAcademic Affairs at 615-898-5128.


WAYNE STATE UNIVERSITYTENURE TRACK POSITION OPENINGSDepartment of Management and Information SystemsAssistant/Associate Professor in Information SystemsThe Department is seeking to fill a tenure track position at the level or eitherAssistant orAssociate Professor to begin Fall, 2013. Candidates must have an earneddoctorate in MIS or expected completion of that degree by August 2013. The idealcandidate will be able to teach some of the following MIS courses (web sitedevelopment, including interactive web sites, applications and services), databasesystems, data communications networks, ERP systems and software tools forbusiness applications). Evidence of high-quality research in top IS journals andteaching is desired.

All applications must be submitted online at the following site: http://jobs.wayne.edu.(Refer to posting number 038987). Inquiries should be directed to the SearchCommittee Chair, Dr. Toni Somers, Interim Chair Department of Management andInformation Systems, 300 Prentis Building, Detroit MI 48202, Phone: 313-577-8598,Email: [email protected].

Department of Marketing and Supply Chain ManagementAssistant/Associate Professor in Supply Chain ManagementThe Department is seeking to fill a tenure track position in Supply ChainManagement for the Fall of 2013 semester at the assistant or associate level.Requirements for the position include an earned Ph.D (or completion no later thanAugust 15, 2013) in Supply Chain Management or a closely related field from anAACSB accredited program. Candidates should have strong research training thatwill enable them to publish in leading journals in Supply Chain Management andrelated fields, and ideally will have already published in leading SCM relatedjournals. Candidates should also be able to demonstrate effective past teachingexperience, and the potential for excellent teaching. A candidate with global supplychain research and teaching interests would be preferred. The SCM Program website is at www.business.wayne.edu/gscm The Program currently has anundergraduate major and an MBA concentration in Supply Chain Management.

All applications must be submitted online at the following site: http://jobs.wayne.edu(Refer to posting # 038990). Interested candidates should also send a letter of intentto apply, along with a vita, to Dr. John C. Taylor, Chair, Department of Marketingand Supply Chain Management, 5201 Cass Avenue/300 Prentis Building,WayneState University, Detroit, MI 48202; Office Phone: 313-577-4525; Cell Phone:517-719-0275; Fax: 313-577-5486; Email: [email protected].

About Wayne State University and theSchool of Business Administration

Wayne State University is a Carnegie Research University (RU/VH) with anenrollment exceeding 31,000 students across 350 programs and is one ofthe three major state research universities that comprise Michigan’sUniversity Research Corridor. Wayne State is one of only two urban publicuniversities that hold both the Carnegie “Very High Research” and“Community Engagement” designations. Wayne State is close to the hightech, global auto companies headquartered in Detroit, with a large numberof other world class manufacturer headquarters in the area; and is withintwo miles of Canadian border crossings to Windsor, Ontario. WSU is in theheart of Detroit’s cultural center; with easy access to the Detroit Institute ofArts, the Detroit Symphony; and professional football, baseball, and hockeyvenues. The university webpage is at www.wayne.edu

The AACSB-International accredited School of Business Administration isone of 13 schools and colleges within the University community with 2,500undergraduate business majors and 800 Masters Degree students. TheSchool grants Bachelor’s degrees with majors in Accounting, Finance,Global Supply Chain Management, Information Systems Management,Management, and Marketing; the Master of Business Administration (MBA)Degree; the Master of Science in Accounting (MSA); Master of Science inTaxation (MST); Graduate Certificate in Business; and Ph.D. in BusinessAdministration with tracks in Finance, Marketing and Management. Formore information see the School web page at www.business.wayne.eduWayne State University is an equal opportunity/affirmative action employer.

Associate Professor in Literacy EducationDepartment of Teaching, Learning and Culture

TEXAS A&M UNIVERSITY

The Department of Teaching, Learning and Culture is seeking a tenure track AssociateProfessor in literacy education in the College of Education and Human Development. Thesuccessful candidate must have earned a doctorate in an appropriate field andspecialization in reading/literacy education. Expectations include: a strong scholarshiprecord and demonstrated success in obtaining external funding. The responsibilities of theposition include: teaching literacy education courses at graduate and undergraduate levels;securing external funds; maintaining an active research and publication agenda; advisingand mentoring of graduate students; chairing and serving on doctoral committees;working collaboratively with P-16 schools, colleagues on and off campus, community,state and global partners. The salary is competitive and commensurate with experience.This is a nine-month appointment. Applications are being accepted immediately, reviewof applications will begin immediately for employment beginning August 19, 2013 andwill continue until the position is filled. Send electronic copy of your letter of application,curriculum vitae, one sample article, and three letters of reference to Dr. R. M. Joshi andDr. Erin McTigue, Search Committee Co-Chairs at the following address:

Ms. Tammy Reynolds308 Harrington Tower

Department of Teaching, Learning and CultureTexas A&M University

College Station, TX 77843-4232Email: [email protected]

Department Website: http://tlac.tamu.edu

Texas A&M University is an Affirmative Action/Equal Opportunity Employer committedto creating and maintaining a climate that affirms diversity of both persons and views,including differences in race, ethnicity, national origin, gender, age, socioeconomicbackground, religion, sexual orientation, and disability. Veterans are encouraged toapply. (More information can be obtained from the University and Collegae Website:

http://www.tamu.edu.)

Assistant or Associate ProfessorDept. of Biological Statistics and Computational Biology

College of Agriculture and Life SciencesCornell is a community of scholars, known for intellectual rigor and engagedin deep and broad research, teaching tomorrow’s thought leaders to thinkotherwise, care for others, and create and disseminate knowledge with a publicpurpose.Cornell is seeking to build on its strengths in computational biology with a newtenure-track faculty position at the Assistant or Associate Professor level withprimary appointment in Cornell's Department of Biological Statistics andComputational Biology.

Outstanding applicants in all areas of computational biology will be considered,but research areas of special interest include comparative and populationgenomics; functional genomics; gene regulation; dynamical behavior at the sub-cellular and cellular levels; and networks in biological systems. Please go tohttp://www.bscb.cornell.edu/jobs.php for information on the position and forbackground about computational genomics at Cornell.

Required Qualifications: Applicants for this position must possess a Ph.D. inbiology, computer science, statistics, or a related field, and have a primaryinterest in understanding biological phenomena through the use ofcomputational and statistical methods.

Application Procedure: To ensure full consideration, applications should bereceived by December 3, 2012, but they will be accepted until the position isfilled. Applicants should submit a cover letter, curriculum vitae and a researchand teaching statement and should arrange to have three reference letterssubmitted, at https://academicjobsonline.org/ajo/jobs/1923.

Find us online at http://hr.cornell.edu/jobs or Facebook.com/CornellCareers

Diversity and inclusion have been and continue to be a part of our heritage. Cornell University is a recognized EEO/AA employer and educator.


Nathan Weiss Graduate CollegeDean

Kean, a comprehensive New Jersey state University, iscommitted to excellence and access and to developing,maintaining and strengthening interactive ties with thecommunity. Kean University takes pride in itscontinuing effort to build a multicultural professionalcommunity to serve a richly diversified studentpopulation of almost 16,000. The University sits onthree adjoining campus sites covering 180 acres, twomiles from Newark Liberty International Airport andthirty minutes from NewYork City.

The College is composed of six departments offeringtwelve degree programs at the graduate level. Thedepartments include: Counselor Education, EducationalLeadership, Advanced Studies in Psychology, GraduateManagement Studies, Occupational Therapy andGraduate Social Work. The University also offers overeighty options for graduate study in other academic unitswith the NathanWeiss Graduate College offering supportand oversight in various administrative capacities.

Responsibilities: Reporting to the Vice President forAcademic Affairs, the Dean will provide leadership forthe Nathan Weiss Graduate College in the areas ofteaching, research and university and communityservice. The Dean is also expected to work closely withfaculty and other Deans in curricular matters, includingthe development of strong and innovative academicprograms.

Qualifications: The successful candidate will possess aterminal degree or combination of experience in anacademic or professional field related to the disciplineswithin the college; a record of distinguished academic orprofessional achievement; and a minimum of five yearsof progressive experience in management or a highereducation environment. Experience in related researchorganizations or not-for-profit entities is also acceptable.Other qualifications include: demonstrated ability to leadthrough collaborative and shared decision making andthe ability to sustain a strong and collegial relationshipwith faculty, staff, students and administrators;experience with faculty and student research; asuccessful record in budget development and strategicplanning; ability to balance advocacy for the Collegewith the needs of the wider university community; anunderstanding of the role of information technology inbusiness, science and education; and a demonstratedability to interact with the broader business, education,science and research and development communities.

Position may be filled immediately. Completeapplications must include the following: letter of interest,resume and names and contact information for threeprofessional references. Apply directly to: Chair of theNathan Weiss Graduate College Dean SearchCommittee, Office of the Vice President for AcademicAffairs, Kean University, 1000 Morris Avenue, Union,NJ 07083. Review of applications will beginimmediately and continue until an appointment is made.Salary is competitive and commensurate withqualifications and experience. Comprehensive benefitsprogram included. Official transcripts for all degrees andthree current letters of recommendation are requiredbefore appointment.

Kean University is an EOE/AA Institution

Senior Accountant, Not for Profit

F/T, Perform accounting/reporting functions associated with the College’s not for profit entities & performreconciliations/reviews for student financial aid programs. Responsible for reviewing, reporting, auditing & analyzingexpenditures for compliance with donor requirements, grant or contract requirements, governmental rules & regulations,proper account classifications, established college policies/procedures & conformity with accepted accountingprinciples. Qualifications: Bachelor’s deg in Accounting or related field, Master’s in related field pref. CPA pref. 5 yrsexp in accounting with non-profit exp pref. Strong systems skills in Excel &Access. Exp with Datatel Colleague and/orGreat Plains pref. Exp with Datawatch Monarch pref. Comprehensive knowledge of accounting practices & procedures.Knowledge of GAAP accounting & non-profit accounting. Knowledge of statutory/regulatory accounting requirements.Acceptable credit check & background check req’d. GTCC is strongly committed to diversity & welcomesapplications from all qualified candidates, particularly minorities & faculty under-represented in highereducation. EOE. Open until filled. Visit our website www.gtcc.edu for application & more info.


Assistant ProfessorFarm Management & Production Economics

Cornell is a community of scholars, known for intellectual rigor and engaged in deep and broad research,teaching tomorrow’s thought leaders to think otherwise, care for others, and create and disseminateknowledge with a public purpose.Assistant Professor of Farm Management and Production Economics, academic year appointment,tenure-track, 50% research 50% extension. Develop distinguished research program publishing inappropriate outlets. Address issues facing managers of farms and agribusinesses; may include financialmanagement, labor management, and environmental issues. Advise graduate students; may eventuallyteach courses in farm management. Salary is competitive and commensurate with qualifications andexperience.

Qualifications: A PhD in agricultural economics, economics, or applied economics is required. Womenand underrepresented minorities are encouraged to apply.

To apply: Electronically submit letter of application; vita (include publications and evidence of teachingexperience); personal statement summarizing interests and leadership efforts; reprints of selected majorpapers; graduate transcripts; and names of three references to: [email protected]. AddressLoren Tauer, Director, Charles H. Dyson School of Applied Economics and Management, CornellUniversity, 133 Warren Hall, Ithaca, NY 14853-7801; phone 607.255.4576; fax 607.254.6207. Reviewof applications will begin in December and continue until a suitable candidate is identified.

Cornell University is an innovative Ivy League university and a great place to work. Our inclusivecommunity of scholars, students and staff impart an uncommon sense of larger purpose and contributecreative ideas to further the university's mission of teaching, discovery and engagement. Located inIthaca, NY, Cornell's far-flung global presence includes the medical college's campuses on the UpperEast Side of Manhattan and Doha, Qatar, as well as the new CornellNYC Tech campus to be built onRoosevelt Island in the heart of New York City.Find us online at http://hr.cornell.edu/jobs or Facebook.com/CornellCareers

c

Diversity and inclusion have been and continue to be a part of our heritage. Cornell University is a recognized EEO/AA employer and educator.

In the pursuit of excellence, the University of North Carolina Wilmington actively fosters, encourages and promotes inclusiveness, mutual

respect, acceptance and open-mindedness among students, faculty,staff and the broader community. As the state’s coastal university,UNCW is one of 16 campuses of the University of North Carolina

system with an enrollment of 13,000.

OPEN FACULTY POSITIONSAccounting, Computer Science, Health and Applied Human Sciences,

History, Nursing, Public and International Affairs, Social Work, and more!

www.uncw.edu/hr/employment-epa.htmlEEO/AA Institution

VICE PRESIDENT FOR RESEARCH

The University of Alabama in Huntsville seeksapplications and nominations for the position of VicePresident for Research. The dynamic and creativeindividual chosen for this professional position willserve as the chief research officer for the Universitywith responsibility for all research, discovery,commercialization, and creative activities. Reportingdirectly to the President, the Vice President will providevision and leadership to assist the President in attainingthe University’s research and commercialization goals.The Vice President for Research is responsible foradvancing multidisciplinary and campus-wide research,developing outstanding undergraduate and graduateresearch opportunities to complement the academicmission of the university, and ensuring the transition ofresearch into the community to provide economicdevelopment advances for Alabama and the Nation.

The University: The University of Alabama inHuntsville is a growing “very high research activity”institution in the new Carnegie classification.UAHuntsville prepares students for demandingpositions in Engineering, the Sciences, Business,Nursing, and the Liberal Arts. UAHuntsville is listed inAmerica’s 100 Best College Buys and “The 200 BestNational Universities” compiled by US News andWorld Report. Over the past five years, the Universityhas completed or is currently underway with almost$100 million of new construction. The University isdeveloping and implementing a new strategic plan andcampus master plan to plot a vision for the Universityfor the next five to ten years.

Qualifications: The successful candidate should have aPh.D. in Science or Engineering, at least five years ofassociation with an academic institution, and eligibilityto receive a U.S. security clearance. A demonstratedability to plan, implement and manage externally fundedresearch is essential. The position requires excellentcommunication skills and the ability to develop, nurture,and maintain key relationships, particularly with fundingagencies, corporations and foundations. The successfulcandidate should have a proven track record in securingand managing large funded projects, developingcollaborative work relationships with researchcolleagues, funding agencies, and external constituents,and have experience in the commercialization ofintellectual property. Experience with research fundedby NASA and/or the Department of Defense ispreferred. The University offers a competitive salary andbenefits package.

Application Procedure: Please send all nominationsand application materials to:

Dean Caron St. John, Search Committee Chairc/o Barry Vines

Wheless Partners Executive [email protected]

UAHuntsville is an Affirmative Action/Equal Opportunity Institution.

We encourage applications from womenand minority candidates.


POSITIONSALABAMA

University of Alabama in Huntsville 54CALIFORNIA

University of California, Davis 46; 47CONNECTICUT

Sacred Heart University 51Southern Connecticut State University 40FLORIDA

University of South Florida 39INDIANA

Indiana University 55IOWA

University of Northern Iowa 51MASSACHUSETTS

Northeastern University 46MICHIGAN

Wayne State University 52MINNESOTA

Minnesota State University, Mankato 49MISSISSIPPI

University of Southern Mississippi 41NEW JERSEY

Kean University 53Montclair State University 42-45New Jersey City University 49NEW YORK

Cornell University 52; 54New York University 24; 47SUNY/University at Albany 46NORTH CAROLINA

Guilford Technical Community College 49; 53University of North Carolina, Wilmington 54PENNSYLVANIA

California University of Pennsylvania 48Temple University 48

RHODE ISLAND

Salve Regina University 41

SOUTH CAROLINA

Clemson University 53

TENNESSEE

Middle Tennessee State University 46; 51TEXAS

Texas A&M University, College Station 52University of Texas at Austin 50WASHINGTON

Evergreen State College 30WYOMING

University of Wyoming 50

INSTITUTIONALBorough of Manhattan Community College/CUNY NY 2Del Mar College TX 38Lehman College/CUNY NY 37Northern New Mexico College NM 37Our Lady of the Lake University TX 39Texas A&M University, San Antonio TX 38Triton College IL 38University of Houston-Downtown TX 36

CONFERENCESUniversity of California, Santa Barbara CA 41; 48

OTHERHERC MI 4

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

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

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

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

CHANGE SERVICE REQUESTED

“So I say to you, ask, and it will be given to you; seek, and youwill find; knock, and it will be opened to you.” – Luke 11:9

Whyis it difficult for some Latinos to ask for help? Is it thatwe are not taught how? Or do we believe that askingfor help indicates weakness? Perhaps we fear an oblig-

ation to return the favor at some time. Or maybe it just does not occur tous that it is an option. Asking for help is often the smart thing to do.

Teaching Hispanic children to ask for help is a big step in helpingthem gain their independence. Rather than anticipating and meetingevery need, parents can help youngsters learn to seek answers or solu-tions for themselves. (Parents face the challenge of knowing when tohelp and when to back off, but a child asking for help is almost alwaysappropriate, unless the child is trying to pawn off an unsavory task onsomeone else.)

Young Latino children need to learn that asking for help is accept-able – and sometimes even expected. If they view it as an expectation ornorm, they will more likely speak up. Latino children who are the first inthe family to go through an English-speaking school system or young-sters who are raised to be seen and not heard might need direct encour-agement to speak up. Immediate reinforcement needs to follow oncethey take that first big step.

Knowing when to seek help is another skill. Asking for clarification,direction, assistance with something unknown or too difficult to manageindependently, or for resources needed to accomplish a task, are alllegitimate requests for actual needs that Latino students can learn tomake. Trusted adults, teachers and older siblings can coach the childabout timing and approach.

Older Latino students sometimes shy away from asking for help becausethey fear being judged as inferior or they dread possibly having to returnthe favor. Instructors are wise to set limits on comments by classmateswhile simultaneously praising the student for asking for help. Reciprocityalso needs to be learned as a social skill for making and maintaining rela-

tionships. Peer pressure often takescare of that issue with teens.

Some Hispanic adolescents thinkthey do not deserve help from others, so they don’t bother to ask.Whether the undeserving self-image results from negative talk by familymembers, discouraging teachers or frustration with unaddressed orunabated learning challenges, a positive message by a responsible adultthe teen admires can shift the student’s attitude to one that is open toasking for help.

Occasionally young Latino children are taught to remain quiet untilanother makes a move to begin the conversation, make a decision, orrequest a favor. Adults can let the Hispanic child know that it is accept-able to initiate a conversation or make a request to find resources, solvea problem or prevent a problem from happening. Speaking up withteachers in high school (for additional classroom support), counselors(the squeaky wheel gets the scholarship), friends’ parents (to discuss allkinds of worries), doctors (to receive adequate care) and professors (toassure being on track before it is too late to correct it) can help a stu-dent build self-confidence and raise the right questions.

Hispanics often communicate indirectly, but most situations outsidethe family require direct communication. Being straightforward takespractice, so reward Hispanic students for requesting help directly. Teensromance one another (and sometimes break up) via text, but help isbest requested early and in person. No one should Twitter SOS.

Requesting assistance is also a clear indicator that a Hispanic studentis not giving up too easily. Trying one more time or seeking another wayto approach a situation reflects the determination needed by any youngLatino – in and outside the classroom – who is bound for success inhigher education and beyond.

Saying thanks is the final step in asking for help, whether the requestis granted or not. Those in positions to help will remember the courtesyreturned by a Latino student who had the initiative, courage and goodsense to seek assistance in the first place.

LEARNING TO ASK FOR HELPPPrriimmiinngg tthhee PPuummpp......

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

This article appearedonline only in the

11/12/12Issue

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

“Priced Out” –Catch 22 for Low-Income Students

“Priced Out” –Catch 22 for Low-Income Students

by Gustavo A. Mellander

Over the years, I have discussed the pervasive influence poverty can haveon who attends and who succeeds in college.In this country, renowned for centuries as one that affords virtually

everybody a chance to succeed, a chance to achieve the American Dream,it is disconcerting to be reminded of the role that wealth still plays inwhether or not one succeeds.I recently studied Priced Out: How the Wrong Financial-Aid Policies

Hurt Low-Income Students. It is a bombshell. If it doesn’t catch ourattention, nothing will. Priced Out updates my 50-year observations andresearch on Hispanics in higher education.Are we moving forward to level the playing field so that others, in fact

everybody, can secure a college education? This report concludes we aren’tand provides some devastating data.It explores what the federal government, the state governments and the

higher education community are doing to help low-income students suc-ceed in college. The key word being “succeed.” Its conclusions are dis-couraging.Could it be that many of us blithely believe that procedures are in place

to provide low-income students equal opportunities? In succinct detail, thisthoughtful 6,092-word document presents many startling facts.The Education Trust, with funding from the Lumina Foundation, con-

ducted this study. The three authors, Mamie Lynch, Jennifer Engle and JoséL. Cruz, are expert researchers and have the felicitous facility of writingvividly and succinctly.They emphasize that matters are not going well for low-income stu-

dents. Funding, daily realities and practices hinder their success – and it’sgetting worse, not better.

Some FactsOf nearly 1,200 institutions of higher education, only five institutions,

the authors report, succeed in three crucial areas. They are:• They enroll a proportion of low-income students that is at least as highas the national average• They ask these students to pay a portion of their family income nogreater than what the average middle-income student pays for a bachelor’sdegree• They offer all students at least a 1-in-2 chance at graduationI was surprised to read that only five colleges meet those criteria.Where are the established heavy hitters?We know there are many well-known and established colleges that pur-

port to assist low-income students. The authors have a different take. Theynote that “none of the highly profitable, for-profit college companies, orthe well-endowed public flagships, or their private nonprofit counterpartsappears among this list of five.”To make matters worse, many of the vaunted public flagships and pri-

vate nonprofit institutions that do succeed in keeping costs relatively lowfor modest-income students “enroll very few of them.”In short, financial aid realities – at the national, state and institution

level – “benefit affluent students more than those exhibiting the greatestfinancial need.” That assertion will surprise many.

Inflationary PressuresRapidly escalating costs at many colleges over the past decades have

concerned many families. College inflation increases have been virulent fordecades. We are not referring to normal annual inflationary increases.They have been far steeper.“Over the past three decades, college tuition and fees have grown at

four times the rate of inflation. As a result, the percentage of family incomeneeded to pay for college has mushroomed. This is especially true for thelowest-income households. These families must pay or borrow an amountequivalent to nearly three-quarters of their annual income to send just onechild to a four-year college.”It is all the worse because the earnings of low-income families have

actually decreased by 7 percent over the last 30 years. In contrast, those inthe highest-income bracket have seen a 73 percent increase in their familyincomes.Yet at every level we see that choices have been created that place the

heaviest burdens on those who have the least resources. Clearly financialaid policies influence college access and success – especially for low-income students, so established existing procedures put the cost of collegeout of reach for many low-income students.

Analysis of College CostsThe full extent of college costs was not fully understood until recently

because accurate data were not available. That changed in 2011 when theU.S. Department of Education, using its Integrated PostsecondaryEducation Data System (IPEDS), collected “net price” data for the firsttime. It allows for a more accurate analysis of college costs. (This informa-tion is available at www.collegeresults.org.)Thus, we now we have data from 1,186 four-year colleges and universi-

ties indicating what low-income students actually pay to attend college.Let me repeat, of these 1,186 institutions, only five “open their doors to

a proportion of low-income students that is at or above the national aver-age, provide all of their students with at least a 1-in-2 chance at graduat-ing, and ask low-income students to pay a portion of their family income

TARGETING HIGHER EDUCATION

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

no greater than what the average middle-income student in the UnitedStates pays.”Once again, surprisingly, at least to me, none of the nation’s most rec-

ognized institutions, the big players, are listed among the five. No well-endowed public flagship or private nonprofit or for-profit college appearsin the group of five.

Era of AusterityThe authors boldly wonder if in this era of austerity, the nation can

afford to keep subsidizing college costs for students from families forwhom “the question is not whether to attend, but where.”Further, given shrinking resources and the increase in the number of

struggling families, the authors suggest society should help those who needhelp the most.

Are We Fostering Inequality?Students receiving Pell Grants, which were specifically designed to help

students with the greatest financial needs, have, as of late, been negativelyaffected as the purchasing power of those grants has declined. Also part ofthe mix is the significant increase of federal loans so many students have toaccept. Loans are aggressively promoted by some colleges and are part ofvirtually every low-income college student’s financial aid packet.Finally, in the analysis of parity, the benefits enjoyed by the well-to-do

have to be considered. This is particularly true since benefits have shiftedaway from the original need-based philosophy.There is also a blame game going on. We have witnessed recent budget

discussions that focused on ways to control what has been characterized asthe “unsustainable growth in the Pell Grant program.” It’s a clear attemptto set the stage for cutbacks. Its FY-2010 budget, in excess of $33 billion,is a sizeable amount and thus a convenient target.But very little is heard of the $19.4 billion spent on tuition tax credits and

deductions in 2010 of which 61 percent and 91 percent of beneficiaries,respectively, were middle-income and upper-income families. Why is that?

State GovernmentsA similar scenario of ignoring low-income students has played out in

some state capitols. In the past, states had supported higher educationthrough direct funding for institutions and grant aid to students.But direct funding has shrunken dramatically. It has failed to keep pace

with rising enrollments and expenditures, thus shifting a significant portionof college costs onto students in the form of higher tuition and fees.Concurrently, politically popular programs that disproportionately ben-

efit middle-income and upper-income students continue to grow. Theauthors contend those students are likely to attend college even if they didnot receive any financial assistance.They emphasize that state student grants not based on need have grown

at triple the rate of need-based grants over the past 10 years.

GrantsColleges and universities control more than a third of all student grant

funds. The report observes that they make some of the most inequitablechoices of all.In 2007, four-year public and private nonprofit colleges and universi-

ties distributed nearly $15 billion in grant aid. They distributed that aid ina highly regressive manner.Private nonprofit institutions spent almost twice as much on students

from families in the top quintile of family income as they did on those inthe bottom quintile.Even public institutions spent roughly the same amount on students from

the wealthiest families as they did on those from low-income backgrounds.

$11,000 MoreMany, and certainly many outside higher education, will be surprised to

read that after exhausting all sources of grant aid, the typical low-incomestudent must still find more than $11,000 a year to attend a public or pri-vate nonprofit college.This extraordinary financial burden requires low-income families to

pay or borrow an amount equivalent to nearly three-quarters of their fami-ly income for just one child to attend a four-year college. What if there ismore than one child attending college?Middle-class families are pinched as well. Students must finance the

equivalent of 27 percent of their family income to go to college, whilehigh-income students must finance just 14 percent.That scenario means that students, institutions of higher learning and

ultimately the country all suffer from the regressive nature of financial aidpolicies and their negative aggregate effect.

Finances and QualityOnly 55 publics, 10 private nonprofits, and not a single for-profit offer

an annual net price below $4,600.Worse yet, 275 institutions require their lowest-income students to pay

more than 100 percent of their annual family income to attend college.By estimating that low-income students should not pay proportionally

more than what high-income students pay, the authors suggest then that areasonable net price for low-income students should be $2,400. Only 15colleges – 13 publics and two private nonprofits – have a net price forlow-income students below that cutoff.But net price is only one consideration for low-income students when

choosing a college. Students need options that offer both affordability andquality.Measuring quality is difficult. It takes perhaps a generation or two to

judge the success of a college’s graduates to get a true reading.One frequently used indicator of an institution’s quality is the percent-

age of its students that graduate. Many colleges disagree and argue thataccreditation by a regional accrediting body is a more valid indicator ofinstitutional quality. Having served on more than 50 accreditation teams, Iknow that can be a faulty conclusion.The authors conclude that if a college provides instructional programs

and student services that enable 50 percent or more of its students to grad-uate – it’s a pretty good college.So the logical next question is: how many of the previously identified 65

institutions with a net price below $4,600 provide their students at least a1-in-2 opportunity of graduating?The dismal reply is that only 19 publics and 10 private nonprofits – 29

institutions in total – meet that low criterion.The next rational question is: how interested in serving low-income stu-

dents are these 29 colleges that are reasonably affordable and reasonablysuccessful in graduating their students?Not very many. Only five of these 29 – all public colleges – meet or

exceed the national average of enrolling a student body that is at least 30percent low-income.

Unsettling QuestionsThose data led the authors to ask some unsettling questions:

• Which are the five institutions that survived these conservative cuts?• Where are the highly profitable for-profit colleges and universities thatclaim to serve the underserved?• Where are the top-ranked private nonprofit institutions with their bil-lion-dollar endowments that would allow them to do more for those thathave less?• Where are the 50 public flagships whose mission it is to provide a high-quality education to all of their constituents?Thoughtful questions. I’ll get to them next month.

Dr. Mellander was a college president for 20 years.

11/12/2012 hail to the chiefs

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