11/17/2014 using social media to improve retention

NOVEMBER 17, 2014 www.HispanicOutlook.com VOLUME 25 • NUMBER 4

MFA Program for Innovators Latino Graduation Rates PropelledHSIs Performance Study Degree Attainment Rates Increase

NOVEMBER 17, 2014 www.HispanicOutlook.com VOLUME 25 • NUMBER 4

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Itseems a bit precipitous but President Obama is alreadywriting (suggesting?) his legacy with the U.S. Hispaniccommunity, probably to assure that history appropri-

ately makes note of all his good deeds on behalf of Latinos. You might say his administration is struggling to cite these

accomplishments since his marquee projects involving Latinoshave engendered a series of frustrations and complicationsaggravated by an unfriendly Congress.

Since he ends his second and final term in January 2016,there’s really little reason left to vigorously court the Latinoconstituency or even appease them because for better or forworse, the Latino suffrage as far as his administration is con-cerned is moot.

In the final analysis, his standing and success with hisLatino agenda is what it is and history will be the final judge.

Then again, his administration’s best moments with Hispan-ics can help whomever of the Democrats, probably Hillary Clin-ton or Joe Biden, is chosen to succeed him, and of course,there’s his own personal image he would want to promote forposterity.

The “Fact Sheet: President Obama and the Hispanic Com-munity” was prepared by the White House Press Office andreleased in September.

Back in my political heydays as a Nixon White House pressaide, I performed a similar task for the Latino community.We’d like to think then, as Obama’s press minnows surely donow, that we were providing “nothing but the facts, Ma’am” ifeven some, naturally, deemed it largely self-serving.

According to the Obama report card, Latinos now are muchbetter off in almost all socio-economic categories than withhis predecessor Republican President George W. Bush.

Didn’t George W. say the same about Bill Clinton and Clintonthe same about George the Elder and infinite, particularly if thepredecessor was of the opposite party and even if he wasn’t?

According to the Obama White House brag sheet, U.S. Lati-nos today are on an upward spiral because of his administra-tion’s prescient policies with a few quirks and mishaps hereand there to smudge up the progress.

The Obama White House list of accomplishments towardthe Latino community is presented largely in broad strokes butstill impressive in some sectors. It leads off with the advance-ment of Latinos in education, a field in which they have madethe greatest progress. The number of Hispanic students en-rolled in college increased by 45 percent from 2008 to 2012.

The Obama people also cite that the Latino high schoolgraduation rate is the highest it’s been in 30 years and theLatino dropout rate has been cut in half since 2000.

Approximately 21 percent of the children in federally-sup-ported child care programs are Latinos as are 37 percent inHead Start.

It touts affordable health care as one of its signatureachievements.

In its own words, the Obama administration through the Af-fordable Care Act “is making health care more accessible andaffordable for Latinos who were previously locked out or pricedout of quality health insurance.”

About 8.8 million Latinos with private insurance now haveaccess to expanded preventive services with no cost-sharing.

An estimated 4.9 million young Latinas with private healthinsurance can obtain preventive services without cost-sharing.

It doesn’t spend much time on the Latinos’ economic situ-ation except to say the Obama administration petitioned Con-gress to raise the minimum wage to $10.10 an hour as it didfor workers on federal contracts.

Obama’s performance sheet treads lightly on immigrationreform mainly because he’s stuck with a recalcitrant Congressthat won’t let him have his way, making it difficult to embellishwhat few sluggish attempts his administration has made onreforms.

He also can’t get away from the fact that he has deported moreillegal immigrants, mostly Latinos, than any other president.

Obama probably doesn’t want to talk about it except thatsome Latinos, particularly the largest faction, Mexican-Amer-icans, will not let him forget that he made immigration reformone of his administration’s priorities only to watch the situa-tion worsen under his watch.

The Obama-ites pull out a grab-bag list of accomplishmentsinvolving Latinos like affordable housing, defending votingrights and promoting and assisting minority-owned busi-nesses.

All past administrations beginning with the Kennedy presi-dency have done that, some better, some worse, and Obamahas not been exceptional in moving the Latino agenda for-ward.

However, the Obama administration rightly concludes thatmore than any other past administrations, it has increased di-versity that reflects the face of America including more Latinoappointees, among them three cabinet secretaries andSupreme Court Justice Sonia Sotomayor.

Carlos D. Conde, award-winning journalist and former Wash-ington and foreign correspondent, was an aide in the NixonWhite House. Write to him at [email protected].)

Obama’s Latino LegacyBy Carlos D. Conde

LATINO KALEIDOSCOPE


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Contents6 Lack of Access to Federal

Loans at Community CollegesDisproportionately AffectsHispanicsby Jeff Simmons

9 Study Sheds New Light onHSIs’ Performance Ratesby Frank DiMaria

12 Using Social Media to Promote Retentionby Paul Hoogeveen

16 Summit Previews New Commitments to Improve College Opportunityby Jamaal Abdul-Alim

19 Degree Attainment andCollege-Going Rates IncreaseBut Gaps Remainby Angela Provitera McGlynn

NOVEMBER 17, 2014

6

9

12

16

Cover: Wilson AguilarPhoto: Fotolia



Departments3 Latino Kaleidoscope

Obama’s Latino Legacyby Carlos D. Conde

22 Scholars’ Cornerby Vanessa Monterosa

23 Book ReviewThe Closerreviewed by Mary Ann Cooper

Interesting Reads

Back Priming the Pumpcover Using the Tools of Encouragement to

Improve Resultsby Miquela Rivera

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Published by “The Hispanic Outlook in HigherEducation Publishing Company, Inc.”

PublisherJosé López-Isa

Executive EditorMarilyn Gilroy

Senior EditorMary Ann Cooper

Washington DC Bureau Chief Peggy Sands Orchowski

Contributing EditorsCarlos D. Conde, Michelle Adam

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Lack ofAccessDisproportionately Affects HispanicsBy Jeff Simmons


Inlate February, the U.S. Department of Ed-ucation distributed a “Dear Colleague”letter to colleges across the country, deliv-

ering a message that served as a clear reminderabout the importance of offering federal loans.

“We remind institutions of the importance of pro-viding their students with access to low-cost federal stu-dent loans,” wrote Jeff Baker of the agency’s FederalStudent Aid division. “Many students could not affordto attend even low-cost colleges if it were not for thesupport provided by the Direct Loan Program.”

He continued, “Access to federal student financialaid, including low-cost federal student loans, in-creases the likelihood that students will have the fi-nancial resources to successfully complete thepostsecondary education needed to build a betterfuture for themselves, their families, and their com-munities. We encourage institutions to provide ac-cess to the full range of student financial aid optionsavailable that enable millions of students to enrolland succeed in college.”

Unfortunately, however, such options are severelylimited at many of the nation’s community colleges,often disproportionately impacting Hispanic andAfrican-American students faced with seeking morecostly private loans or sidelining their educationalaspirations.

In an era when Americans are increasingly bor-rowing to pay for college, a recent report portrayeda bleak landscape, noting how steep numbers ofstudents are confronted by a lack of access to afford-able student loans at their schools, and are often un-

able to afford school after taking advantage ofgrants and scholarships.

Issued by The Institute for College Access andSuccess (ICAS), the report, “At What Cost? HowCommunity Colleges That Do Not Offer FederalLoans Put Students At Risk,” reviewed various setsof available data, including material from the Fed-

C O M M U N I T Y C O L L E G E S

Jeff Baker

to FederalLoans atCommunityColleges




eral Student Aid Data Center for the first quarter ofthe 2013-14 academic year. This is the ICAS’s fourthassessment of federal student loan participation atcommunity colleges.

“Nearly 1 million community college students in30 states cannot get federal loans because theirschool chooses not to offer them,” said TICAS’s Re-search Director Debbie Cochrane, who serves asthe report’s lead author. “Students without an op-tion for federal loans are stuck between choicesranging from bad to worse.”

Only in 20 states did all community colleges par-ticipate. Researchers discovered major disparitiesstate by state and between urban and non-urban re-gions, identifying troublesome trends on both na-tional and state levels:

• The 1 million community college students en-rolled in schools that blocked all of their students’access to federal student loans represent 8.5 per-cent of community college students nationally.

• In seven states, more than 20 percent lacked ac-cess, while in 11 states, more than 10 percentlacked access.

• Community college students who attendedschools in non-urban areas were more thantwice as likely to lack access as their peers whoattended schools in urban areas.

• Community college students’ access to federalstudent loans varied considerably by race andethnicity, and Latino community college stu-dents were among the most likely to lack access.

“This is the first report where we’ve seen Latinostudents lacking access significantly,” Cochrane said.

Of white students in community colleges, 7.5 per-cent were enrolled in non-participating schools. Butthat share rose to 10.5 percent for Hispanic stu-dents, 12.4 percent for African-American students,and 20.1 percent for Native American students, thethree groups most likely to lack federal loan access,the report notes.

Within some states the differences in loan accessbetween white and underrepresented minority stu-

dents were even sharper. For example, in Texas, only2.7 percent of white students lacked access com-pared to 13.3 percent of Latino students. And inCalifornia, 11.6 percent of white students lacked ac-cess whereas 16.1 percent of their Latino peers did.

There are more than 1,100 community colleges,which educate nearly 40 percent of all undergrad-uate students across the country. On average, com-munity college students encounter $15,000 totalcosts. Most – about 82 percent – of full-time com-munity college students need financial aid to tacklecollege costs but few – only 2 percent – have theirneeds fully met through grants.

While federal, state and institutional financial aidcan help cover academic expenses, students at com-munity colleges are the least likely to receive aidthrough grants compared with students at othertypes of colleges, researchers noted. As a result, stu-dents are faced with deciding to work longer hours,reduce their course load or drop out of school. Theother option they face is to borrow funds to con-tinue their studies.

The report notes that experts identify federalloans as the smartest option, one that should be ex-plored before students pursue another route.

Federal student loans, they indicate, are much saferthan private education loans, credit cards or paydayloans, mainly because the federal student loans areequipped with fixed interest rates and affordable re-payment plans and consumer protection measures.

However, as the researchers state, private loansmade by banks and other lenders are not requiredto provide similar benefits and protections, andoften come with variable interest rates. And, theyadd, barring access to federal loans doesn’t stop stu-dents from borrowing; they just go elsewhere.

“Some will not enroll in as many classes, or go toschool part time instead of full time,” Cochrane said.“Other students will borrow but may take out privateloans or use credit cards, which is not as advantageous.”

She added that there are an estimated 100,000students nationally at community colleges who takeour private loans without first maximizing theirfederal loan eligibility. “We’re not talking about a

“This is the first report where we’ve seen Latino studentslacking access significantly,” Debbie Cochrane, TICAS’sresearch director and lead author, At What Cost? How CommunityColleges That Do Not Offer Federal Loans Put Students At Risk




huge share of students,” she said, “but no studentshould take out a private loan before maximizingfederal loan eligibility.”

The landscape has shifted in recent years as anumber of colleges have opted out of the loan pro-gram, motivated by concern about steeper studentdefault rates. High loan defaults can prevent themfrom being able to offer such financial aid.

“Colleges typically cite fears of default rate sanc-tions if too many students were to default,” she said.“What those fears overlook is that colleges can do alot to keep students out of default… They are over-stating the need for fear. Many of the colleges thatpulled out of the loan program have default ratesway below sanctions.”

In 2013-14, there were 30 states in which somecommunity colleges had opted out of the loan pro-gram. Notably, the five states with the lowest ratesof access were all in the South. In contrast, the 20states where all community colleges offered federalstudent loans were not located in any one region.

Researchers more deeply explored trends in threestates: North Carolina, California and Georgia.With more than 250,000 students enrolled at non-participating schools, California remained the statewith the largest number of community college stu-dents without access to federal student loans. Infact, since 2010-11, seven more California commu-nity colleges stopped offering federal student loans.

In Georgia, in response to 2011 changes to theHelping Outstanding Pupils Educationally (HOPE)

scholarship and grant program, several of Georgia’stechnical colleges began offering federal loans.However, some of those same colleges alreadydropped out of the program.

In North Carolina, students witnessed an increasein loan access between 2010-11 and 2013-14. Butthe state’s efforts to require all community collegesto offer federal student loans have ended and somany community colleges that started offeringloans stopped doing so this past academic year, orplanned to do so by now.

Not all North Carolina community collegesagreed with such change. Guilford Technical Com-munity College remains committed to offering fed-eral loans. Lisa Koretoff, Guilford Technical’sdirector of financial aid, pointed out that othercommunity colleges’ decisions to cease offeringloans might have been driven by the belief that thispool of students doesn’t need to borrow.

“When I went to college, I was of an age that I hadto report my parents’ information, and my parentswere intimidated by the process and would not par-ticipate,” she said recently. “At that time, the regula-tions did not permit students to get loans withouta parent’s information. I had no choice but to fi-nance by education with a credit card.”

Koretoff, who has been with Guilford Technicalfor 19 years, explained that there is a sizeable pop-ulation of students who don’t quality for grants suf-ficient to cover tuition costs, leading them toexplore other options.

“The federal student loans programs are the onlyresource to fund their education rather than dowhat I did, which is use a credit card,” she said. “Wehave some students who are the working poor,working just enough to not quality for grants butnot enough to pay for college out of their pocket.”

At Guilford, they counsel students about pursuingfederal programs, and “they should try to use themfirst,” she said. “I think those schools that are gettingout of the loan programs preemptively and by doingso encouraging students to seek private educationloans as an alternative are not providing their stu-dents with the best option to fund their education.”

Rather than place students’ success at risk bypulling out of the loan program, Guilford Technicalhas been developing strategies to help studentsmake smart financial decisions.

“I’m glad that federal loans are still an option forour students,” Koretoff said.

…in Texas, only 2.7 percent of

white students lacked [federal

loan] access compared to 13.3

percent of Latino students. And

in California, 11.6 percent of

white students lacked access

whereas 16.1 percent of their

Latino peers did.



For a while now it has been assumed that stu-dents who attend minority-serving institutions(MSIs) have lower graduation rates than those

who attend traditional schools. And statistics supportthis assumption, showing that MSI students are gen-erally less academically prepared and receive less fi-nancial aid than their counterparts at other schools.

However, a closer look at the statistics reveals adifferent story.

It’s true that graduation rates at historically blackcolleges and universities (HBCUs) lag about 7 percentbelow traditional institutions and Hispanic-servinginstitutions (HSIs) trail by about 11 percent. Butwhen the data are broken down and studied moreclosely, students who attend minority-serving insti-tutions are just as likely to complete their under-graduate degree as similar minority students at tra-ditional institutions, according to a new study.

Stella Flores, EdD, associate professor of publicpolicy and higher education at Vanderbilt PeabodyCollege of Education and Human Development,made an apples-to-apples comparison to determinethe likelihood of degree completion for black andHispanic students at minority-serving institutions.Working with Toby J. Park, assistant professor andsenior research associate in the Center for Postsec-ondary Success at Florida State University, she gath-ered and studied data on minority students attendingcolleges and universities in Texas.

“At the base of this issue is selectivity,” says Flores.“Students who attend institutions that are more likelyto be under resourced are likely to face lower gradu-

ation rates. In the media the attack has been less onHSIs and more on HBCUs because when we compareblack graduation rates at HBCUs compared to non-HBCUs, they’re quite a bit lower.”

MSIs are under fire because they are not graduating

P R O G R A M SR E P O R T S

Stella Flores

Study ShedsNew Lighton HSIs’ Performance RatesBy Frank DiMaria


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R E P O R T S

students at the same rate of traditional schools, butmany believe they shouldn’t be expected to competewith their traditional counterparts. MSIs, and HBCUsin particular, says Flores, are enrolling students whowouldn’t likely go to college – at least not to four-year schools. Many of their enrollees come in withlower test scores and are less prepared to take on thechallenges of a college curriculum. The only way toincrease the odds of these students completing collegeis through institutional intervention, which requiressignificant resources.

To fairly compare the graduation rates of studentswho attend MSIs to those at non-MSIs, Flores had tolook at the data in a whole new light. It’s unfair tocompare graduation rates between schools that areresourced differently, says Flores. “If you were to lookat the six-year graduation rates for minorities at theUniversity of Texas Pan American (UTPA) comparedto the University of Texas at Austin or at Rice, for ex-ample, the graduation rates are obviously going to bemuch lower at UTPA because UTPA is non-selective –it’s an open enrollment institution,” says Flores.

To fairly compare cohorts at schools that differ fromone another she had to control for the school’s re-sources and admissions policies. “If you equalize com-parison groups to the extent possible, are you goingto see what has been expected which is lower gradu-ation rates at institutions that serve higher numbersof minority and low-income students?” says Flores.

To answer this question Flores used data solelyfrom the state of Texas, which she calls a “wonderfulmicrocosm of MSIs.” Originally from Texas, she hasstudied and published on Texas education for severalyears and is familiar with Texas policy. “Texas has

had a very busy policy scene in higher education, forgood or for bad, over the last 15 years,” says Flores.

Unlike other states, Texas tracks public educationstudents from kindergarten to graduate school, of-fering a wealth of information. “A lot of nationaldatabases aren’t able to do that or they lose a lot ofstudents due to survey attrition and they tend to un-derrepresent certain minority groups and immi-grants,” says Flores.

Flores employed a confidential and longitudinalstate administrative dataset. To observe changes overtime, she examined outcomes for three cohorts ofstudents who graduated from high school in thespring of 1997, 2000, and 2002, and entered collegein the fall of their graduating years. All students weretracked for six years to determine their degree com-pletion within 150 percent of a baccalaureate degree.

“What we wanted to do was start before the collegeenrollment stage at the high school level when stu-dents start to choose what type of course work theyare going to take,” says Flores. “And once there let’sequalize the treatment and comparison group, theachievement group being students who attend anHSI versus those students who do not attend an HSI.”

Using this extraordinarily wide and plentiful setof data, she matched students on a set of variables.She looked at students’ test scores, the type of highschool they attended, whether they were offered freeor reduced-price lunch, their family background,their course selection in high school and whetherthey worked during high school. “We used theoryand research to inform how we chose the character-istics that are likely to affect college enrollment andwe chose students on those,” says Flores.

In other words she created pairs of students thatshared exactly the same experience except for onebig variance. “The only defining difference that couldbe measured was whether they attended an HSI or anon- HSI or an HBCU or a non-HBCU,” says Flores.

She was careful to compare groups of students whoattended similar colleges that have similar resourcesand admission policies. “We didn’t compare a UT- ElPaso student to a student at Rice because that wouldnot be fair. We compared a non-HSI with similar re-sources or we controlled for resources,” says Flores.“When you equalize for comparison groups and con-trol for institutional factors and use unique data wedidn’t find a difference in graduation rates,” says Flo-res. “We are not seeing any differences in graduationrates for minority students who attend a minority-serving institution. We’re not saying, ‘Let’s send all

… students who attend minority-

serving institutions are just as

likely to complete their

undergraduate degree as similar

minority students at traditional

institutions


H I S P A N I C O U T L O O K | N O V E M B E R 1 7 , 2 0 1 4 | 1 1

P R O G R A M SR E P O R T S

minority students to minority institutions.’ But theseinstitutions that are more likely to serve minority stu-dents are doing better than originally thought.”

MSIs currently enroll more than 3.8 million stu-dents or approximately 20 percent of all U.S. highereducation students at nonprofit institutions. And thenumber is growing at an unprecedented rate. In the1980s there were 414 MSIs in the U.S. By 2000 therewere 1,200. But funding for MSIs, and of course HSIs,has not kept pace. In 2010, the Hispanic Associationof Colleges and Universities reported federal fundinglevels for HSIs averaged $3,446 per student, comparedto an average $5,242 per student at other degree-granting institutions.

Although not a funding analysis, Flores’ reportdoes account for this funding disparity. In fact hermotivation to determine if there is different gradua-tion rates at HSIs and non-HSIs grew out of this dis-parity. “If we found that HSIs had much more sig-nificant rates of graduation as compared to non-HSIsI don’t think we would have been surprised becausewe know that funding is different,” she says.

The results of her study pleased her but she says,“It would be nice if we found that the HSIs were do-ing better. But the fact that they are not doing worsetells us that HSIs are doing a lot more with the littlethey have. I think there is a positive story here.”

That said she is not suggesting that funding forHSIs should remain stagnant or be slashed. She iscalling for a rigorous evaluation of those HSIs thathave higher graduation rates, an attempt to identifyand define best practices. “Our next project is goingto look more deeply through institutional interviewsto understand where the good programs are, whatthey are doing and why they are seeing better gradu-ation rates than are expected,” says Flores.

HSIs are playing and will continue to play a criticalrole in readying college students for the workplace.They educate the fastest growing demographic inthe nation. Hispanics are much more likely to attendHSIs than they are to attend traditional schools.

Eight years ago 41 percent of Hispanics attendedan HSI. Today 57 percent do. “If we want to thinkabout increasing college completion rates of thefastest growing and largest minority in the nationwe have to look at the HSIs. That is where the actionis, that’s where the numbers are, that’s where the ed-ucation is going to happen, “ says Flores. “What wehave to do is commit to our students and the nationand the economy that these organizations are gettingthe funding they need and also being accountablefor that funding and making sure they produce agood outcome.”

“…HSIs are doing a lot more

with the little they have.

I think there is a positive

story here.”

Dr. Stella Flores, associate professor of

public policy and higher education at

Vanderbilt Peabody College

Vanderbilt Peabody College, Wyatt Center.


I N N O V A T I O N S & P R O G R A M S



Using SocialMediaBy Paul Hoogeveen

to PromoteRetention

“Group Me is a way to communicate one mass message andstart that dialogue because as they see that their friendsare in the group, they’re more likely to want to stay in thegroup.” Khadija Tejan

Retention Coordinator Khadija Tejan (center)with other ICAC retention coaches at a recent webinar presentation.




It’s no secret that Millennials are more technologi-cally connected that any other age group. In 2010,Pew Research reported that 75 percent of 18-to-29-

year-olds had a profile on a social networking site. So-cial media and related connectivity technologies havebecome, for many Millennials, the preferred methodsof communication. To advocacy groups such as the Illi-nois College Advising Corps (ICAC), this trend has cre-ated fresh avenues to provide near-peer mentoring andsupport to large numbers of underserved students inways that were simply not possible in the recent past.As the first state-level group under the College AdvisingCorps to recognize the opportunity, ICAC is learningto take advantage of students’ affinity for social mediaand developing initiatives to help them persist in theirpostsecondary educational paths.

In the world of providing access and persistencesupport to underrepresented, first-generation collegegoers, ICAC is a relative newcomer. According to cur-rent retention coordinator, Khadija Tejan, the groupwas formed in 2008, three years after the nationalCollege Advising Corps (CAC) was founded by Dr.Nicole Hurd at the University of Virginia. Tejan ex-plained that Hurd wanted to create a model of near-peer advisors who would promote a college-goingculture at schools with underserved student popula-tions that normally would not have access to highereducation. This model was duplicated by state-levelgroups like ICAC.

Starting with just four schools in 2008 – two in theChicago area and two in the central and west areas –ICAC now services 22 high schools with 20 near-peercollege advisers. In the 2013-14 school year, 23 per-cent of the high school students served by ICAC wereHispanic, 27 percent were African- American, and 5percent were white. Roughly half were male and halfwere female.

To understand how ICAC has been leveraging so-cial media to boost retention among underrepre-sented first-generation college goers, it is importantto understand first how the group is organized. Ac-cording to Tejan, ICAC’s advisor team – their AccessCorps – initially focused on helping underrepre-sented high school students get into college. But theyquickly discovered a problem: while more studentswere starting college, they weren’t persisting intotheir second year or sometimes even their second se-mester. In response, they developed a RetentionCorps – a second layer of mentors. It would be thefirst of its kind among all College Advising Corpsgroups nationwide.

“In 2011, we saw we were helping student gain ac-cess, but what we found was they weren’t persistingpast the first year or the first semester,” Tejan ex-plained. “So ICAC developed its retention compo-nent. Our retention team is composed of formeradvisers who served two years as advisers on the ac-cess side to help students persist from year one toyear two. Our retention coaches are the ones whohave a big social media presence. That’s primarilyhow we keep in touch with our students.”

In order to maintain a near-peer mentoring model,ICAC advisers are allowed to serve for only two years,after which they are eligible to becoming retentioncoaches. Advisers hired as retention coaches are of-fered graduate school tuition as part of their service,and are brought in as graduate assistants and master’scandidates. As graduate students, they have limitedopportunities to travel off-campus to help their stu-dents – and that, explained Tejan, is where socialmedia and other connectivity technologies has be-come a key part of ICAC’s retention strategy.

“Our advisers are located on University of Illinoiscampuses, and they can travel once or twice a semes-ter to other universities within Illinois to help those

Mission CISD High School Grads 2014.

Khadija Tejan





students who need help,” said Tejan. “But our stu-dents go everywhere – they go across the UnitedStates, and they even go abroad. So what do we do?We contact then the best way we know how: socialmedia, because for the most part, all students havesome sort of social media account, whether it’s email,Facebook, Twitter, or even Instagram. We can con-nect to these students as long as they have a phone.”

One strategy ICAC uses is to post useful blogs onits social media pages. Students are encouraged to di-rect questions about the information presented totheir coaches via Facebook or Twitter. ICAC alsostresses reinforcing its presence and availability tostudents who otherwise would revert to seeking helpfrom their old high school advisers.

As Tejan put it: “We use technology to start that re-lationship and continue that relationship – follow upwith them, give them services, make suggestions, andmaintain that near-peer relationship. What betterway to contact students and keep in contact withthem than those that they utilize the most – which issocial media?”

It is, in essence, e-mentoring – a natural evolutionof an approach to boosting student retention andcompletion that has been gaining ground at manyinstitutions serving underrepresented student pop-ulations in recent years.

This year, said Tejan, ICAC coaches began havingside-by-side sessions with advisers and their studentsin the hope students would be more likely to take ad-

vantage of the retention aspects of ICAC. She alsonoted that since many of their students’ parents useFacebook, they have begun to engage with parentsvia social media and provide them with the same in-formation their students receive.

While Facebook – and to a lesser extent Twitter –are at the forefront of ICAC’s strategies in leveragingtechnology, they utilize several other Internet-basedtools to help students get into college and to maintaina line of communication once they get there. Their“Transition to College” webinar, for example, is anonline tool created by Retention Coach RodrigoLópez that ICAC uses in the spring to help studentsunderstand how to prepare for college. It highlightsbasic information that is especially useful for first-generation college goers whose families might havelittle experience with all the pieces involved – such ashow and when to complete and submit the FAFSAand how to apply for college work-study programs.Tejan said that after completing the webinar, studentsanswer questions via a dynamic link, which allowsICAC to get their information, contact them over thesummer, and help ensure that students complete allthe necessary steps to college enrollment.

Other online tools used by ICAC are Group Me –a group-chat application – and Google Voice.

“Group Me is a way to communicate one mass mes-sage and start that dialogue because as they see thattheir friends are in the group, they’re more likely towant to stay in the group,” said Tejan. “Google Voice isused primarily for texting, because our students liketo text. They don’t really like to talk on the phone.”

Tracking the outcomes from social media use hasproved a bit of a challenge, according to Tejan, al-though Facebook has been useful in that regard as itdoes provide data on page visits and visitors. More-over, Facebook metrics have helped ICAC determinethat scheduling their posts to appear in the eveninghas allowed them to maximize their viewership.

“We’ve seen a lot more traffic flow doing it that way,”said Tejan. “We’ve seen about a 5 percent increase inthe number of page views between my first and secondyear just by changing the times at which we posted.Last year, we really took initiative to open other socialmedia accounts such as Twitter and Instagram; thechallenge is recruiting a bigger audience.”

In terms of overall outcomes, ICAC’s Access Corpsappears to be demonstrating good progress, althoughTejan said they have yet to finish compiling metricsfor the 2012-13 and 2013-14 academic years. In 2011-12, the Access Corps advisers met with 2,453 high

“What better way to contact

students and keep in contact

with them than those that

they utilize the most – which

is social media?”

Khadija Tejan, retention coordinator,

the Illinois College Advising Corps




school students – 76 percent of students at ICAC-served schools – in one-on-one meetings; 75 percentof ICAC-served seniors submitted at least one collegeapplication; and 57 percent of seniors met with anICAC advisers for help with submitting their FAFSA.

Of the 1586 college-going students eligible to beserved by ICAC’s Retention Corps in 2012-13, 382 par-ticipated. A full 60 percent of these were low income; 45percent were first-generation college goers; 38 percentwere Hispanic; 30 percent were African-American; 8percent were white; 8 percent were Asian-American;and 65 percent were female. Out of this cohort, ICACreported 507 student connections through Facebookand 1241 one-on-one interactions (both online and inperson). Of the 404 students tracked from the pilot yearof the program, 83 percent returned for their secondyear of college, while of the 382 freshman studentstracked in year two of the program, 68 percent contin-ued onto the Spring 2013 semester.

ICAC has been active in sharing its social mediasuccesses. Not surprisingly, one method of sharinghas been through viral dissemination from ICAC

coaches to both former students and co-workersfrom their adviser days in other state-level CACgroups. ICAC has also presented its social mediamethodologies at national summits and conferences,such as the annual College Board Prepárate Confer-ence. And its national CAC partner compiles andshares these initiatives among all other AdvisingCorps groups.

According to Tejan, ICAC’s Retention Corps is nowsetting a new goal: to begin determining the impacttheir Retention Corps coaches have had not just onfirst-to-second year retention, but on retention inthird and fourth years – and ultimately, completion.They are still fine-tuning how they have defined theirstudent cohort from year to year. In the first year, thecohort was limited to students on the three main Illi-nois university system campuses; today, they includeall students statewide. Since ICAC is a young organ-ization, and its social media initiatives are evennewer, the full effect of leveraging social media to in-crease participation and retention rates remains tobe seen – but the results thus far are encouraging.



With the Obama Administration’s secondSummit on College Opportunity set forDecember at the White House, higher ed-

ucation leaders are expecting a renewed and sharp-ened focus on the best ways to make college moreaccessible and more effective at helping students earnpostsecondary degrees.

“People should reasonably expect the summit willbring attention to what is currently working at insti-tutions across the country and provide concrete ex-amples and commitments for additional leadershipand investment others can emulate to meet our na-tional goal on college completion,” said Deborah A.Santiago, vice president for policy at Excelencia inEducation, a national policy and research organizationthat focuses on Latino issues in higher education.

Indeed, one the biggest concrete initiatives associ-ated with the upcoming summit is the launching ofa new $10 million Center for the Analysis of Post-secondary Readiness (CAPR) funded by the Institutefor Education (IES) at the U.S. Department of Edu-

L E A D E R S H I P / R O L E M O D E L SC O N F E R E N C E S A N D C O N V E N T I O N S

SummitPreviewsNew Commitmentsto Improve College Opportunity

By Jamaal Abdul-Alim

Deborah A. Santiago



C O N F E R E N C E S A N D C O N V E N T I O N S

cation. The center will be run by the CommunityCollege Research Center, or CCRC, at Teachers Col-lege, Columbia University, and the social policy re-search organization MDRC.

Thomas Bailey, director of the CCRC, said thecenter will conduct comprehensive and rigorous re-search of reform efforts that are afoot in higher edu-cation. One project at the center will be a descriptiveone and will seek to delineate the types of reformsthat are taking place, Bailey said.

“There’s nothing that tells us how much of a par-ticular reform is taking place, how ambitious the re-forms are,” Bailey said.

CAPR will also assess the effectiveness of the NewMathways Project at the University of Texas at Austin,which offers students different ways to get throughcollege level math that are more in line with theirfields of study and career aspirations, which are oftennot related to STEM fields.

“Many people stumble on that and never getthrough it,” Bailey said of college algebra courses ingeneral. “Turns out you’re taking thousands of stu-dents and blocking their progress so a couple ofdozen will have the option to move on to more in-

tense STEM if they choose.”CAPR also will seek to evaluate the “multiple meas-

ures” approach to determining the remedial needsof students – an approach that involves using theirhigh school transcripts and GPAs, which Bailey saysare believed to be better predictors of success, insteadof just cutoff scores on assessments.

“It turns out that there are many people who aresent to remediation who could be successful in thecollege level course, and in fact there are better waysof evaluating or assessing who needs to be in reme-diation,” Bailey said.

At the first White House Summit on College Op-portunity held last January, over 100 college presi-dents and 40 nonprofits responded to PresidentObama and the First Lady’s “call to action” to increasecollege opportunity.

According to the White House, the goal of the secondsummit is to build on the work from the first– whichhas involved efforts to improve college advising andincrease college enrollment – and will also focus on:

• Building collaborations in communities withstrong K-12 and higher education partnershipsto encourage college going.

• Supporting colleges to work together to dramat-ically improve persistence and increase collegecompletion, especially for first-generation, low-income, and underrepresented students.

Fourteen more community colleges have joinedthe effort by making commitments to strengthen

One the biggest concrete

initiatives associated with the

upcoming summit is the

launching of a new $10 million

Center for the Analysis of

Postsecondary Readiness.

Thomas Bailey



L E A D E R S H I P / R O L E M O D E L SC O N F E R E N C E S A N D C O N V E N T I O N S

college readiness for academically underpreparedstudents. These institutions are located across thecountry, from Borough of Manhattan CommunityCollege, or BMCC, in New York City to Los RiosCommunity College District in Sacramento.

David Baime, senior vice president for governmentrelations & policy analysis at the Association of Com-munity Colleges, said the summit will help focusmore attention on the challenges faced in the com-munity college sector.

“We think the administration is asking the rightquestions about higher education, and we think thatthis is an effective way of putting the spotlight onsome of the issues that our sector faces,” Baime said.

Baime and others cautioned against expectingrapid and dramatic results in terms of college com-pletion to come out of the summit.

“The jury is still out as to how far the needle hasmoved” in the five years since the Obama Adminis-tration announced the American Graduation Initia-tive in 2009, Baime said. Among other things, theinitiative called for an additional 5 million commu-nity college degrees and certificates by 2020.

“Candidly, I don’t think we’re quite there yet,”Baime said. “But we’re making progress.”

Other initiatives emanating from the forthcomingsummit include:

• New commitments from the Khan Academy thatwill focus on technology-based solutions cus-tomized to improve student success in develop-mental math.

• A $5 million commitment from the Great LakesHigher Education Guaranty Corporation, in part-

nership with MDRC, the Ohio Board of Regents,and City University of New York (CUNY) to repli-cate CUNY’s Accelerated Study in Associate Pro-grams (ASAP) to support as many as 2,000 com-munity college students in Ohio.

David Baime

The White House.



America reached its largest year-over-year in-crease in degree attainment since 2008, ac-cording to the fifth annual issue of A

Stronger Nation through Higher Education: Closingthe Gaps in College Attainment, published by the Lu-mina Foundation.

This is encouraging news: there was a .7 percentincrease from 2011 to 2012 from 38.7 to 39.4 per-cent of working-age Americans (25 to 64 years old)who have two or four-year degrees. Among thosebetween the ages of 25 and 34, degree attainmentrose 3 percentage points to 40.9 percent. This paceof increase could put Lumina Foundation’s “Goal2025,” which is the foundation’s initiative to boostthe percentage of Americans with high-quality cer-tificates and degrees to 60 percent by the year 2025,actually in reach.

The momentum of increase is hopeful althoughmaintaining that level of increase is a significantchallenge requiring that our higher education sys-tem be redesigned to focus more effectively on stu-dents and learning. Other countries are stilloutpacing America in educational achievement ata time when the global demand for postsecondaryhigh-quality skills and knowledge continues to rise.

Looking at higher education attainment rates in-ternationally using data from Organization for Eco-nomic Cooperation (OECD) and annual Education

at a Glance reports over the years, Lumina Founda-tion had previously noted the disturbing trend interms of higher education attainment in the U.S.compared to other countries. Our rates have beenmostly flat for at least six years. During that same

R E P O R T S

Degree Attainmentand College-GoingRates IncreaseBut Gaps RemainBy Angela Provitera McGlynn



R E P O R T S

time period other economically advanced countrieshave made significant increases in the percentage oftheir young people who have completed degrees.

We know that America’s place in attainment ratesin the developed world slipped from number onein the world to the middle of the pack. This reporttells us that the headline should not be so muchabout our slippage but about what is happening in-ternationally.

According to A Stronger Nation, the real story is “…the dynamic global economy is fueling an ever-in-creasing demand for skills and talent, and that mostcountries around the world are responding to thisdemand by increasing the higher education attain-ment of their people.” In particular, other countriesare increasing degree completion for their youngergeneration and our nation is not keeping up.

This is the most important take-away messagefrom the international comparison. The U.S. attain-ment rates are inching up but being far surpassedby other countries showing us that more significantincreases are not only possible but also sustainableover time.

Within our own country, persistent equity aca-demic achievement gaps among demographicgroups exist, keeping us from catching up with theworld attainment rates and posing challenges toachieving Goal 2025. As a Stronger Nation reports,in the United States, “Participation rates still differsignificantly based on income. While 82.4 percentof potential students in the top third of the incomescale enroll in college, only 53.5 percent of those inthe bottom do so.” Factor in income-related degreecompletion rates to the access rates, and the pictureis even bleaker for low-income students.

All ethnic/racial groups showed some improve-ment in degree attainment in 2012. Disparitiesamong groups, however, continue to plague U.S.

higher education. Looking at degree attainmentrates among American adults between the ages of25 and 64 by population group, we see the highestdegree attainment among Asian-American (59.35percent). White degree attainment is next on theladder with a 43.87 degree completion rate. Blacksare on rung three at 27.62 percent. Native Ameri-cans in this age group have a 23.43 percent comple-tion rate, and Hispanics remain on the bottom ofthe educational ladder at 19.81 percent.

On a positive note, the college-going rate for His-panics increased from 59.7 percent to 66.6 percentbetween 2010 and 2011. For blacks, the rate rosefrom 62 percent to 67.1 percent in that same period.These are significant jumps for a single year – accessis getting better for underrepresented groups. Thenext critical step is to increase degree completionrates for these demographic groups.

According to the Lumina report:As the nation’s population becomes more diverse,[with Hispanics being the fastest growing demo-graphic] increasing the higher education attainmentof underrepresented groups becomes critically im-portant. If attainment rates for different racial andethnic groups do not change, only about 37.8 percentof today’s 14- to 51-year-olds will have college de-grees in 2025 – almost a full percentage point lessthan the current rate. Of course, race and ethnicityare not the only factors that affect higher educationattainment. Low-income and first-generation col-lege students and adults are also underrepresentedin higher education; left unaddressed, these in-equities will have disastrous consequences – for af-fected individuals and for the nation. Reaching Goal2025 requires that all of these gaps in attainment bedramatically reduced.

In fact, previous research by Excelencia in Educa-

Degree-attainment rates among United States adults(ages 25-64), by population group

43.87%27.62%19.81%59.35%

WhiteBlackHispanic AsianNative American 23.43%

Source: U.S. Census Bureau, 2010-12 American Community Survey PUMS File

43.87%

27.62%

19.81%

59.35%

23.43%



tion has shown that without Hispanic strides in ac-ademic achievement, Goal 2025 will not be attain-able. The Lumina report says that in order toachieve Goal 2025, the current rate of increase indegree attainment will have to be maintained andthat colleges and universities must find new ways ofmaking higher education accessible and affordable.The research from this report also points to a needfor an overhaul of the higher education system to amore student-centered, learning-centered ap-proach. In other words, there needs to be a focus onhigher education outcomes.

What does it mean to offer a quality education?Colleges and universities that have high academicstandards, help students learn and perform at top-notch levels, and help their students complete theirdegrees, particularly those colleges that succeedwith underrepresented students, are providing aquality education. As the Lumina report states, wehave much to learn from these institutions which“point us toward a much needed redesign – a com-prehensive effort to reshape American higher edu-cation so that it better serves the needs of studentsand the complex, global society in which they must

live and work.”President and CEO of the Lumina Foundation,

Jamie P. Merisotis, offers an optimistic forecast ina press release:

Momentum is building around increased attain-ment in America, and we believe that the need – thehunger – for education beyond high school isstronger than ever before. Recent student-centeredchanges in American higher education have madethis progress possible. Now it's time to accelerate thesystem redesign so that we can meet future work-force needs, strengthen our democracy, and give allAmericans – regardless of race, income, and othersocioeconomic factors – the opportunities that post-secondary attainment provides

Merisotis says that the Lumina Foundation ismore certain than ever that significantly increasingcollege degree and certificate completion is the es-sential ingredient to ensuring a bright future for ournation and its citizens.

Angela Provitera McGlynn, professor emeritus of psy-chology, is an international consultant/presenter onteaching, learning, and diversity issues and the authorof several related books.

R E P O R T S

On a positive note,

the college-going rate for

Hispanics increased from

59.7 percent to 66.6 percent

between 2010 and 2011.

Jamie P. Merisotis, President and CEO of the Lumina Foundation.


From the Scholars’ Corner

The American Association of Hispanics inHigher Education Graduate Fellows programis dedicated to fostering opportunities formentorship, guidance, and professional devel-opment in order to empower present and fu-ture Latina/o leaders. Having been a graduatefellow, I can attest to the vibrant and support-ive community of Latina/o scholars and leadersthat comprises the AAHHE familia. As a gradu-ate fellow, your network grows exponentiallyas you meet other current fellows, faculty fel-lows, AAHHE alumni, and the greater AAHHEcommunity. Moreover, attending the 2014AAHHE National Conference afforded me theopportunity to network with the broaderhigher education community of Latina/o ad-ministrators and faculty. It was such a greathonor to attend the national conference as agraduate fellow, and the recognition receivedby attendees was humbling. For example, dur-ing plenary sessions, I had the pleasure ofmeeting university presidents, deans, and es-teemed faculty who were very interested inlearning about my work and my experience asa fellow.

Meeting so many other Latina/o scholarsfrom other disciplines and hearing about theirempowering scholarship helped me see themany ways I could contribute to higher educa-tion as I pursue my work in education technol-ogy. I met both current and alumni fellowswho are working at public and private institu-tions in addition to heading efforts to continueto bridge the opportunity gap for Latina/o stu-dents. Their scholarly and professional effortshelped me envision the many roles I can fulfill

in higher education once I graduate, such as anadministrator for information technology ordeveloping a research center focused onhigher education innovation. For this reason, Ilook forward to serving as this year’s AAHHEsocial media chair, giving back to an organiza-tion that has given so much to me. As socialmedia chair, I hope to develop AAHHE’s digitalpresence and develop as strong a communityonline as it is offline.

When I applied to be a graduate fellow, mygoal was to find a comunidad where we sharedsimilar passions and interests, but I left the na-tional conference with so much more. For ex-ample, I was paired with a faculty mentor whogave me valuable feedback on research proj-ects in addition to giving me advice on pursu-ing tenure-track opportunities and navigatingacademia as a Latina. My faculty mentor wasalso instrumental in helping me think throughmy next steps as a doctoral student. When Iattended the conference, I was in the middleof switching doctoral programs, and with myfaculty mentor’s and faculty fellows’ feedback, Iwas able to smoothly transition from one pro-gram to another. Their support in listening tomy decision to switch programs was essentialto my continued growth as a scholar. As agraduate fellow, I found myself in a communityof talented and driven Latina/o scholars andleaders. Now, when I attend other academicevents and conferences, I have familia wher-ever I go. To grow personally and professionallythrough AAHHE is a great experience that Iwill continue to cherish.

By Vanessa Monterosa, EdD– Educational Leadership; California State University, Long Beach 2014 AAHHE Graduate Fellow



Desolation: A Bilingual Editionby Gabriela Mistral, translated by Michael P. Predmore andLiliana BaltraThis is the first bilingual translation intoEnglish of an important work by GabrielaMistral, one of the premier Latin Americanpoets of the 20th century and the first LatinAmerican author to receive the Nobel Prizein Literature. The translation is based onthe 1923 edition of Nascimento, which willbe of interest and importance both to a Spanish-speak-ing public as well as to specialists in the field. 2013. 550 pp. ISBN: 978-1891270246. $29.95 paper.Latin American Literary Review Press. Pittsburgh, Pa.,www.lalrp.org. (800) 888-4741.

Engaging Students through Social Media: Evidence-Based Practices for Use in StudentAffairsby Reynol Junco This book bridges the gap between a de-sire to use social media and the processknowledge needed to actually implementand assess effective social media inter-ventions, providing a research-based un-derstanding of how students use socialmedia and the ways it can be used to en-hance student learning. It also dispelspopular myths about how social media use affectsstudents. 2014. 368 pp. ISBN: 978-1118647455. $40.00. cloth.Jossey-Bass, San Francisco, Calif. www.joseybass.com(800) 936- 7739.

Brazil: The Troubled Rise of a Global Powerby Michael Reid Experts believe that Brazil, the world’s fifthlargest country and its seventh largesteconomy, will be one of the most importantglobal powers by the year 2030. Yet farmore attention has been paid to the otherrising behemoths Russia, India, and China.Often ignored and underappreciated,Brazil, according to journalist Michael Reid,has finally begun to live up to its potential, but faces im-portant challenges before it becomes a nation of sub-stantial global significance. 2014. 352 pp. ISBN: 978-0300165609. $32.50 cloth.Yale University Press. New Haven, Conn., www.http://yalepress.yale.edu/ 203-432-0960.

Interesting ReadsThe Closerby Mariano Rivera (Author), Wayne Coffey (Contributor).2014. 288 pp. ISBN: 978-0316400732. $28.00, cloth. Little, Brown and Company LittleBrown.com, New York, N.Y.

The recent NFL scandal about how thefootball leagues and officials disciplineplayers who have been charged or con-victed of spousal or child abuse sheds newlight on the subject of role models. Ameri-cans expect their heroes on the field to ex-hibit these same positive qualities off thefield. All too often they do not. And some sports figuresadmit that the last thing they seek is to be a role model.And then there’s Mariano Rivera.

There is no doubt that Rivera is a super star, assureda spot in The Baseball Hall of Fame in Cooperstown, N.Y.To Hispanics, he is a genuine role model -- something hedoesn’t view as a burden or with ambivalence. And thathas more to do with his faith and his upbringing thananything else he ever accomplished as a player.

Having retired from baseball in 2013, Mariano Rivera,the man who has been dubbed the greatest closer of alltime in baseball, has penned his memoir. It chroniclesthe journey of the son of a poor Panamanian fishermanto fame and fortune as part of the New York Yankeesfranchise. When the Yankees first scouted him, he didn'teven own his own glove. He had modest ambitions. Hethought he might make a good mechanic. When he wasgiven a tryout with the team he had never flown in an air-plane, had never heard of Babe Ruth, and spoke no Eng-lish. What he did know was how to throw an unhittablebaseball.

As one would expect, there are many wonderful anec-dotes and behind the scenes tales of championship sea-sons, but what makes this book particularly relevant toHispanics is his revelations about the struggles of beinga Latino baseball player in the United States. The 13-time All-Star discusses his drive to win; the secrets be-hind his legendary composure; the story of how hediscovered his cut fastball; the untold, pitch-by-pitch ac-count of the ninth inning of Game 7 in the 2001 WorldSeries (which resulted in a crushing loss for the Yankees)and why this lowest moment of his career became oneof his greatest blessings.

In The Closer, Rivera brings the readers into the Yan-kee clubhouse, and on that jog he took from the bullpento the mound. Whether the game or the season wasresting squarely on his shoulders, he approached histask with laser like focus -- a quality that he says comesfrom his family’s support and his enduring faith.

The Closer is a testament to what sports heroes canand should be to all the young people who look up tothem for their athletic prowess.

Reviewed by Mary Ann Cooper




We are more than higher ed.We are a whole new category. We build. We innovate. We incubate. We develop an educated workforce and open new facilities. We improve lives. We save lives.

We are the University of Central Florida and

We’re Hiring.

Think UCF.In Orlando, the University of Central Florida has evolved into the nation’s second-largest university by implementing innovative growth strategies. But we aspire to be even better.

Now, we’re hiring 200 faculty members for our 12 colleges. Visit ucf.edu/jobs.

UCF is an equal opportunity/affirmative action employer.


In every Hispanic kitchen, you’ll find

And the best way to say thank you for that special section of the pantry

is by continuing to commit ourselves to offering healthy and delicious options.

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Assistant or Associate Professor, Oral and Maxillofacial Surgery

Temple University Kornberg School of Dentistry is seekinghighly qualified oral surgery applicants for a clinical-trackfull-time faculty position at the assistant or associateprofessor rank for the Department of Oral and MaxillofacialPathology, Medicine and Surgery.

Applicants must have completed an ADA-accreditedadvanced training program in Oral and MaxillofacialSurgery, and must have, or be eligible for, full Pennsylvanialicensure or be eligible for a Pennsylvania restrictedteaching license. Applicants must have (or are eligible for)board certification in Oral and Maxillofacial Surgery.Responsibilities will include didactic and clinical teaching,and clinical practice in oral surgery. Salary and rank willbe commensurate with experience and qualifications.

Temple University is an equal opportunity/affirmative actionemployer. Women and minorities are encouraged to apply.For confidential consideration, interested individualsshould email a cover letter, curriculum vitae, and threereferences to:

Cynthia RussellSpecial Assistant for Faculty Affairs and Strategic Initiatives

[email protected] University Kornberg School of Dentistry

3223 North Broad StreetPhiladelphia, PA 19140

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Dean of the School of Management and Labor Relations

Rutgers, The State University of New Jersey, invites nominations and applicationsfor the position of Dean of the School of Management and Labor Relations.

Rutgers University, a leading national research university and the Stateof New Jersey’s foremost comprehensive public institution of higherlearning, seeks a Dean who will provide outstanding leadership andvision for the School of Management and Labor Relations (SMLR) atRutgers University–New Brunswick. The Dean is responsible for theSchool’s academic strategy and fiscal management, leads the faculty inplanning and implementing academic and non-credit programs,administers the School’s resources, communicates the School’s missionand goals to internal and external constituencies, and is responsible forexternal fundraising.

The School of Management and Labor Relations was founded in 1947and today houses the nation’s preeminent scholars of human resourcemanagement and employment relations. SMLR’s mission is to create anddisseminate knowledge that fosters a better understanding of the natureof employment and work in modern society, promotes harmony andcooperation between management and labor, and improves employmentsystems and relationships. SMLR has 59 full-time faculty members acrossits two departments, Human Resource Management and Labor Studiesand Employment Relations. The School serves nearly 1400 graduate andundergraduate students pursuing one of six degrees: a B.A. in HumanResource Management, a B.A. in Labor Studies and EmploymentRelations, a B.S. in Labor and Employment Relations, a Master’s in LaborStudies and Employment Relations, a Master’s in Human ResourceManagement, and a Ph.D. in Industrial Relations and Human Resources.SMLR also houses several innovative research centers and programs aswell as a number of continuing education programs.

The Dean must have a strong grasp of the challenges and opportunitiesfacing the dynamic fields of human resource management, laborrelations, and labor studies, as well as a comprehensive understandingof the issues in today’s workplace. The successful candidate shouldhave a demonstrated record of accomplishment in a leadership positionand possess excellent administrative and interpersonal skills.Candidates should have an earned doctorate or other terminal degreein an appropriate discipline and a record of scholarly achievementsufficient to merit appointment at the rank of professor within theSchool. The Dean will report directly to the Chancellor of RutgersUniversity–New Brunswick.

The salary is competitive, commensurate with experience andqualifications. The desired appointment start date is July 1, 2015.Review of nominations and applications will begin immediately and willcontinue until the position is filled. All correspondence will be held instrictest confidence. Applicants should submit a letter of interest and acurrent vita or resume. Applications from women and underrepresentedminorities are actively encouraged. Nominations for, and applicationsfrom, qualified individuals should be submitted electronically to:

Dean Cathryn Potter, Chair SMLR Dean Search [email protected]

Rutgers is an Affirmative Action, Equal Opportunity Employerhttp://www.rutgers.edu – http://smlr.rutgers.edu/

Index of EmploymentOpportunities in Digital AdsAcademic Deans...............................................Page 31

Administration of Justice Lead Instructor...........Page 29

Assistant or Associate Professor, Oral and Maxillofacial Surgery ...................................Page 26

Coordinator of Dual Enrollment .........................Page 29

Dean of the School of Management and Labor Relations ............................................

Dean, Abraham S. Fischler School of Education...Page 28

Dean, College of Education................................Page 26

Dean, College of Liberal Arts and Sciences.........Page 25

Department Head, Department of Mechanical Engineering ................................Page 29

Full-Time, Tenure-Track Faculty Position, Department of Business Administration ........Page 31

Henry Rutgers Term Chair in Biomedical Ethics...Page 31

Multiple Faculty Positions.................................Page 24

Tenure-Track Assistant or Associate Professor of Accounting................................Page 30

Tenure-Track Assistant Professor of Economics...Page 26

Tenure-Track Assistant, Associate or Full Professor in Organizational Behavior/Human Resource Management ......................Page 30

Vice President for Advancement ........................Page 32

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NOVA SOUTHEASTERN UNIVERSITYDEAN – ABRAHAM S. FISCHLER

SCHOOL OF EDUCATION

Innovation is the hallmark of the Fischler School ofEducation at Nova Southeastern University. Named forrenowned educational leader Abraham S. Fischler, theSchool has long been considered the leader amonginstitutions of higher education at offering high qualityeducation at a distance using a variety of innovativeapproaches. The Fischler School offers professionallyrelevant and accredited educational opportunities usingthe modern technologies of teaching and learning,especially distance education. The Fischler School is oneof the largest schools of education in the country withstudents attending throughout the U.S. and over 30countries. Faculty are noted for their national andinternational academic credentials, real world experienceand expertise at offering instruction in a variety of settingsusing the technologies of teaching and learning.

The Fischler School is seeking its next generation leader– a Dean who can build on the legacy of AbrahamFischler. The Dean will consolidate and expand, thenational and worldwide impact of the School. TheFischler School offers educational opportunities toteachers, administrators, leaders, trainers and otherprofessionals at times and in ways that allow them toreach their educational goals.

The next Dean of Fischler will be a scholar, a scientist,an author, and above all, a visionary leader who willguide students, staff and faculty as they contribute to thecore values of Nova Southeastern University of academicexcellence, student centered programs, integrity,innovation, opportunity, scholarship, diversity andcommunity. The Dean of the Fischler School will infusethese core values into the activities of the School as itoffers teaching and learning opportunities using distanceeducation, blended education and traditional educationapproaches.

The next Dean of the Fischler School of Education willhave experience in teaching and learning in highereducation using a variety of approaches, and willdemonstrate a clear appreciation for quality andexcellence using new and varied technologies for teachingand learning.

A copy of the full position description can be found at:http://nsufsedean.ekornferry.com

The confidential review of applications, nominations andexpressions of interest will begin immediately.Applications are encouraged by December 8, 2014 toensure full consideration, though the search will remainopen until the position is filled. Candidates should submita letter of application summarizing their qualificationsand interest; along with a curriculum vita via http://nsufsedean.ekornferry.com.

Nova Southeastern University is an equal opportunityemployer and is in full compliance with the Americanswith Disabilities Act. The Dean Search Committeeencourages applications from individuals of variedexperiences and backgrounds.

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The Department of Mechanical Engineering at Virginia Tech is seeking to fill the position of Department HeadVirginia Tech invites applications for the position of Professor and Head of the Mechanical Engineering Department. Virginia Tech, founded in 1872 as a land-grant institution, iscurrently ranked in Top 25 Public University by US News & World Report and Top 25 Public Research University by the National Science Foundation. As the Commonwealth’s most comprehensiveuniversity and its leading research institution, Virginia Tech serves a diverse population of 30,000+ students and 8000+ faculty and staff from over 100 countries, and is engaged in researcharound the world. The 120-acre VT Corporate Research Center is home to over 100 companies and the Edward Via College of Osteopathic Medicine.

The College of Engineering is home to 13 departments with about 330 faculty, 7,500 undergraduate students, and 2,100 graduate students. In 2014, the College of Engineering was rankedin the top-10 in the nation for the number of BS and PhD awarded. In the most recent rankings by U.S. News & World Report the College of Engineering’s undergraduate program ranked15th (8th among public universities), and the graduate program ranked 21st (12th among public universities).

The Mechanical Engineering Department, which includes a Nuclear Engineering Program, has over 50 faculty, research expenditures in excess of $17M, and a current enrollment of over170 doctoral, 130 masters, and over 1200 undergraduate students. The department is ranked 16th and 17th out of all mechanical engineering departments in the nation in undergraduateand graduate education, respectively, by the 2014 U.S. News and World Report. The department includes several research centers and its faculty members are engaged in diverse multidisciplinaryresearch activities. The mechanical engineering faculty also benefit from a number of university-wide institutes such as the Institute for Critical Technology and Applied Science (ICTAS),college level centers such as the Commonwealth Center for Aerospace Propulsion Systems (CCAPS), the recently established Rolls Royce University Technology Center (UTC) in advancedsystems diagnostics, and the Virginia Center for Autonomous Systems (VaCAS).

Applicants must hold a doctoral degree in Mechanical Engineering or a closely related field. We are seeking highly qualified candidates that demonstrated intellectual leadership andadministrative skills in an academic/university environment or equivalent, with an ability to communicate effectively, concisely, and clearly at all levels. Candidates must also have a dedicationto the instructional mission of the university, an established record of professional activities and leadership in professional organizations, and credentials commensurate with the appointmentas full professor with tenure in the department. Applications must be submitted online to https://www.jobs.vt.edu to posting number TR0140132. Applicant screening will begin Jan. 10, 2015and will continue until the position is filled. Applications should include curriculum vitae, a cover letter, a vision statement, a statement of leadership style and experience, and contactinformation for at least five individuals providing references. References will only be contacted concerning those candidates who are selected for the short list/phone interviews.

Blacksburg is consistently ranked among the country’s best places to live and raise a family (http://www.liveinblacksburg.com/). It is a scenic and vibrant community located in the New River Valleybetween the Alleghany and Blue Ridge Mountains. The town is proximal to state parks, trails, and other regional attractions of Southwest Virginia, renowned for their history and natural beauty.

For assistance submitting the application please contact Ms. Diana Israel ([email protected], (540)-231-6424). Inquires about the position should be directed to the Chair of the searchcommittee, Prof. Corina Sandu ([email protected], (540) 231-7467).

Virginia Tech does not discriminate against employees, students, or applicants for admission or employment on the basis of race, gender, disability, age, veteran status, national origin,religion, sexual orientation, or political affiliation, is committed to diversity, and seeks a broad spectrum of candidates.Questions concerning discrimination should be directed to the Officefor Equity and Access. Virginia Tech is a recipient of the National Science Foundation ADVANCE Institutional Transformation Award to increase the participation of women in academic scienceand engineering careers (http://www.advance.vt.edu) and is an Equal Opportunity/Affirmative Action Institution. Virginia Tech responds to the needs of dual-career couples and has policiesin place to provide flexibility for faculty careers. Invent the Future at Virginia Tech!

EMPLOYMENTOPPORTUNITY

Administration ofJustice

Lead InstructorLocated at Christanna Campus, Alberta, VA

Anticipated Opening, beginning January 1, 2015Southside Virginia Community College, a comprehensive communitycollege, is seeking qualified candidates for an anticipated opening ofAdministration of Justice Lead Instructor, 9 month teaching facultyposition. The successful candidate must be committed to our mission toprovide quality education to a diverse constituency.

Administration of Justice, Lead Instructor9 month Instructional Faculty

Full-time with BenefitsSalary commensurate with qualifications and experience

Open until filled; Review begins November 17, 2014 Position F0075

Job Posting # 0085090Visit www.southside.edu/employment for more details. Applicantsmay apply directly to SVCC, Attention: Angela Jackson, 109Campus Drive, Alberta, VA 23821 OR online by submitting acompleted State Application through the RMSwebsite at: http://jobs.virginia.gov. Satisfactory reference and background checks area condition of employment. Position is dependent upon funding.

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

EMPLOYMENTOPPORTUNITY

Coordinator of DualEnrollment

Located at Christanna Campus, Alberta, VASouthside Virginia Community College, a comprehensive communitycollege, is seeking qualified candidates for the position of Coordinatorof Dual Enrollment. Position is responsible for coordinating the dualenrollment program to include staffing, supervision of faculty andstaff, funding, registration and book sales to a defined segment of thecollege service area. The successful candidate must be committed toour mission to provide quality education to a diverse constituency.

Full-time, with state and VCCS Benefits

Salary commensurate with state and VCCS guidelines

Position is open until filled. Position # F0009Job Posting # 0084884

Visit www.southside.edu/employment for more details. Applicantsmay apply directly to SVCC, Attention: Angela Jackson, 109Campus Drive, Alberta, VA 23821 OR apply online by submittinga completed State Application through the RMS website at:http://jobs.virginia.gov.

Satisfactory reference and background checks are acondition of employment.

Position is dependent upon funding.

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


Position: The School of Business Administration at Wayne State University ispleased to invite applications for the following tenure-track position;Accounting(Assistant/Associate Professor).

We expect to make the appointment at the Assistant Professor level, but willconsider exceptional senior-level candidates with peer-reviewed publications.Position start date is August 19, 2015. This position is a 9 month appointment.Salary and rank for position commensurate with qualifications and experience.

Responsibilities: The ideal candidate must have the ability to: (a) developand maintain a productive research program; (b) teach undergraduate andgraduate courses in Accounting with an average teaching load of six credit hoursper semester; and (c) contribute to college and university service activities.

Qualifications: We seek to hire an exceptional scholar in the area ofAccounting, who can develop a program of research in Financial Accounting,Managerial Accounting, Accounting Systems, Taxation, Governmental, or Not-for profit Accounting among other related topics. Applicants must have earneda doctorate degree by August 2015, show evidence of the ability to publish inhigh-quality peer-reviewed journals, have experience or strong interest inteaching and mentoring students, professional service which benefit theUniversity, and have a strong commitment to scholarly collaboration with facultywithin the school, college, and university.

Preferred qualifications: Professional certification in Accounting or relatedarea such as Certified Internal Auditor (CIA), Certified Public Accountant (CPA),and/or Certified Management Accountant (CMA).

The School of Business Administration Established in 1946, the School ofBusiness Administration at Wayne State University has a distinguished history ofpreparing leaders to excel in a wide range of industries. More than 31,000business alumni can be found around the world, developing innovativeentrepreneurial ventures, managing multinational corporations and making adifference in nonprofit and government agencies. The school’s academicprograms - in accounting, finance, information systems, management, globalsupply chain management and marketing - are accredited by the Association toAdvance Collegiate Schools of Business (AACSB) and are regularly recognizedfor high quality by third-party reviewers such as The Princeton Review and U.S.News and World Report.

University: Wayne State University is ranked as a Carnegie “Very HighResearch” University and is ranked by NSF among the top public researchuniversities in total R&D expenditures. The University is located in the culturalcenter of Detroit within a metropolitan area of more than four million people.The university offers more than 370 academic programs through 13 schoolsand colleges to nearly 28,000 students.

Application: All applicants must use the WSU Online Hiring System athttp://jobs.wayne.edu, referring to posting 040542 Electronic applications mustinclude a letter of application; curriculum vita; and names, addresses, andcontact information for at least three references. Faxed applications will not beaccepted. Applications may be accepted until the position is filled.

Inquiries about the position may be directed to:

Myles SternDepartment Chair

School of Business AdministrationWayne State University

Detroit, MI 48202E-mail: [email protected]

Wayne State University is an Affirmative Action/Equal Employment OpportunityEmployer. The School of Business Administration is strongly committed toachieving excellence through cultural diversity. The college actively encouragesapplications and nominations of women, persons of color, and persons ofdisabilities, veterans, and members of other under-represented groups.

Position: The School of Business Administration at Wayne State University ispleased to invite applications for multiple tenured/tenure-track positions inOrganizational Behavior/Human Resource Management (Assistant/AssociateProfessor/ Full Professor), pending final approval from the Provost.

This individual will be expected to conduct research that has the potential tobe published in high quality journals; teach courses in our undergraduateand/or graduate programs, including the MBA, and PhD programs; and provideservice to the department, school, university, and/or profession. Position startdate is August 19, 2015. This position is a 9 month appointment. Salary andrank for position commensurate with qualifications and experience.

Responsibilities: The ideal candidate must have the ability to: (a) developand maintain a productive research program; (b) teach undergraduate andgraduate courses in Organizational Behavior/Human Resource Managementwith an average teaching load of six credit hours per semester; (c) forassociate/full level appointments, supervise the dissertation research of graduatestudents; and (d)contribute to department, school, and university serviceactivities.

Qualifications: We seek to hire an exceptional scholar in the area ofOrganizational Behavior/Human Resource Management, who can develop aprogram of research in Organizational Behavior/Human Resource Management,among other related topics. Applicants must have earned a doctorate by August2015, show evidence of sustained peer-reviewed publications, have experienceor strong interest in teaching and mentoring students, and have a strongcommitment to scholarly collaboration with faculty within the department,school, and university.

Preferred qualifications: Effective and continued professional service whichincludes community engagement, including teaching executive educationprograms.

The School of Business Administration: Established in 1946, the Schoolof Business Administration at Wayne State University has a distinguished historyof preparing leaders to excel in a wide range of industries. More than 31,000business alumni can be found around the world, developing innovativeentrepreneurial ventures, managing multinational corporations and making adifference in nonprofit and government agencies. The school’s academicprograms - in accounting, finance, information systems, management, globalsupply chain management and marketing - are accredited by the Association toAdvance Collegiate Schools of Business (AACSB) and are regularly recognizedfor high quality by third-party reviewers such as The Princeton Review and U.S.News and World Report.

University: Wayne State University is ranked as a Carnegie “Very HighResearch” University and is ranked by NSF among the top public researchuniversities in total R&D expenditures. The University is located in the culturalcenter of Detroit within a metropolitan area of more than four million people.The university offers more than 370 academic programs through 13 schoolsand colleges to nearly 28,000 students.

Application: All applicants must use the WSU Online Hiring System athttp://jobs.wayne.edu, referring to posting 040641. Online hiring applicationsmust include a letter of application; curriculum vita; names, addresses, andcontact information for at least three references;and statements of teachingphilosophy and research. Faxed applications will not be accepted. Applicationsmay be accepted until the position is filled.

Inquiries about the position may be directed to:

Dr. Amanuel TekleabSearch Committee Chair

School of Business AdministrationWayne State University

Detroit, MI 48202E-mail: [email protected]

Wayne State University is an Affirmative Action/Equal Employment Opportunity Employer.The School of Business Administration is strongly committed to achieving excellencethrough cultural diversity. The school actively encourages applications and nominationsof women, persons of color, and persons of disabilities, veterans, and members of otherunder-represented groups.


Union County College is seeking academic leaders who will provide leadershipand supervision for faculty and staff in the areas of teaching, curriculum revisionand development, technology, and assessment, with a focus on academic excel-lence. The Deans are also responsible for managing the administrative affairs ofthe academic division.

• Dean of STEM for Science/Technology/Engineering/Math• Dean of Humanities for English/Fine Arts/Communications/

Modern Languages• Dean of Social Sciences & Business for Psychology/Sociology/

Economics/ Government/ History

The successful candidates must have an earned doctorate and at least five years of progressive administrative experience in higher education, as well as an understanding ofand commitment to the mission of a comprehensive community college. The Deans will promote accountability and innovation and will contribute to and participate in the planning, execution and measurement of student outcomes. Successful candidates will havea demonstrated committment to excellence and foster a culture of success and effectivechange strategies, and will contribute to master planning efforts.

About UnionUnion County College is a public comprehensive community collegeproviding quality, affordable, and accessible educational programsthat serve the greater Union County region. It is the oldest of New Jersey’s 19 Associate Degree Colleges, serving both career-mindedand transfer-oriented students since 1933. The College enrolls almost30,000 credit, non-credit and continuing education students and is accredited by the Middle States Commission on Higher Education.

Many programs lead to the Associate in Arts, Science, and Applied Science degrees. Unionis an American Honors College and is committed to academic excellence.

For further details on these positions, please visit our website www.ucc.edu and follow thelink for “Jobs at Union.” Applications may only be submitted though our online system.

These positions will be open until filled. Salary commensurate with experience.

Employee must establish primary residency in New Jersey within one year of appointment unless an exemption applies. Union County College is anEO/AA employer committed to diversity.

Applications will only be accepted online by visiting:

https://ucc.peopleadmin.com/postings

For further information about Union County College including current job openings, please visit our website at: http://www.ucc.edu

U N I O N C O U N T Y C O L L E G E , N J

ACADEMIC DEANSFACULTY SEARCH

Rutgers University–Camden is the southern campusof Rutgers, The State University of New Jersey. Itis located in a dynamic urban area, just across theDelaware River from downtown Philadelphia. Thecampus includes undergraduate and graduate Artsand Sciences programs, a School of Business, aSchool of Law, and a School of Nursing.

Philosophy and ReligionHenry Rutgers Term Chair in Biomedical Ethics

Rutgers University–Camden is searching for the in-augural holder of the Henry Rutgers Term Chairin Biomedical Ethics. This is a tenured faculty lineat the Associate Professor level in the Department ofPhilosophy and Religion. Send letter of interest andCV by email to Prof. Stuart Charmé ([email protected]), Henry Rutgers Term Chair Search Com-mittee Chair, Department of Philosophy and Religion,Rutgers University, Camden, N.J. 08102. Review ofapplications will begin immediately with preferencefor full consideration of applications received beforeJanuary 10, 2015.

For specific information about this position see our web-site at http://fas.camden.rutgers.edu/faculty-research/fas-job-searches. Rutgers University is an Equal Opportu-nity/Affirmative Action Employer. The University and ourdepartments seek to attract an active, culturally diversefaculty and staff of the highest caliber. Women and mi-norities are strongly encouraged to apply. In addition,Rutgers University is the recipient of a National Founda-tion ADVANCE Institutional Transformation Award to in-crease the participation of women in academic scienceand engineering careers.

St. Joseph’s College, a private, non-sectarian liberal arts institution is seeking

to fill a full-time, tenure-track faculty position as well as adjunct positions in the

DEPARTMENT OF BUSINESSADMINISTRATION

(BROOKLYN CAMPUS)

Go to: www.sjcny.edu/employment

for further detail.

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Join 4,000+ subscribers and receive:• Can’t-miss editorial from each issue• Links to the free digital magazine• Featured employment opportunities• Latest higher education headlinesfrom around the countryVisit HispanicOutlook.com or [email protected] to subscribe today.

“Correction does much, but encouragement doesmore.” – Johann Wolfgang von Goethe

ALatina high school sophomore laments: “I haveno idea what that teacher wants. He just keepsmarking up my papers and giving me low

grades. I redo the work and resubmit it but the samething keeps happening. I'm ready to just give up.”

A 13-year-old Latino: "I tried to help my mom withstuff around the house, but she comes and redoeseverything I do, so I just stopped doing it."

From a Latino high school senior: "For years I havegone to practice and showed up early for every game,suited up but spent all my time on the bench. Whatdoes it take to get some playing time?"

Frustrated Latino teens understandably become ex-asperated when they know they aren't doing thingsright, but don't know what to do to improve. Correctionalone doesn't help. In fact, it is often taken as criticism,so it erodes the adolescent’s self-confidence and therelationship with the adult who is involved.

Correction provides feedback but encouragement(and showing students options) works better. Itmoves the Latino student from being stopped bymistakes to moving forward with successive attemptsto improve. It isn’t about coddling young Hispanics;it is about engaging with them so they will persevereand eventually succeed.

Teachers of yore -- and still some today – gradinghard-copy assignments used to mark mistakes liber-ally. “Poor organization.” “Check your grammar.”“Statements not supported with research.” The shockof red ink and direct, bold, negative statements candisarm and discourage Latino students. That validfeedback will be more easily received if it is accom-panied by some conversation and guidance on tangi-ble follow-up steps.

“But they don't want to learn,” an instructor com-plains. “I've tried, but they show no interest in doingthings the right way.”

Invite the Latino student to join in corrective action.Very young Latinos are usually ready for an adventure,so an invitation to explore new ways of approachingthings serves as welcome instruction -- it’s correctionwithout the edge. Older students learn alternativesand corrective action by doing a project together andcan see what to do via demonstration. Modeling isthe earliest form of learning and continues to be ef-

fective throughout the years. If Latino students resist,include a group-type dimension, accompany them andsee if they receive feedback instead of discountingcriticism or correction.

How do you provide encouragement (and not solelycorrection) when the basic skills aren’t in place? Badwriting in any area of study is hard for an instructor totake. A stepwise approach that would provide encour-agement to write would include an initial outline withsubsequent assignments requiring the student to addmore detail and build the final product step by step.Brief individual sessions with a student can be usedto inquire about her interests and reasoning, providefeedback, discuss corrections and encourage theLatina student to take the next step in the process.The instructor requiring writing assignments might alsouse a class session (even though it might not be oneof the course objectives) to review proofreading andbasic grammar structure and correction. Frustratedinstructors teaching subjects other than English right-fully assert that it is not their job to teach writing orgrammar, but not doing so often results in the correc-tion/stop trying cycle. Though some teachers are angrythat a student didn’t develop good writing skills earlier,they still will get farther in keeping the student comingback if they teach how to have appropriate content.

Still not convinced encouragement makes correctionmore powerful?

Remember: People will do what they are good atdoing. Correction points out faults; encouragementleads to mastery. They remember negative commentslonger than positive, but negative comments erodeself-confidence and the desire to persevere. Correc-tion might be quicker in the short-run, but repeatedlycorrecting the same mistakes is not quick at all; en-couraging alternatives is more effective. And lookback on who made a positive difference in yourchoices across time. Was it the critical adult, whomight have even been one or both of your parents, orthe person who expressed confidence in your abilitiesand encouraged you when you faced challenges?Latino kids get corrected; they deserve encourage-ment to do things even better.

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

| H I S P A N I C O U T L O O K | N O V E M B E R 1 7 , 2 0 1 4

Priming the Pump…Using the Tools of Encouragementto Improve ResultsBy Miquela Rivera, PhD

HOlayout11-17-14a.v10.qxp_Layout 1 11/13/14 6:38 PM Page 24

11/17/2014 using social media to improve retention

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