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Iwas an AP correspondent in Austin, Texas in April 1961when I was sent to interview a boatload of anti- CastroCuban forces that had survived the botched overthrow of

the bearded revolutionist and were rescued by a passing cargofreighter which dropped them off in Corpus Christi, Texas. Physically and morally depleted but grateful to be alive,

they were upset with the outcome and outraged at the U.S.government for failing to provide them with the air supportand backup assistance they had been promised.Had it done so, today may have seen a differ-

ent Cuba.Fidel Castro’s 26th of July Movement revolu-

tionary forces had ousted dictator FulgencioBatista in January 1959 and now a rebel forcewith the support of the U.S. government hadtried to overthrow Castro for his infidelity to therevolution’s ideals.It took Castro’s forces three days to defeat

the U.S.- sponsored rebels and an infiniteamount of time for the U.S. to face that realityand to this day, the government continues todwell on the what- if’s with its continued antag-onism toward Castro’s Cuba. Back then, the Bay of Pigs’ ragtag survivors

seemed more upset with the U.S.’s perfidy thanCastro’s fate claiming that President Kennedy’sadministration had reneged on the promisedsupport and never had intentions to provide itThe Bay of Pigs invasion and the inland

fighting were unmitigated disasters as Castro’sforces filled up his prisons with rebels he didn’texecute.It created the Cuban Missile Crisis with

Russia in 1962 and Kennedy’s 13-day show-down with Russian premier Nikita Khrushchevover installation of missile sites directed at U.S.targets. Khrushchev blinked first and cancelled the

site construction and took his missiles homebut only after the U.S. promised not to invadeCuba.

The U.S. tried another tactic; economic strangulation withan embargo on commerce and trade with Cuba by U.S. inter-ests and a ban on travel to Cuba by U.S. citizens except forspecific, sanctioned activities which continue to this day.President Kennedy signed it but not before he sent his press

secretary, Pierre Salinger, on the eve of the embargo to pro-cure as many Cuban cigars as he could find, and did – 1,200Petit Upmann.Through it all, Castro’s Cuba is still standing but now under

new management.

Fidel Castro is old and sick and has faded into retirement.Several years ago, he anointed his “younger” 83-year-oldbrother, Raúl, to continue the socialist oriented doctrine.People speculate about a rapprochement with Cuba under

a mellower Raúl who seems in no mood to deviate from hisbrother’s original governance. Some, particularly Cuban-American politicians, voiced dis-

may at seeing President Obama shake hands with Raúl Castroat Nelson Mandela’s tribute in South Africa.

As a senator, Obama opposed the continuedsanctions which he claimed “squeezed theinnocents and utterly failed to get rid of Castrowho has been there since I was born. It’s timeto acknowledge this particular policy hasfailed.” However, as president in 2011, Obama

defended the U.S.’s tough stance toward Cuba.“We have to see a signal . . . that (Cuba) is

following through on releasing political pris-oners and providing people their basic humanrights for us to be fully engaged.“Thus far, what we haven’t seen is the gen-

uine spirit of transformation . . . that wouldjustify us eliminating the embargo,” the presi-dent added.A public opinion poll by a respected, non-

partisan group, The Atlantic Council’s AdrienneArsht Latin American Center, revealed that amajority of Americans, including Florida’slarge Cuban population, wants the U.S. toreassess its punitive policy toward Cuba.That made the case for two U.S. senators,

Patrick Leahy, D-Vt., and Jeff Flake, R-Ariz.,who said in a joint statement and an op-edpiece for the Miami Herald that the “frozen-in-time” embargo on American travel andtrade with Cuba have accomplished nothingbut to give the Cuban regime a scapegoat forthe failures of the Cuban economy.“Rather than isolate Cuba with outdated

policies, we have isolated ourselves,” wrote Leahy and Flake.

The Cuban Castro Redemption

KALEIDOSCOPE

LATINO

KALEIDOSCOPE

LATINO

Carlos D. Conde, award-winning journalist and com-mentator, former Washington and foreign news correspon-dent, was an aide in the Nixon White House and worked onthe political campaigns of George Bush Sr. To reply to thiscolumn, contact [email protected].

LATINO KALEIDOSCOPE by Carlos D. Conde


Page 8

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MAGAZINE®

CONTENTS

MARCH 10, 2014

Cover photo Rochester Institute of Technology courtesy of Sue Weisler.

Project Aims to Increase First-Generationand Deaf/Hard of Hearing STEM Majors by Gary M. Stern

8

Latino Studies Programs Gaining inPopularity by Marilyn Gilroy

New App Builds Mobile Campus by Frank DiMaria

Detained in the Desert: Protesting the Unjustthrough the Power of a Pen by Sylvia Mendoza

Top 10 Imperatives for SuccessfulGoverning Boards by Jeff Simmons

You can download the HO app

10

12

14

18

DEPARTMENTS

Book Review by Mary Ann Cooper

Hispanic Entrepreneurs in the 2000s: An Economic Profile and Policy Implications

7

Interesting Reads 7

Priming the Pump... by Miquela Rivera

Routines Can Be Habits for Success

Back Cover

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

Washington DC Bureau Chief –Peggy Sands Orchowski

Contributing Editors –Carlos D. Conde, Michelle Adam

Contributing Writers –Gustavo A. Mellander

Art & Production Director –Avedis Derbalian

Graphic Designer –Joanne Aluotto

Sr. Advertising Sales Associate –Angel M. Rodríguez

Article ContributorsFrank DiMaria, Sylvia Mendoza, Miquela Rivera, Jeff Simmons,

Gary M. Stern

Editorial Office220 Kinderkamack Rd, Ste E, Westwood, N.J. 07675TEL (201) 587-8800 or (800) 549-8280

FAX (201) 587-9105

Letters to the EditorThe Hispanic Outlook in Higher Education Magazine ®

email: [email protected]

Published by “The Hispanic Outlook inHigher Education Publishing Company, Inc.”

Editorial PolicyThe Hispanic Outlook in Higher Education Magazine® is a national

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

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

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

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The Cuban Castro Redemption

Latino Kaleidoscope by Carlos D. Conde 3

Uncensored by Peggy Sands Orchowski 17

Scholars’ Cornerby Devan R. Romero, Anthony De Jesús and John Klingemann

21


veryone who has ever been on a belt-tightening budget knows something about creativebookkeeping and getting the best bang for the buck. Since austerity has been the order of the day for most higher educationinstitutions across the country, school administrators have had to come up with innovative programs and methods to stretchevery dollar entrusted into their care, and still attract the best and the brightest students to their classrooms. In this issue ofHO we shine a spotlight on some innovative programs and energizing figures changing the way schools are doing businessthese days – for the better! As we report, the Association of Governing Boards (AGB) of Colleges and Universities in its 2012annual report, recommends that schools endorse diversity of expertise and viewpoints in their institutional planning.Outside- the- box thinking and embracing the digital world is also part of their 10- point plan for money-strapped schools.One way of increasing attention to diversity in higher education has been through the resurgence of Latino studies. Recently,schools such as Vanderbilt University have introduced a Latino and Latina studies academic concentration which examinesthe presence of Hispanics as an integral part of U.S. culture and history. These courses have a different focus from theChicano studies programs founded in the late 1960s and 70s which were a product of the civil rights and labor movementto advance the rights of migrant farmers. Yet, they are popular and relevant to today’s students and demonstrate the positiveimpact Hispanics have made and continue to make in this country and the world. It just goes to show that sometimes it takesa good belt-tightening to shake off complacency and bring about affirmative change.

Esquina Editorial

¡Adelante!Suzanne López-IsaManaging Editor

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Theburgeoning Latino/a demo-graphic in the United Stateshas created huge national

numbers. Hispanics have accounted formore than half the population growth in theUnited States over the last decade. One ofthe byproducts of the explosion of this eth-nic group is the dramatic growth ofHispanic-owned small businesses. Theseenterprises were started beginning in thelast decade or so by a new class of Hispanicentrepreneurs who have had to overcomeall the obstacles that other entrepreneurs have to face, but aresometimes saddled with even more challenges such as securingfunding, finding other Hispanic businessmen to network with andhaving the training necessary to create and grow their companies.Now there is a book, Hispanic Entrepreneurs in the 2000s, thatchronicles this new business demographic. Drawing on detailed and quantitative data, authors Alberto Dávila and

Marie T. Mora examine the key economic issues facing Hispanic entre-preneurs and offer analysis on the varying and sometimes unpredictableeffects that these factors have on subsets of the Hispanic community, suchas Mexican-Americans, Puerto Ricans, Cubans, and Salvadorans. Theyalso take into account the gender and immigrant status of these entrepre-neurs. Beyond an exploration of their challenges, HispanicEntrepreneurs in the 2000s also examines existing policies that motivateand spur successful Hispanic entrepreneurs. Finally, the authors taketheir analysis one step further by drawing up specific strategies that smallbusiness owners can implement to start and grow their businesses andincrease their market share. The authors point out that nurturing theseentrepreneurs is good for the American economy because they representa large percentage of present and future job creators.Hispanic Entrepreneurs in the 2000s has been recognized by finan-

cial experts and authors as a serious and unique work. Barbara J.Robles, co-author of The Color of Wealth, praises the book’s attention towhat she calls a “market segment that is little understood, but of greatimportance.” She also praises the value of the data that was collected andused to provide this analysis. Robert W. Fairly, University of California,Santa Cruz, calls this book “an important contribution to the literature.” Alberto Dávila, co-author of Hispanic Entrepreneurs in the

2000s is professor of economics and V.F. “Doc” and GertrudeNiihau’s Chair for Entrepreneurship at The University of Texas-PanAmerican. Dávila’s co-author Marie T. Mora is professor of eco-nomics at The University of Texas-Pan American (UTPA).She serves on the Data Users Advisory Committee forthe U.S. Bureau of Labor Statistics and theBoard of the American Society of HispanicEconomists.

Reviewed by Mary Ann Cooper

Hispanic Entrepreneurs in the2000s: An Economic Profile andPolicy Implicationsby Alberto Dávila and Marie T. Mora2013. 256 pp. ISBN: 9780804777933. $60.00 cloth. StanfordUniversity Press, Redwood City, Calif., (650) 723-9434

Interesting Reads

Our Hispanic Roots: What History Failed to Tell Us.Second Editionby Carlos B. Vega

Since Florida was discovered by Ponce de Leónin 1513 to well past the 19th century, the Hispanicworld played a major role in laying down thefoundations of the great American republic. Inwriting this book, the author conducted five yearsof research and relied on the scholarly work of

well-respected historians many of whom are Americans. Amust-read book for history instructors and students. 2013. 452 pp. ISBN: 978-1596412842. $34.95 paper.

Janaway Publishing, Inc. Santa Maria, Calif., (805) 925-1038. www.JanawayGenealogy.com

For All of Us, One Today: An Inaugural Poet's Journey by Richard Blanco

For All of Us, One Today is a poetic storybased on Richard Blanco’s experiences leadingup to his being the inaugural poet in 2013. Heshares his journey as a Latino immigrant andopenly gay man discovering a new, emotionalunderstanding of what it means to be an

American. Blanco reflects on his life-changing role as a pub-lic voice since the inauguration and his vision for poetry’snew role in our nation’s consciousness. 2013. 120 pp. ISBN: 978-0807033807 $15.00 paper.

Beacon Press Boston, Mass. (617) 742-2110. www.beacon.org.

Latino Americans: The 500-Year Legacy That Shaped aNationby Ray Suárez

Latino Americans chronicles the rich andvaried history of Latinos, who have helpedshaped our nation and have become, with morethan 50 million people, the largest minority inthe United States. This companion to the land-mark PBS miniseries tells how the story of Latino

Americans is the story of our country. Author Ray Suárezexplores the lives of Latino/as over a 500-year span. 2013. 272 pp. ISBN: 978-0451238146. $18.00 paper.

Penguin Publishing, N.Y. www.penguingroup.com. (800)847-5515

http://www.janawaygenealogy.com

http://www.beacon.org

http://www.penguingroup.com


STEM INITIATIVES

Project Aims to Increase

First-Generation and Deaf/Hard

of Hearing STEM Majors

Project Aims to Increase

First-Generation and Deaf/Hard

of Hearing STEM Majors

WhenScott Franklin, a professor of physics andastronomy at the Rochester Institute ofTechnology (RIT), located in Rochester,

N.Y., and a group of colleagues, studied retention rates at therequest of the provost, they determined that two distinct popu-lations were underperforming other groups. One was first-generation students, whose parents hadn’t attended college,and who faced some difficulties navigating college and meet-ing the standards of a demanding STEM (science technologyengineering math) curriculum. And the other was deaf andhard of hearing students, which numbered 1,300 in a collegeof 15,410 undergraduates. Franklin, who served as project manager of the study,

worked with a team consisting of staff from Student LearningSupport and Assessment, Life Sciences, Science/MathLearning, Academic Affairs and Office of Admissions.Of RIT’s undergraduate students attending in fall 2013, 76

percent were white, 7 percent were Hispanic, 6 percent African-American, and 7 percent Asian-American. Its most popularmajors are computing, engineering, imaging science, sustain-ability and fine and applied arts. For minority students, it offersthe Multicultural Center for Academic Success, which includes asummer bridge program, mentoring, and academic support.Because Rochester is located in upstate New York, many

first-generation students stemmed from rural backgrounds,but about 20 percent are Latino and African-American.To improve the retention of these students, Franklin oversaw

the writing of a grant aimed at the National Science Foundation(NSF). In fact, NSF authorized a five-year $900,000 grant forRIT to launch Project IMPRESS (Integrating MetacognitiveProcesses and Research to Ensure Student Success), starting insummer 2014. Because the grant provides about $180,000annually, it only has the capability to attract 20 participantsannually.To be accepted into the program, students are asked to

apply and must demonstrate “openness to thinking outside the

box and a desire to engage in learning as a cooperativeprocess,” said Franklin. But it won’t require explicit criteriabased on grades or SAT scores.The program consists of three separate components: 1) a

two-week summer program that meets in August before classesbegin; 2) two classes, one given in spring and the others fall,that teach writing and science and teach cognitive skills, and 3)a learning assistant program in students’ sophomore yearwhere they assist a faculty member in teaching a science class.Franklin describes the retention program as non-tradition-

al and “radical.” Most attempts to improve retention providetutoring or study skills. But since RIT had several programsthat offered these services, Project IMPRESS zeroed in on“metacognitive” skills. These skills focus on “the ability tothink about your learning, how well you know something, andthe ability to assess your own learning,” he said. It alsoencourages students to consider “where you want to go inyour career and how you fit into this major.”Several research studies have shown that students who inte-

grate metacognitive skills into learning improve their gradesand are better equipped to succeed in college. Trained withthese skills, students become more reflective, more self-ana-lytical and improve their study habits. Franklin sees the grantas creating a model program, which, if successful, could beexpanded to encompass a variety of other students.Franklin added that rather than transforming its STEM

courses, the program creates two parallel courses. The class-es teach these skills and show students how to apply them inall of their studies.

Goal of the summer workshopsStudents who participate in the two-week summer project

are drawn from a wide variety of STEM majors. Having stu-dents meet before regular classes begin achieves severalgoals: they form peer groups, face fewer distractions, andsmall groups encourage bonding.

by Gary M. Stern

Activities in the summer programs are varied and includeworkshops, lab-like investigations, with minimal lecture class-es. Students can opt for certain specialties and pursuits to cus-tomize their program.The summer workshops encourage students to “think

about what they read,” Franklin says. Have they really under-stood the material? Have they mastered it? Are there anyunderlying questions that haven’t been answered? “As you’relearning, you need to stop and periodically think about thingslike how well do you know it? How comfortable are you withthe material?” he said. Frequently, students who haven’t donewell at a test ask the professor why they hadn’t done better. But for the students who didn’t do well in a class, the self-

assessment of their own knowledge was flawed. Activities inthe workshop demonstrate how to improve, learn more effec-tively and become more self-aware of their learning. Studentswho feel a sense of self-mastery or self-efficacy outperformthose who are unsure.

Learning by doing in classEach of the two classes offers three general education cred-

its. The goal of the writing and science courses is to have stu-dents “practice metacognition in the physics, math or biologyclasses that they’re taking as freshmen,” says Franklin. Part ofthe coursework includes students writing about what they’relearning in physics, assessing how they’re doing and that mightentail interviewing their professor. These classes include 40 to80 students and by law must go beyond the 20 students partici-pating in Project IMPRESS and be available to all students.

Becoming teaching assistants as sophomoresIn their sophomore year, students become teaching assis-

tants in one of their science classes that is student-centeredand not given in a lecture hall. They meet with a programcoordinator to discuss how students in the classes are learn-ing and whether they’re mastering the material. The underlingpoint is to reinforce what each Project IMPRESS student haslearned in their freshman year. Faculty members who teachscience, engineering, computing, and applied science opt tobecome involved and then are paired with a student.Another goal is to encourage students to connect all of

their classes and not view each course in an isolated way. “Themore connections you make, the more structure you have tohang onto your learning,” Franklin notes.Since most people overestimate their own learning capabil-

ities, the program encourages a more honest self-assessment.If students better understand their ability to learn, they’ll studymore, not stop after an hour, see issues more to conclusionand will thrive, rather than be cut off from studying. Moreover,knowing something definitely increases a student’s self-confi-dence, diminishes their anxiety and boosts confidence.

Metrics are essential to the programIn order to obtain the grant, RIT set specific metrics to

accomplish to enhance retention. For example, it agreed to

reduce the number of students earning a D, F, or Withdrawalin classes by almost 25 percent. In addition, it aims toimprove its two-year retention rate by 34 percent and four-year retention rate by 30 percent. If those goals are achieved,80 more STEM students will graduate from RIT annually.


Students must demonstrate“openness to thinking

outside the box and a desireto engage in learning as a

cooperative process.”

Scott Franklin, professor of physics and astronomy at the

Rochester Institute of Technology (RIT)

Latino Studies ProgramsGaining in Popularityby Marilyn Gilroy

Anew wave of Latino studies programs and courses is emerg-ing on campuses as institutions respond to the growinginterest in diverse cultures. The new programs have a focus

that is different from Chicano studies programs founded in thelate 1960s and 70s which were born out of the civil rights move-ment and labor activism on behalf of migrant farmworkers. Most recently, Vanderbilt University introduced its Latino

and Latina studies academic concentration. According tothose involved in its creation, the program considers the pres-ence of Latina/os and Hispanics as an integral part of U.S. cul-ture and history. The curriculum includes courses that explorethe Latina/o and Hispanic experience, mainly in the UnitedStates, but also as it intersects with other national and geo-graphic boundaries across the disciplines.“Latino and Latina studies is a new area of inquiry that

incorporates other forms of knowledge,” said William Luis,Gertrude Conaway Vanderbilt Professor of Spanish and direc-tor of the program. “It transcends any singular discourse andcreates bridges across the disciplines.”Luis noted that Latinos and Latinas are changing the cultur-

al landscape of the country and shaping how Americans con-ceive of concepts such as identity and the nation. “By the mid-dle of the century, Latinos and Latinas will constitute 30 per-cent of the U.S. population,” Luis said. “The United States hasbecome home to the second largest Spanish-speaking popula-tion in the world. The program will help students develop amultidisciplinary approach necessary for an evolving job mar-ket, regardless of their career choices.” The foundation for creating a program at Vanderbilt was

initiated 10 years ago, Luis said, when it became evident tosome members of the faculty that the university needed to payattention to a growing Latino/a and Hispanic sector of the U.S.population. Students already were interested in the individualcourses that were being offered, but faculty members felt aneed to create a coherent academic program that offered amajor and a minor. “Our initial vision was to consider a program that encom-

passed all the schools across the university, one that includedthe medical, law, business, engineering, and arts and scienceschools, among others,” said Luis. “Though it was decided tohouse the program in the College of Arts and Science, wemaintain a broad vision across the disciplines and attempt tooffer courses that are relevant to the other schools.” The program began last fall and is now offering its first

required course. Enrollment is expected to grow as news of theprogram and its co-curricular activities raise awareness oncampus. During the fall, the Latino and Latina studies programwas launched with a luncheon and reading by Joy Castro,author of the memoir, The Truth Book. Other events includeda discussion of Latina feminism which was co-sponsored by thedepartment of philosophy. There is interest in offering a gradu-ate certificate program which is being implemented.Luis stresses the interdisciplinary nature of the program

which will teach students to think outside any one particularfield and consider them all simultaneously. “These critical skills are imbedded in concepts that pertain

to the Latino experience, and they necessitate us to considerborder crossing, bilingualism, heterogeneity, in-betweenness,or, in the words of the Nuyorican poet Tate Levier,nideaquinideallá (neither from here nor there), as major

PROGRAMS


William Luis, professor of Spanish anddirector of the Latino and Latina studiesprogram at Vanderbilt University

tropes of study,” he said. It is precisely this broad perspective which will enable stu-

dents to apply their knowledge in their future careers, saysLuis. He is confident that employers will recognize the value ofthese studies and says that students will be prepared for a jobmarket that includes the growing Hispanic population. “Our majors will be well trained in analytical skills that

reflect complex cultural, historical, linguistic, political, andsocioeconomic contexts that enrich all communities and helpthem become better leaders, whether they pursue a career inlaw, business, government, journalism, health care, social ser-vice, higher education or something else,” he said.Other Latino studies programs are on the drawing board at

universities in geographical areas not traditionally associated withhigh concentrations of Hispanics. According to The Daily Iowan,faculty and students at the University of Iowa are working on aproposal for a Latino studies minor. There was a previous effortto start a Latino studies program in 2006 but the initiative stalled. However, many Midwestern universities, including Indiana

University (IU) and the University of Minnesota (UMN), have hadsuccessful Latino studies programs since the 1970s. IU’s pro-gram has expanded over the years and now has a full-time direc-tor and associate director. Students from various disciplines takecourse offerings in Latino history, culture or sociology, such asone on the Latino family, because they are going into teaching,business or public service and need to have a better understand-ing of Latino history and experience in the U.S. Others are drawnto Latino studies courses because of the debate over immigrationand the emergence of Latino literature and artists.The department of Chicano and Latino studies at the

University of Minnesota (UMN) has just marked its 40th year.Like many older programs its formation was sparked by stu-dent activism aimed at political and social change, much likethe protests that were occurring at California universities dur-ing the same time period.

The roots of the Minnesota program began in 1970 when stu-dents formed the Latin Liberation Front and advocated on anumber of issues including the establishment of Chicano studies.Concerns were primarily focused on the struggles of field work-ers who had migrated to the area from Texas. Although the uni-versity wanted to house the program in an existing department,students vigorously protested and argued for a free standing unitwhich they believed was important to establish the presence of aChicano identity. The UMN department of Chicano studies wasofficially established in 1972 but still faced challenges to itsgrowth and support within the university. However, members ofthe La Raza Student Culture Center took up the cause for its con-tinuation. Over the years, it has expanded its offerings and hasbecome the department of Chicano and Latino studies. Jimmy Patino is a member of the department’s faculty at

UMN. He says that the courses encourage students to becomescholars and historians. “It is an opportunity for them to consider the debate that

Latino and Chicano scholars have about important issues ofrace, gender class and poverty, which are really issues in ourdemocracy,” he said.UMN is not alone in making a transition and renaming its pro-

gram to include “Latino” in the title. Observers inside academiasay it is necessary step in adapting to the changing identity andbackground of younger students who often prefer the term Latinoor Hispanic to Chicano. For some programs, the shift has comeout of the need to maintain or increase enrollment. Last year, SanDiego State University's Chicano studies department fell short ofenrollment targets, despite a record number of Latinos at theschool. Interviews with students on campus revealed that many,including those of Mexican-American origin, did not use the termChicano to identify themselves. The University of New Mexicochanged the name of it Chicano studies program to SouthwestHispanic studies to reflect that Hispanic was the preferred term ofMexican- Americans in the region.

No matter what name these pro-grams adopt, which can include“Latino,” “Hispanic” or even thebroader term, “ethnic” studies, thetrend toward expansion and growthshows no sign of slowing down.According to some estimates, thereare now 433 Latino studies programsat colleges and universities whichhave led to an increased demand forscholars in this area. One sure signthe Latino studies discipline is matur-ing and firmly staking its claim inhigher education is the arrival ofnewly-minted PhDs. In 2012,Michigan State University graduatedits first and as its publicity noted – theworld’s first – PhD in Chicano/Latinostudies and the University ofCalifornia-Santa Barbara quickly fol-lowed with two more.


Observers inside academia say renaming

programs is a necessary step in adapting

to the changing identity and background

of younger students who often prefer the

term Latino or Hispanic to Chicano.

New App Builds Mobile Campus by Frank DiMaria

Students on today’s college campusesare bombarded with all kinds ofinformation. Listservs, social networks, and those

ubiquitous campus corkboards dissemi-nate information at a maddening rateand volume. To some students, thisinformation is nothing more than socialnoise. Frances Cairns agreeswith them. To help them filterthat noise and make sense oftheir college experience shedesigned a mobile app. She named her app

Campus Quad, a mobile com-munication channel exclusiveto universities designed todrive and increase studentengagement. “We differ fromInstagram, Pinterest and evenFacebook as they are reflec-tions of who a person isthrough sharing of posts, pho-tos and pins. Campus Quadfocuses on who a student canbecome as part of their col-lege experience,” says Cairns,founder and CEO of CampusQuad.Campus Quad connects stu-

dents to the richness of theopportunities they can experi-ence as part of their academicand social life on campus. Itenables students, faculty andstaff to easily snap a photo,create a flyer and instantly pro-mote something available oncampus or an event, from student ser-vices to a speaker series to club meet-ups to sporting events. “Campus Quadexpands the possibilities of engagementby delivering this information in amobile, real-time format that is native totoday's always-connected student,” saysCairns, who spent years working as anadministrator in higher education andtransitioned over to the ed-tech world,where she held senior roles at Adobe,Apple and Dell, working on strategy fortheir educational products.

Once students download the CampusQuad app, they access the "Explore" tab,which instantly allows them to view allthe events taking place throughout theentire campus based on location, timeand personal interests. “This encour-ages students to reach beyond their cur-rent spheres of influence and explore

the resources of the campus in a deeperway,” says Cairns.Currently Duke, Stanford and Foothill

College in Los Altos Hills, Calif., haverolled out pilot versions of CampusQuad, and each school is using it in adifferent way. Student government leaders initially

brought Campus Quad to Duke after tak-ing a keen interest in an alternative tothose paper covered bulletin boards,specifically as a means of getting theword around about events on campus

more efficiently and effectively. Thedelivery of a real-time communicationplatform and the ability to inform theentire campus, or just a small group offriends, has been a big hit on the Dukecampus, according to Cairns. In addition to the mass-scale use of

Campus Quad by the Duke student body,other interesting uses for theapplication have popped upthis past fall. For example, in afreshman dorm an entire flooruses Campus Quad to commu-nicate among its residents.This customization is a greatexample of why the platformholds such strong appeal. “Itgives students the freedom tomake Campus Quad whateverthey want,” says Cairns. The students’ excitement

about Campus Quad hasspread to the Duke adminis-tration, which is now using itto promote academic eventslike the university’s speakerseries. The staff at Stanford’s

Career Development Centeruses Campus Quad to createstudent and staff meet-upsoutside the office. Careercounselors have students "fol-low" them so they can easilybroadcast and map seminars,workshops and meet-ups withrecruiters. Campus Quad alsoprovides the center's leader-

ship with invaluable data analytics onstudent engagement with staff and centerresources. “We have received positive feedback

about Campus Quad so far, particularlyfrom student leaders, seeing it as posi-tive tool to engage and communicatewith their members from various com-munities at Stanford,” says EspieSantiago, assistant director, StanfordUniversity Career Development Center.At Foothill College, students took the

initiative to launch Campus Quad and cre-

TECHNOLOGY


Francis Cairns, founder and CEO of Campus Quad

ated their own mobile student community.Now Foothill College is the most activeand engaged Campus Quad community,and it is entirely run by Foothill students.Cairns’ platform has enabled students tobuild a strong community connection,which can sometimes be difficult at a two-year institution where students tend toenroll and withdraw frequently. “Initiallyused to share and promote student gov-ernment activities, the appeal of theCampus Quad app quickly took holdacross the campus,” says Cairns.

Campus Quad also has been a funway for those students who are studyingabroad to stay connected and tap intowhat is happening on the home campus.And likewise it enables them to sharetheir experiences from abroad. No matter what campus they are on,

as students use Campus Quad, it collectsdata on their habits. This data shed lighton student engagement patterns. Cairnshopes as her app is used more andmore that it will empower students tonavigate their campus and their entirecollege experience with ease. The data don’t just help students nav-

igate their campus, this data also helpschools, and especially campus vendorsand bookstores, learn what their stu-dents want and need in the way of con-sumables. Savvy schools and bookstorescan use Campus Quad as a new type ofmarketing tool. “We don’t focus on marketing in the

traditional, commercial sense. However,part of a student's experience is buyingbooks, food and frequenting campus-approved vendors. To that end, CampusQuad flyers alert students to campusstore discounts, offers and community-based store events,” says Cairns. Using Campus Quad, vendors can

snap a photo of an item and feature it inan electronic coupon flyer. In a matterof seconds the flyer is on every phoneon campus, and vendors have tappedinto the mobile campus community.In the initial discovery phase of the

design, says Cairns, students made it clearthat they wanted more information onthings like daily menus, food truck loca-tions and discounts on books and insigniawear. “We share that feedback with cam-pus-based vendors so they can be activeand successful within the campus com-munity. It is a win-win,” says Cairns.Cairns has two Campus Quad college

bookstore pilots planned for early 2014.She views bookstores as a potentiallystrong entry point for her app. Currentlyonly three schools are piloting the app,but she hopes more will come on boardand have a voice in honing the platformto best meet the needs of universitiesand their students. Campus Quad is a social network, a

communication tool. By its nature itmight even help increase matriculationrates and help those students who do

graduate find work. Campus Quadempowers students to take greater con-trol over their extracurricular activitiesand might decrease the amount ofmissed opportunities that result when astudent does not know about an event,like a job fair, or an opportunity.Students can track information sessionsabout specific jobs or industries andconnect with alumni. Cairns says that allthese things together could not onlyimprove matriculation and graduationrates but also employment afterward.Cairns started Campus Quad with

$1.5 million in seed money, with a sub-

stantial percentage of that amount com-ing from Follett, the initial investor.Follett’s leadership team, says Cairns,immediately understood the value ofbuilding a mobile communications net-work to engage the campus and stu-dents. “They provided early access tostudents and administrators who provid-ed invaluable feedback regarding thecritical needs of campus constituents.Follett also helped us pilot the app at afew of their campus locations providinginput and marketing support to driveadoption. They continue to be a greatinvestor in supporting Campus Quad aswe advance the platform,” says Cairns.


Detained in the Desert: Protesting the

Unjust through the Power of a Penby Sylvia Mendoza

Playwright Josefina López joined the caravan sponsored byBorder Angels, a nonprofit group whose mission is “sup-porting humanity.” Volunteers head to the scorching

Arizona desert to check out a path immigrants take to get tothe United States from Mexico. Because temperatures in sum-mer months can often surpass 120 degrees, volunteers tire-

lessly put out jugs of water at various stations to help migrantscrossing the Arizona desert stay alive. López fell in step with Enrique Morones, founder of Border

Angels. In addition to water, volunteers carry homemade cross-es. On them are painted the words, No Olvidados, ensuringthat those who died on their trek would not be forgotten. Thegroup stopped in the cemetery in Holtville, Ariz., nothing morethan a dusty open dirt field, where there were more than 600graves. The bodies were unknown, unnamed, forgotten. A sim-

ple brick served as a headstone to identify each John or JaneDoe. Most, López believed, were immigrants. Every time Morones and his group come, López learned,

they place crosses on as many of the makeshift headstones aspossible. Later, López also saw photos of decomposed bodiesand broken bones lying in the desert and was haunted by theimages. It was then that emotion overcame her. She broke down, unable to bear the thought that even in

death, people were dehumanized and vilified, used as scape-goats. The experience changed her life and perspective. “I don’t know what God you believe in that you can think

that it’s okay for people to die in the desert. The Son doesn’tdiscriminate. Whether you’re black, white or any color –you’re a human being suffering because of laws, a humanbeing dying in the desert.” In addition, when SB 1070 was passed in Arizona, López

was there. A severe anti-immigration law, critics say that itallows law enforcement to racially profile people they “sus-pect” are illegal immigrants. The problem is that manyAmerican Latino/as also are brown and have been taken intocustody, stripped of human and civil rights, says López. Sheknew that Morones had debated Arizona Sheriff Arpaio andother anti-immigrant activists, to shatter myths about immi-grants with his humanitarian work. New revelations kept bombarding López. Since Operation

Gatekeeper was implemented in 1994, doubling personnel,surveillance, motion detectors and extended walls, especiallyaround the San Diego area, immigrants have continued com-ing, taking the more treacherous routes through horribledesert conditions, often walking for days. “More than 10,000people have died in the desert,” says López. She was also inspired by studies that were done on hate

crimes and the fact that there was so much hate talk on radioand television from 2006 to 2010 that promoted hate crimesagainst Latinos. López got busy. Unable to take part in the protest against SB-1070, she

vowed to protest the way she knew best. She channeled herpain and fury to produce the play and more recently, the film,Detained in the Desert.It was her response to the anti-immigrant atmosphere in

Arizona and the rise in violence against Latinos fueled byextremist media. “I wrote it to protest SB-1070 and to helpspread the word about the work of Border Angels,” says López. The process spoke to her soul, as well. Born in San Luis

Potosi, Mexico, in 1969, López was five years old when sheand her family immigrated to the United States and settled inEast Los Angeles. She remained undocumented for 13 yearsbefore she received amnesty in 1987 and eventually became aU.S. citizen in 1995. “One of the biggest things I’ve learned is that I’m extremely

PROFILES/IMMIGRATION


Executive Producer Josefina López

empathic, but there are people who lack empathy for othersand they just can’t put themselves in others’ shoes. I don’tunderstand it, but I had to try.”López, a playwright most known for her original play, Real

Women Have Curves, has written more than 100 plays andfilms. She writes controversy. She writes critical thinkingpieces. She writes to give a voice to the underdog. The immi-grants unjustly condemned deserved a voice, she says. “Detained in the Desert is about a deep profound connection

of two people on opposite sides of the immigration issue thatcome together through some supernatural force,” López explains. According to López’s press release, Detained in the Desert

parallels the lives of Sandi Sánchez, a second-generation dark-skinned Latina, and Lou Becker, an inflammatory talk showradio host. An Arizona cop racially profiles Sandi, who refusesto show her identification in protest, which sends her to immi-grant detention. Simultaneously, three siblings who have justsuffered the loss of their brother due to a hate crime influencedby Lou's racist radio talk show, kidnap him in hopes of seeking

justice. While Sandi is being transferred to another immigrantdetention center, her I.C.E. bus crashes in the desert where sheis stranded. Lou is freed by one of his supposedly remorsefulkidnappers and meets Sandi in the desert heat. They help eachother survive, and come to understand the severity of the plightof the immigrants through a gruesome discovery.The play was produced at various colleges such as

University of California- Riverside and at the GuadalupeCultural Center in San Antonio in 2010-2011. In 2013, itfound its way to San Diego. The ripple effect of its powerwould be felt long after stage doors opened.

Teatro Máscara Mágica Brings Detained in the Desertto LifeIn 2013, the decades-old Teatro Máscara Mágica (TMM),

a San Diego-based theater touted as “a theater company of thepeople” was petitioning for a residency opportunity at the LaJolla Playhouse, located at UC -San Diego. The theater pro-duced multicultural stories to include voices not traditionallyrepresented in mainstream theater.“We were a little theater company and it was a big step for

us,” explains Dave Rivas, who is on the TMM board of directors.

For eight months the Teatro Máscara Mágica petitioned for theresidency. It was important to have a debut play that would speakto the people, have an impact and stay true to the mission. “When we mentioned that we wanted to produce Josefina’s

play, the artistic board became very interested,” says Rivas. They were granted the residency for 2013-2014. Its debut

production was Detained in the Desert.The union of playwright, theater, actor and Border Angels

came together to produce something magical, that went farbeyond the pages of López’s script. It affected the key playersinvolved on a higher level, almost like a calling. Written in a genre called “cineatro,” it brought in dramatic

elements of framing and editing in parallel stories – likevignettes – interweaving throughout the play. It also hadtouches of magical realism, well known in Chicano theatre,says Rivas.Although he knew Enrique Morones and was familiar with

Border Angels, Rivas was cast to play him in the play (EnriqueMartínez) and wanted to learn more about the man and his mis-sion to get into character. Morones invited him to a day out to thedesert. That day, Rivas filmed his adventure calling it “Explained


Director Iliana Sosa

Border Angels Volunteers

Actor Dave Rivas

in the Desert.” This time, not onecross remained in sight. Thegroup searched—and foundthem tossed in a nearby field,covered by trash and plywood.The vision was chilling, says

Rivas. The group prayed at theunmarked graves, for the hun-dreds of lost souls, refusing tolet them die without some formof dignity. “That day changed my life

and my whole way of thinking,”says Rivas. “There are thesepeople who are willing tonever, ever see their familyagain and risk dying in orderto get here, work and sendhome a couple of bucks a month. They are the day workers infront of a Home Depot, there early, dressed and ready, hopefulfor work. While on the corner across the street a poor whiteman stands with a sign asking for money. What does that sayabout us culturally? About our values? Our humanity?”The questions brought him to deeper purpose as an actor.

TMM had always produced works with more than entertain-ment value. Plays like this offer a turning point, he says, and achance to enlighten.

“When an actor is given an opportunity like this, when hecan see that what he’s doing can be profound, it becomes morethan entertaining, applause and audience. When they see howtheir performance affects people on a personal level that is ahuge statement not only to your talent, but to your humanity.”It was no longer about getting into character, says Rivas.

Audience reaction is what mattered. “People came up to us after each show, telling us of their

personal stories. They said things like ‘I had an uncle whocame across. We never heard from him again.’”

Changing Perspectives in a Ripple EffectProceeds from many of the shows benefitted Border Angels

as López had wished from the beginning. The play is now avail-able for production for interested theater groups, she says. Herenergies are focused in getting the film recognized in variousfilm festivals, including the San Diego Latino Film Festival inMarch. “We would love to get a distributor for the movie butit’s a gamble. It’s quite controversial and too political. It makespeople uncomfortable to think a white man is being punishedfor racist perspectives. It’s not like Crash, the movie. It’s a verydifferent viewpoint, one I’m not sure America is ready to see.” In the meantime, the positive ripple effect continues with

Detained in the Desert. Morones will actually appear in thefilm version. Rivas has just been voted onto the Border Angels’

board of directors. “Detainedin the Desert makes a differ-ence, and it did exactly what itwas meant to do,” explainsRivas. “It was a huge successfor Border Angels, forJosefina, for Teatro MáscaraMájica and for the audience. Itgot people thinking and talk-ing on an issue that matters.”López continues to be opti-

mistic and hopeful with thepower of the pen at her finger-tips. “What I want people totake away is not to be angry, toknow what it’s like to be com-passionate. My goal was toforge characters to feel ourpain so that we can get back toour humanity. I’d like to thinkI did that.”


Sandie gets arrested by Arizona Policeman

Enrique prays for dead woman in the desert


by Peggy Sands Orchowski

CONGRESS TO LOSE MOST LIBERAL EDUCATION ADVOCATE – Rep. George Miller’s, D-Calif., surprise retirementannouncement after decades in the House and on the Education Committee, could have serious repercussions forCongressional Progressive Caucus as well as for education policy in the next four years. It is unlikely that the House will flip toDemocratic leadership in 2014, and without Miller, who is Democratic leader Nancy Pelosi’s closest advisor, liberal educationlegislative proposals could take a backseat. For K-12 that could mean stronger support for charter schools, teacher evaluationsbased on student performance and the whittling down of the common core national curricula standards. For higher education,that could mean Republicans pass legislation for more university accountability and deregulation of for-profit institutions. Somespeculate that Miller’s departure in 2015 might signal the similar retirement of former Speaker Pelosi herself. It’s no fun beingin the minority – especially without your favorite consiglieri.

GRADUATE INTERNS TOO GOOD A DEAL TO BE PAID? – A full-time unpaid internship of 3-6 months is now becoming thenorm for many graduate professionals, especially in fields like architecture, journalism and graphics. Some professional associations

such as the American Institute of Graphic Arts (AIGA) are trying to set standards (i.e., can’t hire interns who do work thatdirectly furthers the company’s profit margin) and there are some laws (rarely enforced) that make it illegal to use

unpaid interns to fill formerly paid staff slots. But unpaid internships seem to have become the modus operandifor small professional businesses. Post-graduate interns often work 8-10 hour days, 5-6 days a week with-

out pay or benefits, doing the entry-level grunt work on all the firms’ projects. If interns do not per-form their work well, they can be “fired.” No longer is it necessary to prove that interns are con-

nected to or getting any documented education credit or supervision. Of course the clientpays full price for their work. But most post-grad interns are chasing the proverbial

carrot of a possible job offer and consider the internship a job preview.Increasingly foreign grads eagerly come to the U.S. on 3-6 month tourist

visas to experience firsthand the American working style, get a goodreference and maybe even a work visa. At least it is a great

immersion opportunity to improve their American English.“Doing unpaid post-grad internships abroad is now

normal for young professionals in Europe,” agraduate architect from Italy told me.

COMPREHENSIVE OR PIECEMEALIMMIGRATION REFORM INCLUDES EDUCA-TION VISAS – The window is narrowing every day, butthere still is avid debate on the Hill whether immigrationreform will or will not pass before summer. One big question iswhether the legislation will be “comprehensive” or “piecemeal.” Thereare many pieces that both Democrats and Republicans agree on includingincreasing the number of visas for educated immigrants like high tech workersand former foreign students graduating with advanced degrees in STEM fields. Both par-ties agree that the work permit verification system, e-verify, should be made a nationalrequirement, not just voluntary. The bottom line, however, is just how many and which illegalimmigrants might be legalized under piecemeal or comprehensive immigration reform: none? some?(piecemeal) or all of the estimated 11 million (comprehensive)? Speaker John Boehner hints he would sup-port piecemeal legislation that legalizes some agriculture workers and some DREAMers (Republicans call themkids) but not their parents. President Obama says he supports piecemeal too – but only if one of the pieces legalizes all11 million unauthorized residents (even though the Senate bill passed last June really only legalizes about 8 million).

NEW OPPORTUNITIES FOR SENIORS IN CONGRESS? – The average age of the 7,500 or so congressional and committeestaff on the Hill is 31; the average salary is around $50,000 and the average time a staff person stays is about five years, accordingto the Sunlight Foundation. Word is that a massive numbers of these 30-something young staffers might quit now that their federalhealth benefits are dropped and they must buy into the D.C. health exchanges. The private sector looks like a more lucrativecareer. This might open up a fabulous opportunity for 65+ senior citizens hankering for that “second life” experience-of-a-life-time for a few years to work on the Hill with a nice supplemental income added to their Social Security and Medicare, even if theyjob share. Seniors would add much needed life- wisdom to congressional staffs, and would cost a lot less in benefits as well.

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

UNCENSORED

U N C E N S O R E D

Top 10 Imperatives forSuccessful Governing Boards by Jeff Simmons

Inits 2012 annual report, the Association of GoverningBoards (AGB) of Colleges and Universities identifiedthe increasing demands placed on institutions of high-

er learning to provide quality education amid diminishedresources. Such challenges further amplify the importance of estab-

lishing strong leadership at the helm of an institution, andwisely charting a course thatimproves services, education, andreputation.“2012 brought new demands on

colleges and universities to ensurethat significantly more studentsreceive a quality education at a rea-sonable price, even as institutionalresources continue to be severelylimited,” said AGB board of directorschair James E. Geringer and AGBPresident Richard D. Legon.“Our institutions also are con-

fronting growing government andregulatory oversight and decliningpublic faith in the value of highereducation. Now more than everbefore, boards must strike an effec-tive balance between traditionaloversight and the need to meetgrowing public expectations.”On the frontlines of meeting

these expectations are the indepen-dent boards of volunteer trustees, leaders who for more than375 years have served higher education and faced current andnew needs with an eye toward future challenges.Addressing those needs will involve more than responding

to a current crisis or funding obstacle, but instead requirecementing an agenda that addresses multiple issues and estab-lishing key measures critical for success.James W. Gauss, chairman of board services, and Katherine

Haley, PhD, education consultant, at executive search firmWitt/Kieffer, have developed a list of 10 imperatives they stressare crucial for higher education boards to adhere to in theforeseeable future.“We work with a lot of universities and colleges and spend

a lot of time in their boardrooms,” Gauss says. “It has been

our observation that while many of those boards are function-ing very well or quite good, there are a few that we walk intowhere they don’t say to us that there are opportunities forimprovement around the issues of best practices, good gover-nance, functioning, education and diversity.“We thought it would be timely to put our heads together

and see what we can do to surface this issue of improvingboard performance in a construc-tive way. As you look at the Top 10,we are saying there are opportuni-ties for boards to take a carefullook, to audit their performance,and try to achieve best practices ingovernance.”Gauss has more than three

decades of experience advisingboard members and CEOs on bestpractices in governance, leadershiptransition and succession planningin periods of rapid change. Haleyconducts senior leadership search-es, particularly at the presidentiallevel, on behalf of colleges and uni-versities.The following are their Top 10

imperatives:

DiversifyTopping the Top 10 is diversifica-

tion of the board that leads the institu-tion. A board should reflect a school’s constituency but also havea diversity of expertise and viewpoints, Gauss and Haley stress. Two AGB surveys issued in 2010 found that college trustees

were overwhelmingly white, male, and over 50. The surveys,of more than 700 private and public institutions, noted thatwhites represented 74.3 percent of trustee spots at publicinstitutions and 87.5 percent at private ones. Among publicboards, the surveys noted, the average 12-voting memberbreakdown included nine white members, two black, and oneperson of another race. Initially, institutions must determine how they define “diversity.”“There is a very wide range of definitions,” Gauss says.

“The very first thing we suggest that organizations do to take amore careful look at this is sit down as an organization and as

LEADERSHIP/REPORTS


James W. Gauss, chairman of board services,Witt/Kieffer executive search firm

a governance body and define what diversity means to you.You may be surprised at how often there is lack of clarity ofwhat diversity means.”Gauss says that to move its metrics and strengthen diversity in

the boardroom, an institution needs to measure progress overtime. It must adopt six steps, starting with defining “diversity.” Additionally, he says, a board must: make diverse leadership

a strategic priority for the organization; learn about the possi-bility and pitfalls in diversity recruiting and retention; makediversity a part of formal succession planning and mentoringprofessors; mandate diverse slates for key leadership positionsin both the board and leadership roles; and, for those organi-zations doing good work, provide opportunities for minorityleaders to gain board exposure to the workings of the board.“There is a lot of detail that falls out from those six pillars,”

he says. “But if organizations are to embrace diversity, thenthis is the to-do list.”He adds: “Board and senior man-

agement diversity can only succeed ifthe board is ultimately committed toa culture in which differences areembraced and celebrated.”

Span the Generations Gauss and Haley stress that com-

petencies should take precedenceover seniority when selectingtrustees. Younger members wouldbring critical skills and perspectives.“The vast majority of boards of

trustees’ members are over the ageof 50, and that doesn’t necessarilymean that they aren’t great boardmembers,” Haley says. “A diversity of outlook is a sign

that ideas are being exchanged froma variety of perspectives and reallyadds richness,” she says. “Whatmost young people bring to a boardis a closer memory and experienceof higher education directly from theirown experience. Often they are more familiar with technologyand it's a bigger part of their lives, so they bring an expertiseand understanding of technology.”

Go digital That technological awareness harbored by younger mem-

bers, she says, also helps to meet a formidable challenge thatmany institutions face: embracing technologies that transformhigher education. “People are all over the map on what the place of technolo-

gy is going to be in the educational process. Some peoplethought that would be MOOCs (Massive Open OnlineCourses), but already one founder of a MOOC companythought his experiment was a failure.

However, they note that the education process relies oninteraction and dialogue, and distance learning doesn’t neces-sarily yield the same growth and engagement as brick-and-mortar classroom settings. While it can reduce educationalcosts, Haley says, “it goes against the model where you have aprofessor in a classroom entertaining discussion, where stu-dents learn from each other.”

Rightsize Gauss and Haley lament that some boards can be too inclu-

sive or cumbersome, while others might be too small to meetvaried needs. Rightsizing dovetails with diversifying a board’smembership.“You need diversity to have the kinds of experience you

need on the board,” Haley says. For example, increased scrutiny by the Internal Revenue

Service has prompted a rise in the number of board audit com-mittees, as boards recruit memberswho are expert in financial and taxmatters. Additionally, boards seekmembers who have legal and highereducation expertise. “You would love to have smart

people on your board, and so if theboard is too small, you can’t cover allof those areas of knowledge and youlose a diversity of opinion and wis-dom,” Haley says. “Rather than one-size fits all, you need a golden mean.”

Embrace board and institution-al succession planning These imperatives similarly

stress the need to plan for thefuture in a strategic and beneficialway. They involve ensuring a strong“leadership pipeline”, both on theboard level and in the executivelevel, the pair say.“In the private board meetings

I’ve attended the board has beenpretty good about having the vice chair take over when thechair’s term as leader has finished,” says Haley.Yet, boards often don’t think further down the road, and

consider the ideal profile they would like the board to have.Thinking more strategically further enhances the goal of diver-sifying the board.Additionally, succession planning, while not common in

higher education, promotes a similar strategic approach toselecting future presidents and administrators. Yet many insti-tutions of higher learning don’t devote much attention to suc-cession planning. “It's much more common in the corporate world,” Haley

says. “The idea of working your way up through an institutiondoesn't’ seem to be part of higher education culture.”


Katherine Haley, PhD, Education Consultant,at executive search firm Witt/Kieffer

She adds: “It’s also true that for most people to move up intheir administrative career from department chair to dean toprovost to vice president to president they have to move frominstitution to institution.” Boards need to recognize this and familiarize themselves

with the effectiveness of the full body of campus leadership tobetter understand their strengths and capabilities. “If you know what the capabilities are of the senior leader-

ship team, then you can match those with the desired qualityof the next president,” says Haley.

Set term limits While previously serving as president of Whittier College, a

Hispanic- Serving Institution based in Southern California,Haley encountered a change in policy as the board implement-ed a new rule imposing term limits on board membership. Such limits, she says, ensure regular turnover and fresh

approaches. “Term limits allow a board to bring in new peo-ple and a fresh perspective,” she says. “Some board members you want to keep them forever; they

are wonderful, supportive and smart, and it’s understandablethat institutions would want to keep them.”The trend, she says, is favoring term limits to bring in new

blood and new perspectives.

Put sports in perspective Haley and Gauss say that boards must ensure a proactive,

structured collaboration between the athletics department, topadministrators, and trustees. Sports can play a role but shouldnot be the defining mission. “Every institution has an educational mission to educate

students and sports should and can be part of that mission,because most institutions believe strongly in educating thewhole person,” Haley says. “They teach teamwork, sportsman-ship, fair play, achievement and leadership.” While those are positive benefits, she says, institutions

should not let sports programs overwhelm their true mission.Instead, sports support a school’s educational mission. “When people just care about sports and nothing else then

I think everybody loses, especially the students,” she says.“And it leads to values being skewed tremendously in terms ofwhether athletes get an education.”

Understand the shifting landscape of higher education As new business models are taking shape, boards should

give them consideration. Haley and Gauss don’t believe boardsare stuck in the past, but instead are seeking answers andguidance to succeed in new, or changing, environments. “Usually the vast majority of board members don’t come

from higher education, so they are looking at a paradigm thatisn’t their skill set,” Haley says. “I would advise boards to takea very careful look and ask for research and case studies onwhat models look like rather than just jumping at the first thingthat comes down the block. Some things will be tried and willwork. It’s an exciting time, but it’s also an anxious time.”

Balance finance and fundraising The 10th imperative requires boards to promote a culture

of philanthropy and giving, and not just ensure they harborfiscal acumen. In the past, public universities did not have toworry about fundraising, Haley says. “Fundraising has become increasingly important for insti-

tutions,” she says. Board members need to embrace this fromthe outset, relaying a phrase common among boards. “It’simportant for members to know ‘get, give or get off.’ It soundsharsh but they must figure out how to bring in gifts, give them-selves or ask themselves whether they should be a member ofthe board.” Gauss agrees, noting that those boards that function at a

higher level improve not only their fundraising but also theirgovernance practices. “What is abundantly clear to us is that those organizations

that are more transparent, more open, more clear in terms ofhow they are functioning are executing their strategic plans ina much more successful manner,” said Gauss.“When you have gaps in board governance, that almost

always has an impact on the president. If you have dysfunc-tional governance, it is not unusual to see high turnover in thepresident’s position and in other senior leadership positions,and let’s be candid: everything kind of moves from there.”


Coming April 7

Our Annual

Graduate School Issue


Last year in San Antonio, Texas, the American Association of Hispanics in Higher Education(AAHHE) hosted their eighth annual national conference, “Shaping our own Destiny: Towarda Latino Attainment Agenda,” with the goal of stimulating action for Latino educationalachievement. The conference hosted 60 concurrent sessions and five plenary sessions, all witha focus on increased engagement and addressing barriers to degree completion for Latinos. One of the plenary sessions featured three higher education leaders: Dr. Ana “Cha” Guzmán,

president of Santa Fe Community College; Dr. J. Michael Ortiz, president of California StatePolytechnic University, Pomona; and Dr. Raymond Paredes, commissioner of the Texas HigherEducation Coordinating Board. The session, “The Degree Imperative: Implications for the LatinoWorkforce,” highlighted national trends in higher education and the implications for Latinosseeking degrees. Dr. Ricardo Romo, president of the University of Texas at San Antonio, servedas the session moderator. A key theme of the panel was the dramatic change in U.S. higher edu-cation. As Paredes noted, “We are living through a period of extraordinary change in highereducation in the country.” Using the recent example of the ouster and subsequent reinstatementof the president of University of Virginia, he went on to observe, “… some believe that higher education is fundamentally in goodshape in the country and so change should occur at an incremental rate. Others believe that we need dramatic change or ‘disrup-tive innovation’ in higher education …,” citing the term advanced by organizational expert Clayton Christiansen. The panelistsemphasized that this change is also characterized by transformations in the nation’s demographics, politics, finances and the waystudents must navigate higher education. This is especially challenging because the majority of Latino students are first-generationand need support programs to ensure they can navigate the complex and difficult pathway to a bachelor’s degree. The presidents described the ways their campuses were responding to these challenges. President Ortiz of Cal Poly,

Pomona for example discussed two initiatives: the Early Assessment Program, which provides academic support to highschool juniors in English and mathematics; and a partnership with the Parent Institute for Quality Education (PIQE), whichhas trained close to 10,000 parents of first-generation students on what their children need to succeed in college. He stated,“As we create these clusters of informed and advocating families, they too will have an impact and become an active voice inshaping (the Latino workforce).” The role and value of familia extended to the need for more Latino faculty and adminis-trators and the challenges of the career ladder from professor to president. All panelists emphasized the crucially importantrole of the Latino/a college president, lamenting the underrepresentation of Latinas and the decline of Latino representationin the presidency (decreased from 4 percent to 3 percent nationally in 2013). According to Guzmán, “There is less leader-ship (in higher education) that the Hispanic community can count on. I think that sociologically, if you look at it, the mostimportant thing we can do is either become presidents or help others become presidents.” She punctuated this point byusing the analogy of a dogsled team: “… only the front dog in the ride sees the different viewpoint. All the other dogs seethe same thing.” All panelists discussed the need for Hispanic leaders in higher education to work as a team, focus on sup-porting and respecting one another, and mentor other Hispanics to move up the career ladder.

Paredes summarized the sense of urgency conveyed by the panel to expedite their recommendations: “We’ve madetremendous progress in terms of college readiness for Latinos. If you look at the trend line for Latinos in higher educationover the past 30 years, we’ve had a very steep incline in access and a relatively flat trend line in actual completion, and weare not getting enough Latinos in through the educational pipeline.” In order to pave the way for Latinos in higher educa-tion, we need to follow these words of wisdom and embrace AAHHE’s mission to be “an agent of change for improving edu-cation, thus enabling Hispanic students to fully participate in a diverse society.”

Dr. Devan R. Romero is an assistant professor in the department of kinesiology at California State University San Marcos, San Marcos, Calif.; Dr. Anthony De Jesús is an assistant professor and director of

MSW Field Education in the department of social work and Latino community practice at the University of Saint Joseph, West Hartford, Conn.; Dr. John Eusebio Klingemann is an assistant

professor in the department of history at Angelo State University, San Angelo, Texas. The article's authors were AAHHE Faculty Fellows during the 2013 conference.

By Devan R. Romero, Anthony De Jesús and John Klingemann

Scholars’ Corner


Associate Vice Presidentfor Enrollment Management

Ann Arbor, MI

The University of Michigan in Ann Arbor, the public flagship university of the state andone of the world’s preeminent research universities, seeks an inaugural Associate Vice

President for Enrollment Management to provide overarching leadership to the enrollmentfunctions of the university.

For nearly 200 years, U-M has provided an unparalleled experience for hundreds ofthousands of students. With stellar faculty in every field, the university has created anacademic atmosphere that is enlightening, worldly, and transformative for its students. As U-M approaches its bicentennial in 2017, it has the opportunity to reflect on theinstitution’s impact and explore how it will continue to fulfill its missions of education,research, public service, and patient care during its third century. The Associate VicePresident for Enrollment Management – a newly created position – will assume the roleamidst a surge of tremendous energy and excitement, as the university has just named anew president. Reporting to the Provost and Executive Vice President for Academic Affairsand serving as a member of the provost’s senior cabinet, the associate vice president willbuild and lead a team charged with working across the university to deliver the optimalundergraduate enrollment program for U-M, meeting its short- and long-term enrollmentgoals, and facilitating its success in recruitment and retention for the future.

With record applications in fall 2013, student interest in the university remains strong and admissions and financial aid routinely produce a highly qualified incoming class.Building upon this tremendous foundation, the associate vice president will implement a sophisticated, integrated, analytically informed, and collaborative approach to university-wide enrollment. Working closely with the vice provosts, the associate vice president willhelp envision the best possible enrollment future, meeting undergraduate enrollment goalswith particular attention to strengthening, supporting, retaining and graduating anincreasingly diverse student population.

The associate vice president will lead the offices of undergraduate admissions, financial aid,the university registrar, and new student programs in an enrollment effort that is vigorous,creative, data informed, and student centered. He or she will design and implement astructure that brings increased coordination and cooperation among the units so as to bestserve students and help ensure student success among all populations at the university,better envision and manage enrollment goals, and increase efficiencies and synergiesacross these functions. She or he will possess a demonstrated commitment to the corevalues of diversity, excellence and access, superior interpersonal communication skills, anability to manage and motivate a diverse professional staff, and an interest in interdivisionalcollaboration in a highly decentralized institution.

Inquiries, nominations and applications are invited. Review of applications will begin in February and will continue until the position is filled. For fullest consideration, applicantmaterials should be received by March 1, 2014. The university has retained Witt/Kieffer toassist with this search. Applicants should provide a resume, a letter of application thataddresses the responsibilities and requirements described in the leadership profile availableat www.wittkieffer.com, and the names and contact information of five references. Referenceswill not be contacted without prior knowledge and approval of candidates. These materialsshould be sent electronically via e-mail to Robin Mamlet and Amy Crutchfield [email protected]. The consultants can be reached by telephone through the desk of Leslie Donahue, administrative support for this search, at 630-575-6178.

The University of Michigan is an equal opportunity/affirmative action employer dedicated to the goal of building a culturally diverse and pluralistic university community committed to teaching and working in a multicultural environment.

Potential applicants who share this goal are encouraged to apply.


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

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

Administrative and Executive Positions:University Communication & Marketing (3) Academic Affairs (1)Digital Marketing Director Director of Institutional Research

(St. Petersburg Campus)Creative Director Regional Admissions AdvisorSenior Marketing DirectorDirector of Events

Faculty Positions: College of Medicine (10) College of Public HealthFull, Associate, Assistant Professor (Pharmacy) Postdoctoral Scholar Research (2)Assistant Professor (Physical Therapy & Rehab. Sciences) Family Nurse Practitioner College of the Arts-School of Music (2)Assistant Professor (Gastroenterology/Esophagology) Assistant Professor (Composition) Assistant Professor (General OB/GYN) Assistant Professor (Piano)Assistant Professor (Cardiology)Assistant Professor (Dermatology) College of Arts and Sciences (7)Associate/Full Professor (Senior Faculty Biostatistician) Visiting Instructor (English)Postdoctoral Scholar (Pharmacy) Assistant Professor (4)Postdoctoral (Research) Instructor (2)

College of Engineering (1) Faculty Coordinator (E-Learning/Instructor-Sarasota Campus)

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

Director (Institutional Research-St. Petersburg Campus)Director (Business Services-St. Petersburg Campus)

For a job description on the above listed positions including department, disciple and deadline dates: (1) visit our Careers@USF Web site at

https://employment.usf.edu/applicants/jsp/shared/Welcome_css.jsp; or (2) contact The Office of Diversity and Equal Opportunity, (813) 974-4373;

or (3) call USF job line at 813.974.2879.

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

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

MCC, a dynamic institution with state-of-the-art facilities, outstanding educational programs, and a strongcommitment to diversity, is seeking candidates to fill anticipated openings for:

Instructor (Biology)Assistant Professor/ Program Coordinator Radiologic Science Program

P/T Recruitment Assistant (Ed. Asst.) Health & Life Sciences Career Initiative (HL-SCI)For a copy of the vacancy announcements including minimum qualifications and application deadlines,please visit our Web site at www.mcc.commnet.edu. Please send letter of intent, resume, transcripts, emailaddress and the names of three references to: Holly Foetsch, Interim Director of Human Resources;Manchester Community College; Great Path, MS #2; P.O. Box 1046, Manchester, CT 06045-1046

Or e-mail the required application information noted above to the Department of Human Resources: c/o [email protected] EOE/AA/M/F

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

http://www.mcc.commnet.edu


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C

Women’ s Equality Day

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August 26

FOR ALL YOUR MULTICULTURAL ITEMS• POSTERS • VIDEOS • FLAGS

Franciscan University of SteubenvilleAcademically Excellent. Passionately Catholic.

Executive Director of Marketing and Communications For a Christian, work should never be just work. It should be a calling, a vocation, anintegral part of what leads us to God. That’s the work you’ll find in a career atFranciscan University, where you will become part of a visionary organization inservice of the Catholic Church, society, and culture.

The Executive Director of Marketing and Communications is a challenging andrewarding opportunity for an exceptionally competent and mission-dedicatedmarketing professional. Serving in this newly created position, reporting directly tothe President, and acting as a member of the senior leadership team, the ExecutiveDirector will lead the University’s efforts to centralize marketing and communicationsfunctions and will execute a strategic and integrated marketing plan.

The successful candidate must understand, embrace, and desire to advance the missionof Franciscan University and possess the following qualifications:

• Bachelor’s degree – Master’s or Doctorate in related field preferred.• 10 years demonstrated marketing expertise as well as demonstrated experience

with the nuances of higher education marketing and branding. • Demonstrated success in developing and implementing comprehensive branding

and marketing programs and measurably increasing brand identity.• Proven experience with emerging marketing and communication technologies

and channels and a vision for using them strategically at Franciscan University. • Exceptional collaborative abilities with a track record of genuinely seeking

feedback, cooperation, and buy-in. • Action and results orientation with a demonstrated ability to effectively manage

work and measure effectiveness.• Demonstrated ability to challenge the status quo while taking responsibility

for all decisions.

Founded in 1946 by the Franciscan Friars of the Third Order Regular, FranciscanUniversity is known worldwide for its enduring fidelity, vibrant campus culture, andacademic excellence. Since 2001, the University has been ranked in the elite “firsttier” of Midwestern universities by U.S. News and World Report’s guidebook,America’s Top Colleges. Included in every edition of the Cardinal Newman Society’sGuide to Choosing a Catholic College, Franciscan has also been ranked as a top 100“best value” in private higher education by Kiplinger Personal Finance Magazinesince 2011.

Please visit www.franciscan.edu/CMO for a full job description.

Send nominations, inquiries and applicant materials to [email protected].

Applicant materials must include a cover letter that demonstrates:• Candidate’s understanding, willingness to embrace, and desire to advance the

mission of Franciscan University. • Position fit based on candidate’s experience, education, and competencies.

Additionally, please provide compensation requirements and three references.Franciscan University provides market based compensation with benefits that aresecond to none among our peers.

Franciscan University of Steubenville is committed to principles of equal opportunityand is an equal opportunity employer.

Department of Teaching, Learning and CultureAssociate/Full Professor Faculty Position in Science Education

The Department of Teaching, Learning and Culture is seeking a tenure trackAssociate/Full Professor of science education in the College of Education and HumanDevelopment at Texas A&M University. The candidate must have earned a doctoratein an appropriate field with specialization in science education. Responsibilities of theposition include maintaining an active research and publication agenda in scienceand/or STEM education of national/international prominence; developing universitycollaborative partnerships with scientists and engineers; advising and mentoringgraduate students, including chairing and serving on doctoral committees; securingexternal funds; assuming leadership at departmental, college, and university levels;leading an effort to develop coursework and prepare experienced science teachers fora STEM endorsement; and teaching science and STEM education courses at graduateand undergraduate levels. This is a nine-month appointment. The salary is competitiveand commensurate with experience. Applications are being accepted. A review ofapplications will begin immediately for employment beginning Fall 2014 or Spring2015 and will continue until the position is filled. Questions about the position shouldbe directed to one of the two co-chairs of the search committee, Dr. Carol Stuessy ([email protected]) or Dr. Cathleen Loving ([email protected]). Send electroniccopies of the letter of application or nomination, curriculum vitae, two sample articles,and names and contact information of three references to Ms. Tammy Reynolds,email: [email protected].

Texas A&M University is an Affirmative Action/Equal Opportunity Employercommitted to creating and maintaining a climate that affirms diversity of both

persons and views, including differences in race, ethnicity, national origin, gender,age, socioeconomic background, religion, sexual orientation, and disability;

veterans are encouraged to apply.

http://www.hmsdc.com

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http://www.franciscan.edu/cmo


The University of Texas Health Science Center at San AntonioSchool of Medicine

CHAIR, DEPARTMENT OF PSYCHIATRYThe School of Medicine at the University of Texas Health Science Center at San Anto-nio seeks an individual with an outstanding record of scientific achievement, grant sup-port, scholarly accomplishments and mentoring as its new Chair of the Department ofPsychiatry with 93 faculty, 58 residents, 7 fellows and 9 PhD interns. Dynamic leader-ship, communication and interpersonal skills, and keen vision are required. Reporting toFrancisco González-Scarano, MD, Dean of the School of Medicine and Vice Presidentfor Medical Affairs, the Chair will be responsible for continuing to build and maintainrobust research programs, high quality graduate, medical and dental student education,and a collegial interactive culture. The UT Health Science Center is an Equal Employ-ment Opportunity/Affirmative Action employer and is committed to excellence throughdiversity among its faculty, staff and students.

Candidates must be eligible for professorship with tenure. The ideal candidate will havea widely recognized national reputation in their field. The ability to foster a culture of col-laboration, innovation, and accountability, across the Health Science Center is important.This is a wonderful opportunity for a visionary leader. UTHSCSA is a research intensiveinstitution located in the Northwest region of San Antonio and sits as a gateway to thepicturesque Texas Hill Country. San Antonio is a vibrant, dynamic, and multiculturalcity with much to offer, including an attractive cost-of-living.

Interested individuals should submit a letter of interest along with contact informationfor 3 references and a current CV electronically addressed to David Hillis, M.D., Chairof Medicine and Chair of the Psychiatry Search Committee c/o Shelly Evans, As-sistant to the Dean, at [email protected].

All faculty appointments are designated as security sensitive positions.

Charles H. Dyson School of Applied Economics and ManagementLecturer in Accounting

Cornell University, Ithaca, NYCornell is a community of scholars, known for intellectual rigor and engaged in deep and broad research, teachingtomorrow’s thought leaders to think otherwise, care for others, and create and disseminate knowledge with a public purpose.The Charles H. Dyson School of Applied Economics and Management at Cornell University seeks an accountinglecturer for a 3-year appointment with possibility of renewal. Renewal is contingent upon performance reviews,the ongoing need for the position, and the availability of funding.The Dyson School's B.S. degree in Applied Economics and Management (AEM) is Cornell's accreditedundergraduate general business degree, and it is currently ranked in the top 10 in both the

and rankings. With 700-750 majors, Dyson is one of the smallest of the elite four-year undergraduate business programs in the U.S., and one of the most highly selective. Of the School's 450upper-level students, 20% specialize in accounting.Position overview: The person in this position will teach up to four courses per year, likely including one largeintroductory lecture class, with enrollment of 250, and up to three upper level classes with enrollments of 40-60.It is understood that teaching assignments may change to meet the needs of the curriculum. The accountinglecturer will also advise Dyson undergraduates. This is an academic-year appointment.Qualifications: Master's degree in accounting, or MBA, plus current and active status as a Certified PublicAccountant. Applicant should have 3-5 years of teaching experience and substantial practical experience in theaccounting profession.To apply: Please submit the following documents (electronically in one pdf file) to [email protected] letter of application, CV, three letters of reference, graduate school transcripts, evidence of teaching experience(e.g., course evaluations, if available) and other relevant experience to the attention of Professor Ed McLaughlin,Director, Undergraduate Program, Dyson School of Applied Economics and Management, 201C Warren Hall,Cornell University, Ithaca, NY 14853. The deadline for applications will be March 1, 2014 and the search will continue until a suitable applicant has beenidentified. The appointment would commence for the fall 2014 semester. It is assumed the successful applicantwill reside in Ithaca, NY.Cornell University, located in Ithaca, New York, is an inclusive, dynamic, and innovative Ivy League university andNew York's land-grant institution. Its staff, faculty, and students impart an uncommon sense of larger purpose andcontribute creative ideas and best practices to further the university's mission of teaching, research, and outreach.

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

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The Louisiana Community and Technical College System invites nominations and applications for the position ofChancellor of Delgado Community College, a world-class educational organization offering academic and workforcetraining throughout the greater New Orleans area. Delgado Community College is seeking an individual who is a strongadvocate for academic quality, believes in providing exceptional service to students, and a proven leader with a demon-strated commitment to improving educational access, success and completion, inspiring faculty and staff, and collabo-ratively executing on a common mission and vision.

Delgado is renowned as Louisiana’s largest community college, serving individuals of all ages who reflect the diversityof the New Orleans metropolitan area. Delgado’s seven locations serve a 10-parish region in Southeast Louisiana. Thecollege is the epicenter for professional and advanced career and technical education, ac-ademic pre-baccalaureate education, and workforce development training. Delgado

Community College is poised for continued greatness, and the next chancellor can create a legacy by:

• Leading the college through a six project $200 million facility renaissance,• Cultivating a partnership with the New Orleans Culinary & Hospitality Institute and growing the college’s renowned culinary arts program,• Expanding one of the nation’s largest healthcare programs,• Ensuring that the college continues to graduate record numbers of students, and• Continuing the unprecedented community outreach and workforce development initiatives.

The Chancellor will be expected to display high integrity and trustworthiness and to provide the vi-sion and courage needed to ensure the continued success of Delgado Community College.

Required Qualifications for the position include:Earned doctorate or terminal degree from an accredited institutionMinimum of 5 years successful experience at the Vice President or President/Chancellor level in an institution of higher education,preferably in a comprehensive community college

Desirable Qualifications:A passion for the role and mission of community and technical collegesThe ability to inspire and lead a complex organizationA record of successful senior management experience in a fast-paced environmentA commitment to ensuring appropriate linkages between career/technical education and the transfer mission of the institutionExperience in listening to and engaging with multiple stakeholders

For additional information about Delgado Community College, please visit www.dcc.edu. For a full position description andapplication procedures, you may also visit www.lctcs.edu or www.acctsearches.org

The review of applications will continue until the position is filled. Candidates are encouraged to submit a complete application prior to: Wednesday, April 9, 2014.

An Association of Community CollegeTrustees Assisted Search

Confidential inquiries or nominationsshould be directed to Narcisa Polonio

202-276-1983 or [email protected] orJulie Golder 202-775-4466 or

[email protected]

Chancellor

Executive Searcheswww.acctsearches.org

Equal Opportunity/Affirmative Action Employer. Minorities, women and persons with disabilities are encouraged to apply.

VICE PRESIDENT FOR ACADEMIC AFFAIRSA unique opportunity currently exists to be the Vice President for Academic Affairs for SUNYCollege of Technology at Alfred (AS). This one of a kind institution seeks new leadership in creatingand sustaining outstanding academic programs and a campus environment conducive to thestudents’ total development as the College moves toward being a predominantly four-year versustwo-year institution. In pursuit of these goals, this officer is responsible for three academic schools:Arts & Sciences, Architecture, Management and Engineering Technology, and Applied Technology)offering 70+ programs of study. Also reporting to the position are the libraries, Technology Services,Assessment, the Student Success Center and Research Services. The Vice President is responsiblefor a staff of about 250, of whom 150 are academic faculty, and for a budget exceeding $14 million.As chief academic officer and a member of the President’s Council, the Vice President must be aperson of broad vision and high integrity with a well-developed understanding of and commitmentto the Alfred State mission as a college of technology.

Qualified candidates will hold an earned doctorate and have a record of increasing responsibility foracademic leadership. A distinguished record of leadership and program development in areas relatedto the evolution of Alfred State College from primarily a two-year to primarily a four-year degreegranting institution is helpful. Candidates should demonstrate achievement in fostering diversityand sustaining a progressive campus environment. The successful candidate will have experience incooperative team building, conflict resolution, and a history of implementing organizationalimprovement. The College seeks someone who can build consensus, successfully guide change, andwho is committed to promoting educational excellence. The Vice President will also have superiorskills in written and spoken communication, knowledge and understanding of modern technology,and the ability to develop good working relationships on and beyond the campus.

Directions to apply online can be found at http://alfredstate.interviewexchange.com/.All applicants are subject to a pre-employment background investigation.

ASSOCIATEDEAN

For Student Development

York College / CUNYThe Office of the Vice President for Student Affairs at York College/CUNY invites applicationsfor the position of Associate Dean for StudentDevelopment, Job ID # 9358.

Reporting to the Vice President for Student Affairs, the successful candidate will have anearned doctorate and eight years of progressiveexperience in leadership and supervisory rolesin Higher Education; have a strong history ofcommitment to student development, and will be responsible for developing strategicplans and goals, as well as several otherspecific areas within the Division for StudentDevelopment.

To see the entire description and details on howto apply, please visit the www.cuny.eduwebsite and click on Employment, Job ID # 9358.

CUNY is committed to a pluralistic communityand continues to seek excellence throughdiversity and inclusion. EO/AA Employer.

5

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Sept. 22 Back to School Issue Sept. 16

Jan. 27 Financing a College Education Jan 21

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Feb. 24 Women in Higher Education Feb. 18

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March 24 Community College Issue March 18

April 7 Graduate School Issue April 1

April 21 April 15

May 5 Top 100 College for Hispanics April 29

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Enfield, Connecticut

Asnuntuck Community College has the following Full-Time Opening:

Director of Financial Aid ServicesInformation on program areas, qualifications

and compensation is available at www.asnuntuck.edu

(click on Employment Tab).

Asnuntuck Community College is an AffirmativeAction/Equal Opportunity Employer, M/F. Protected

group members are strongly encouraged to apply.

NURSING DEPARTMENTwww.sjcny.edu

St. Joseph's College, Department of Nursing,Invites applications for a full-time tenure track andpart time faculty positions on the Brooklyn Campus beginning September 2014.The position requires a master's degree; doctoratesstrongly preferred with national certifications anAdult-Gerontology or Gerontology Clinical NurseSpecialist. NY State licensure as a registered nurse is also required.Doctoral candidates are encouraged to apply.Please submit current curriculum vitae with a letter of

interest in and qualifications for the position to:Dr. Florence Jerdan, Director Nursing Department at

[email protected]. EOE - M/F/D/V

Westchester Community College is committed to hiring innovative administrators, faculty members, and staff. Women, minorities and those dedicated to diversity and multiculturalism are strongly encouraged to apply. Full-time positions include excellent benefits. Hiring subject to availability of funds. Administrators and Staff: Academic Technology Coordinator/Division Coordinator Associate Dean and Director (Educational Opportunity Center, Yonkers) Program Administrator (Health and Safety) Part-time/Hourly PositionsAcademic Support Center, Senior Tutors in Reading, Writing, ESL. Adjunct Faculty. Summer & Fall 2014 openings. Specify day/evening/weekend availability.

Credit adjuncts (Masters and one-year related experience required unless otherwise indicated on website): Biology, Chemistry, Communications, English, Foods – Culinary Arts, French, Journalism, Mass Media, Nursing, Physical Education (general, swimming, etc.), Reading.

Non-Credit adjuncts (Bachelors required): Classes for lifelong learners may include children, adults, and seniors in various locations with day, evening and weekend options. Also interested in candidates with ESL teaching experience or with corporate training background, and ideas for new classes. Visit website for information. Submit proposals for new classes at www.sunywcc.edu/CE; for ESL, submit resume only to [email protected]; do not submit a resume without a class proposal. For details, visit www.sunywcc.edu/jobs. Applications accepted until positions are �lled. Resumes to Human Resources, Westchester Community College, 75 Grasslands Road, Valhalla, NY 10595; fax 914-606-7838; email Word documents to [email protected]. Please indicate position of interest on envelope or in email “subject” �eld. AA/EOE.

WESTCHESTER COMMUNITY COLLEGE

Administrator, Staff & Faculty (Adjunct) Positions

http://www.sjcny.edu

http://www.asnuntuck.edu

http://www.sunywcc.edu/jobs



Children need routine; teenagers often fight it; adultssometimes fear it. Regardless, most people performbetter with it. Routine is important and valuable for several reasons.

With younger children, routine provides the anchor of pre-dictability and security. By knowing what comes next, theycalmly rest assured that all is well. Adolescents need routinebecause the rest of life is typically in flux. And adults needroutine to get through long days efficiently and productively(though some mistake routine with ruts – not synonymous).Adults preparing Hispanics for higher education should

help students customize a routine that fits each student’sbiological rhythm and the demands – social and academic –he must meet along with any personal limitations. Start with the person’s internal clock – the times of day

that he is naturally most active, alert and energetic.Adolescents often tend to be nocturnal – night owls whowould rather do what they must after regular hours. Forthose already in higher education with more flexible sched-ules and control over their time, such a rhythm is not asmuch of a problem as it is when they must function activelyduring the day instead. To help a Latino student determine aroutine, ask how he would structure his time if there wereno other constraints. He might prefer to sleep in the dayand attend school at night. Or he might want to sleep more.(Adolescents are not just being difficult or avoidant whenthey sleep long hours; they need the extra sleep to grow anddevelop). Consider, too, how diet and exercise affect theperson’s mood and energy levels. Eating irregularly or con-suming unhealthy food is common among adolescents anddirectly – albeit subtly – affects a student’s ability to performin and outside of school.Next, have the Latino student inventory the types of things

required during the day. These include study that requiresintense, unbroken concentration; work that can be donewith less concentration; routine tasks done with little think-ing, like organizing files; work requiring practice, like play-ing a musical instrument or learning a language; interactivework involving team effort and social interaction; physical

activity, whether it is struc-tured with a sport, personalworkouts in a gymnasium orhelping parents around thehome with manual tasks; creative time to daydream, imagineand solve problems; recharge time allotted between tasksthat allows the student renew clear the mind and renewenergy before moving to the next activity; and sleep – pre-cious sleep. Help the student plot the required activities according to

the best time of day for each. If she is best in the morning,she might want to arise before school and put in some extrastudy time prior to classes (though caution the studentagainst waiting till the morning something is due and runningout of time). If school is filling most of her day, see if thevarious subjects can be scheduled for her optimal times interms of energy and focus. Students who need to exert extraeffort to master math, for example, should try to schedulemath class for the time in which they are most alert. Someinnovative high schools begin midday and dismiss in theearly evening, simply to accommodate the natural cycle ofmost of their adolescent students. Other high schools haveadopted schedule rotation whereby all classes are taken, butduring a different class period each day in order to allow ateacher to see the student perform at optimal times. Emphasize blocking times to rest and recharge. Since

teens are often high energy, they are equally unaware ofwhen that energy fades. Schedule time for the student tounplug (no electronic devices – a horrible thought formany, but actually a relief for all), recharge (naps, if youcan manage to take one, are not just for kindergarteners)and journaling are ways to keep the mind at an even paceand avoid overload.The Latino student who knows his energy cycles and is

dedicated to meeting the demands made of him can developand maintain a personal routine to get all the thingsrequired of him done toward or in higher education. It is askill that that assures he can be self-directed and productivelong after, too.

ROUTINES CAN BE HABITS FOR SUCCESSPriming the Pump...

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

03/10/2014 helping first generation minorities

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