04/06/2015 Graduate School Issue

APRIL 6, 2015 www.HispanicOutlook.com VOLUME 25 • NUMBER 13

MFA Program for Innovators Latino Graduation Rates PropelledSanta Clara University Graduate School Issue

APRIL 6, 2015 www.HispanicOutlook.com VOLUME 25 • NUMBER 13

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U.S. Latinos, particularly Mexican-Americans,may not remember Father Theodore Hes-burgh, president emeritus of the University of

Notre Dame, or have heard of him, a religious manwho walked with presidents and potentates but hewas one of the ethnic community’s great friends andadvocates.

Father Hesburgh died in February at his belovedUniversity of Notre Dame where he had served as itspresident for 35 years; a man of international staturewhose council and advice was sought from presidentsto laymen, serving as the example of what many wishwe could be in principle and courage.

My direct association with him was brief but I got toknow him well through his role in public service andhis actions and what he stood for.

He was a man for all seasons and of all people, amission in life he fulfilled without exception.

Though he was born and raised in Syracuse, N.Y.,he showed a strong and sincere affinity with the U.S.Hispanic community. He never mastered Spanish andI still remember at times his hilarious but sincere at-tempts.

He did his best work, not in the social trenches butin the higher echelons of religious, educational andgovernment institutions. From that perch, there wasno greater advocate for the pursuits and service ofthe common man, the essence of his holy vows.

He was blind and feeble at the time of his death buthe still celebrated daily mass and still attended everyhome Notre Dame game until his infirmities overtookhim.

Father Hesburgh remained forever humble and for-ever giving in accordance with his spiritual pledge, yethonest and forthright in his many roles as cleric, edu-cator and civic appointee and all his energies wentinto fulfilling those commitments.

I met and worked with Father Hesburgh when hewas the chairman of the U.S. Civil Rights Commis-sion(CRC), which he served on for 15 years, and I wasits communications director before I moved on toNixon’s White House.

I loved the man for no one I have known then orsince came with such strong commitment, honestyand grit toward his work at the height of the civil rightsmovement.

Father Hesburgh was like most priests, charitableand caring, but a no-nonsense leader who stronglybelieved that the U.S. minority community, Latinosamong them, lagged considerably in advancement incivil rights and socioeconomic opportunities and thefederal government and other public institutions werenot giving them their due.

He was willing to take on whoever or whatever, topto bottom, in righting social and economic inequitiesand at least thru CRC studies, bring it to the attentionof those in position to do something about it.

He had other arguments on civil rights issues likesuffrage and outside topics such as the Vietnam Warthat didn’t sit well with the policies of the then currentadministration so President Nixon fired him. Duringhis tenure as Notre Dame president, he still foundtime to serve on 16 presidential commissions in bothDemocratic and Republican administrations and wasawarded 150 honorary degrees.

The story goes that presidential candidate, GeorgeMcGovern, considered asking Father Hesburgh to behis running mate in the 1972 elections against Nixonwhich was politically absurd.

Like many others, I have fond recollections, somehilarious, of Father Hesburgh.

Once in a contentious civil rights meeting of mostlyblack leaders in Washington in which he was presid-ing, he slammed his fist on the table and brought theroom to halt when he said, “All right, it’s time to call aspade a spade.”

The then CRC Director, John Buggs, a black, went“Ahem Father Hesburgh, you think you could rephrasethat.”

The good Father caught on quickly, “Oh yes, sorry.” Another, which is my fondest remembrances of Fa-

ther Hesburgh, is when, without hesitation, he tookthe time from his hectic schedule in Washington tobaptize my first born and got a box of cigars for it.

Such was the man.

Carlos D. Conde, award-winning journalist, former Wash-ington and foreign correspondent, was a communicationsaide in the Nixon White House. Write to him [email protected]

Goodbye to Father HesburghBy Carlos D. Conde

LATINO KALEIDOSCOPE

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Contents6 Business, Education, and

Health Sciences MajorsDominate Graduate Schools’Growing Numbersby Mary Ann Cooper

9 Santa Clara University:Training Teachers to beCulturally in Tuneby Sylvia Mendoza

13 Graduate Schools andStudents Face Funding Issuesby Michelle Adam

16 Mellon Foundation SupportsLatino Doctoral Students inHumanitiesby Frank DiMaria

19 Improving the Academic Skills ofHispanic Graduate Studentsby Paul Hoogeveen

APRIL 6, 2015

9

13

16

19

Cover: Santa Clara University’s Dr. Marco Bravo. Photo by: Charles Barry


Departments3 Latino Kaleidoscope

Goodbye to Father Hesburghby Carlos D. Conde

22 OWN IT!Faculty Members Have Their OwnIndividual Brandsby Marvin Lozano, EdD and Miquela Rivera, PhD

23 Targeting Higher Education Graduate Schools: A New Dayby Gustavo A. Mellander

25 Uncensoredby Peggy Sands Orchowski

Back Priming the Pumpcover Helping Latino Students Cope with

Life’s Transitionsby Miquela Rivera

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

PublisherJosé López-Isa

Executive EditorMarilyn Gilroy

Senior EditorMary Ann Cooper

Washington DC Bureau Chief Peggy Sands Orchowski

Contributing EditorsCarlos D. Conde, Michelle Adam

Contributing WritersGustavo A. Mellander

Chief of Human Resources & AdministrationTomás Castellanos Núñez

Chief of Advertising, Marketing & ProductionMeredith Cooper

Research & Development DirectorMarilyn Roca Enríquez

Art & Production DirectorWilson Aguilar

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Web Development DirectorRicardo Castillo

Director of Accounting & FinanceJavier Salazar Carrión

Sales DirectorMagaly LaMadrid

Article ContributorsMichelle Adam, Frank DiMaria, Paul Hoogeveen, Marvin Lozano, Sylvia Mendoza, Miquela Rivera

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Editorial PolicyThe Hispanic Outlook in Higher Education Magazine® is a nationalmagazine. Dedicated to exploring issues related to Hispanics in highereducation, The Hispanic Outlook in Higher Education Magazine®ispublished 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 the readers ofThe Hispanic Outlook Magazine®. From time to time, The Hispanic Outlookin Higher Education Magazine® will publish articles dealing withcontroversial issues. The views expressed herein are those of the authorsand/or those interviewed and might not reflect the official policy of themagazine. The Hispanic Outlook in Higher Education Magazine® neitheragrees nor disagrees with those ideas expressed, and no endorsement ofthose views should be inferred unless specifically identified as officiallyendorsed by The Hispanic Outlook in Higher Education Magazine®.

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Business, Education, andHealth Sciences MajorsDominate Graduate Schools’ Growing NumbersBy Mary Ann Cooper

G R A D U A T E S C H O O L S / R A N K I N G S

With the recent emphasis in minority communities on the importance

of a community college education it might be easy to lose sight of

what’s trending in graduate schools. This issue of Hispanic Outlook

shines a spotlight on the best schools in the United States enrolling Hispanic

students and granting them graduate degrees. The lists of schools that follow

are an important part of our coverage. Another is a comprehensive survey

conducted each year by the CGS/GRE Survey of Graduate Enrollment and

Degrees jointly sponsored by the Council of Graduate Schools (CGS) and the

Graduate Record Examinations (GRE) Board. Conducted annually since

1986, the survey provides information about applications for admission to

graduate school, first-time and total graduate student enrollment, and grad-

uate degrees and certificates conferred.

Here is a summary of the latest CGS survey’s findings as well as some statis-

tics from Excelencia in Education’s 2015 factbook on Latinos and education:


• The CGS 2013 survey (the latest available) was

sent to 793 colleges and universities, and useable

responses were received from 655 institutions, for

an 83 percent response rate. Graduate applications

institutions responding to the CGS/GRE Survey

of Graduate Enrollment and Degrees received 1.97

million applications for admission to graduate

programs for studies beginning in fall 2013, of

which about 798,000 (40.5 percent) were eventu-

ally accepted.

• Overall, 42.9 percent of all first-time graduate stu-

dents in fall 2013 were men and 57.1 percent were

women. Eight of every 10, approximately 83.0 per-

cent, of all first-time graduate students in fall 2013

were enrolled in programs leading to a master’s

degree or a graduate certificate, while 17 percent

of all first-time graduate students were enrolled in

doctoral programs. Among first-time graduate en-

rollees in fall 2013 whose citizenship was known,

79.8 percent were U.S. citizens or permanent res-

idents and 20.2 percent were temporary residents.

Among U.S. citizens and permanent residents, at

least 32.3 percent of all first-time enrollees were

racial/ethnic minorities.

• Among graduate students in fall 2013 whose citi-

zenship was known, 83.3 percent were U.S. citizens

or permanent residents and 16.7 percent were

temporary residents. Among U.S. citizens and per-

manent residents at least 29.7 percent of all en-

rollees were racial/ethnic minorities. Excelencia

reports that Hispanics represent 7 percent of

graduate students.

• Applications for admission to U.S. graduate

schools increased 1.0 percent between fall 2012

and fall 2013 at the institutions that responded to

the survey for both 2012 and 2013. During the

five-year period between fall 2008 and fall 2013,

graduate applications grew 6.1 percent; between

fall 2003 and fall 2013, graduate applications grew

at an average annual rate of 3.6 percent. The over-

all application acceptance rate at public institu-

tions was slightly higher than that at private, not-

for-profit institutions. Research universities with

very high research activity (RU/VH) and research

universities with high research activity (RU/H) re-

ported having lower acceptance rates than doc-

toral/research universities.

• More than 459,000 students enrolled for the first

time in graduate certificate, education specialist,

master’s, or doctoral programs for the fall term in

2013. About six out of 10 first-time graduate stu-

dents were enrolled at public institutions in fall

2013, and about one-third were at private, not-for-

profit institutions. Excelencia reports that Hispanic

graduate enrollment is somewhat concentrated

(37 percent) in Hispanic–Serving Institutions.

• Among institutions that responded to the CGS 2012

and 2013 surveys, total graduate enrollment de-

creased 0.2 percent between fall 2012 and fall 2013.

During the five-year period between fall 2008 and

fall 2013, total graduate enrollment increased 0.7

percent, and between fall 2003 and fall 2013, first-

time graduate enrollment showed an increase of 1.5

percent.

• Natural sciences and engineering (biological and

agricultural sciences, engineering, mathematics

and computer sciences, and physical and earth sci-

ences) accounted for 40.2 percent of all doctoral

degrees awarded in 2012-13. At the master’s degree

level, business and education were the largest

broad fields, accounting for 22.3 percent and 21.7

percent, respectively, of the master’s degrees

awarded. More than half of Hispanics earned

their master’s degrees in business, education or

the health professions, according to the Excelen-

cia study.

• Nearly six out of 10 graduate students were en-

rolled full time in fall 2013, and roughly four out

of every 10 were enrolled part time.




GRADUATE DEGREES GRANTED 2013 State Total Hispanic Latino Latina % Hispanic1. Florida International University FL 3,014 1,461 578 883 48%2. Nova Southeastern University FL 3,708 1,117 370 747 30%3. University of Southern California CA 6,332 836 309 527 13%4. The University of Texas at El Paso TX 1,110 691 273 418 62%5. The University of Texas-Pan American TX 744 616 213 391 83%6. National University CA 3,101 615 188 427 20%7. The University of Texas at San Antonio TX 1,298 532 223 309 41%8. The University of Texas at Austin TX 3,058 486 234 252 16%9. University of Florida FL 3,929 428 213 215 11%10. New York University NY 6,965 408 134 274 6%11. University of California-Los Angeles CA 2,978 405 146 258 14%12. Columbia University in the City of New York NY 6,958 396 170 226 6%13. California State University-Long Beach CA 1,696 386 102 284 23%14. Grand Canyon University AZ 5,356 383 99 284 7%15. California State University-Los Angeles CA 1,152 369 116 253 32%16. University of New Mexico-Main Campus NM 1,231 353 127 216 29%17. Webster University MO 5,433 348 179 169 6%18. University of Miami FL 912 347 126 121 38%19. Ashford University IA 4,548 316 104 212 7%20. The University of Texas at Arlington TX 2,984 310 120 190 10%

University of La Verne CA 1,080 310 82 218 29%21. University of Houston TX 2,052 308 130 178 15%22. San Jose State University CA 2,352 304 87 217 13%23. Harvard University MA 4,041 299 109 160 7%

Texas A&M University-Kingsville TX 663 299 101 198 45%24. Barry University FL 1,045 293 64 189 28%25. CUNY Hunter College NY 2,211 288 52 236 13%

Texas State University TX 1,444 288 93 195 20%Source: NCES/IPEDS – Total Graduate Enrollees – 2013

GRADUATE STUDENT ENROLLMENT 2013 State Total Hispanic Latino Latina % Hispanic1. Nova Southeastern University FL 20,514 4,496 1,360 3,136 22%2. Florida International University FL 8,521 3,575 1,430 2,145 42%3. University of Southern California CA 22,923 2,648 935 1,713 12%4. The University of Texas-Pan American TX 2,823 2,196 837 1,359 78%5. Grand Canyon University AZ 20,292 2,030 507 1,523 10%6. The University of Texas at El Paso TX 3,307 2,008 834 1,174 61%7. CUNY Graduate School and University Center NY 5,389 1,874 738 1,136 35%8. National University CA 8,133 1,758 617 1,141 22%9. University of New Mexico-Main Campus NM 6,176 1,652 657 995 27%10. University of Florida FL 16,710 1,551 670 881 9%11. The University of Texas at San Antonio TX 4,281 1,538 584 954 36%12. California State University-Los Angeles CA 3,669 1,339 443 896 36%13. Texas A&M University-Kingsville TX 2,799 1,317 416 901 47%14. New York University NY 21,984 1,245 432 813 6%15. The University of Texas at Austin TX 12,080 1,241 575 666 10%16. California State University-Long Beach CA 4,993 1,227 401 826 25%17. University of California-Los Angeles CA 12,121 1,195 524 671 10%18. California State University-Fullerton CA 5,209 1,148 402 746 22%19. University of South Florida-Main Campus FL 10,328 1,122 416 706 11%20. Rutgers University-New Brunswick NJ 14,135 1,118 351 767 8%21. Columbia University in the City of New York NY 18,987 1,103 466 637 6%22. New Mexico State University-Main Campus NM 3,183 1,089 368 721 34%23. University of Miami FL 5,555 1,055 452 603 19%24. Harvard University MA 17,763 1,054 523 531 6%25. CUNY Hunter College NY 6,330 1,049 239 810 17%Source: NCES/IPEDS List Combining Doctoral Degrees with Masters Degrees 2013


What does a panaderia have to do withteaching core value skills to high schoolstudents? According to educators and ad-

ministrators at Santa Clara University in northernCalifornia, the Mexican bakery can have culturalrelevance that might just add to a student’s under-standing of math, history or English – and aca-demic success that will eventually reap benefits fortheir communities.

Cultural relevance and social responsibility definethe integrative approach the university is alreadyimplementing with its future teachers. Right in theheart of San Jose, graduate students in Santa Clara’sSchool of Education and Counseling Psychologywork simultaneously on their master of arts inteaching and their teacher credentials while learninginnovative ways of teaching and creating culturallyrelevant material for young students in the predom-inantly Latino community.

“We are fortunate to be part of the community,”says Nicholas Ladany, dean of the Santa Clara Uni-versity School of Education and Counseling Psy-chology.

When National Hispanic University (NHU) wasclosing its doors, Ladany was approached about theopportunity to move onto its Eastside campus. “Itwas a mixed bag of feelings,” says Ladany. “It wasdisappointing that the bedrock of this communityis no longer here. That’s why we stepped in. Work-ing directly in the community meets our social jus-tice mission.”

Within three months, a partnership betweentSanta Clara University and the National Hispanic

University Foundation was established. NHU’steacher education students were offered a place inSCU’s School of Education and CounselingPyschology program, and SCU began developingtheir culturally responsive and technologicallyadept teacher education curriculum.

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

Santa ClaraUniversity:Training Teachers to be Culturally in TuneBy Sylvia Mendoza

Nicholas Ladany

1 0 | H I S P A N I C O U T L O O K | A P R I L 6 , 2 0 1 5


Armed with a great faculty and staff, they activelyrecruited Hispanic students to become teachers,with a vision for rolling out a bilingual credential,and having students create culturally relevant ma-terials that meet common core elements.

“We have increased our diversity to better reflectthe community,” said Ladany. “Core value is aboutmulticultural approaches and social justice. Every-thing funnels through that lens.”

Now, to expand that lens, in collaboration withthe NHU Foundation, the School of Education andCounseling Psychology shares campus space withthree Latino charter high schools. The goal: partnergraduate school student teachers in these class-rooms with master teachers, helping them get a realfeel for the needs of surrounding underserved com-munities. They also work in tutoring or after schoolprograms. The charter school students in the samebuilding simultaneously get exposure to college life,seeing graduate students in action.

“It’s a win-win situation,” says Dr. Marco Bravo,director of Latino Education at Santa Clara. Heelaborates how teacher candidates benefit. Theycan:

• become proficient in ways to leverage technol-

ogy to support student learning• decenter themselves and recognize but also uti-lize cultural resources from the communitiesthat students come from without essentializingthose cultural frames of reference

• develop a foundation for both the art and sci-ence of teaching.Arcadio Morales, director of external relations,

who builds relationships with potential donors andalumni in order to raise financial resources to sup-port the School of Education and Counseling Psy-chology's various initiatives, emphasizes the needfor cross perspectives. “It’s not a matter of politicalcorrectness,” he says. “Think about exams or testing.There is a lack of confidence for Latino students. It’snot an issue of learning, it’s about cultural connec-tion. Education needs to be more flexible, makingour materials fit them. The beauty of what we’redoing is we adjust to community. It’s not going tobe the same old school of education. Our model canapply to different ethnicities.”

Bravo believes two key pieces – becoming cultur-ally responsible and technically advanced and inte-grating technology with specific criteria – will make

We invite parents toteacher education

classes to share theirmath and literacy

experiences in theirdaily lives at home andat work to illustrate thepotential that teacherscan tap into to support

student learning.”Dr. Marco Bravo, director of Latino

Education at Santa Clara University

Dr. Marco Bravo

H I S P A N I C O U T L O O K | A P R I L 6 , 2 0 1 5 | 1 1

Santa Clara’s approach different and viable for com-munity change. “Our focus is certainly leveragingtechnology to capture the cultural resources of theLatina/o community in East San Jose.”

Connecting common core elements where thetext might be complex but the content is familiarbuilds literacy skills, says Bravo. That is the idea ofproducing an ebook on panaderias or street ven-dors, for example. They can meet common core cri-teria, but be an informational book fortifyingcultural identity. It focuses on the familiarity of thatbakery, teaching about different types of breads,how they are made, and what they cost. The bookon street vendors can feature each food item sold,prices, ingredients and cultural roots.

Bravo gives another example of how Banda musicis a big element in the community. “One of our stu-dents is creating a digital text of the instruments usedin a Banda group, with audio links that share whatsound each instrument makes. The book will alsohave a video of one Banda player describing how hegot into the music and what it represents for him.”

Bringing to the forefront cultural elements thatconnect the students and teachers to the surround-

ing communities takes concerted effort. The uni-versity is involving store owners, community lead-ers and parents and offering different types ofresources. “We invite parents to teacher educationclasses to share their math and literacy experiencesin their daily lives at home and at work to illustratethe potential that teachers can tap into to supportstudent learning,” says Bravo.

By leveraging technology to engage and motivatestudents to learn curriculum and accentuate what’sfamiliar to them, ELA standards can be achieved,and students can develop comprehensive skills andvocabulary development, and reverse achievementgaps, says Bravo.

The vision is far-reaching. They are looking be-yond school and higher education. “We ask: Whatneeds to actually change to make this communitythrive?” And Santa Clara University aims to makethat happen through their approach to educatingfuture teachers.

Culturally Relevant Teachers Relate BetterIn the little farm town of Porterville, Calif.,

Jonathan De la Rosa was one of the lucky ones. Asa young boy, he and his single mother lived in a low-income neighborhood where there were manyLatino immigrants – and where they could affordrent. He started kindergarten there. In first grade,however, his mother applied for and was able to getsubsidized housing. This meant moving into a bet-ter school district.

Even in his young life, De la Rosa already felt, ratherthan saw, the difference between his first school andthe “better” school. Not only were resources and vi-brant ambiance lacking at the first school, so was ahigher level of commitment from teachers.

Convinced he would have done fine at either lo-cation because he loved school and had his mother’sguidance, De la Rosa knew it might have taken himlonger to get through college had it not been for at-tending the better school. “It set my life on a differ-ent path,” he says. “I was better prepared forcollege.”

De la Rosa attended UC Berkeley and researchedgraduate programs before deciding Santa ClaraUniversity would be the best fit for him and his ca-reer goals. Working on his master’s in arts and ateaching credential, he is also a SEMILLA Fellowsscholarship recipient. These recipients can receivereduced tuition rates if they pledge to work in un-derserved communities for two years after they


Arcadio Morales



graduate. One goal of the program, which can becompleted in 16 months, is to fund up to 100 teach-ers yearly to work with nearby underserved com-munities.

As a student teacher working with middle schoolseventh graders, De la Rosa knows that like anyother graduate program, commitment starts withworking four to five days a week, five to six hours aday but there is a difference here, he says. “The ex-perience is a great melting pot, with diverse ethnicbackgrounds and kids mixing in a way that’s or-ganic,” he says. “You begin to live this culture, be apart of it. For my cohorts who were never exposedto this culture before, they must really be benefit-ting. It was the right choice for me.”

Long Range Vision Builds Community PrideBy 2030 Lations will make up 26 percent of the

nation’s youth and future workforce, says Morales.“The entire country benefits from educating stu-dents today in a way that’s relevant for the future.”

Ladany believes Santa Clara’s approach is on theright track. “In five years we hope to be a nationalmodel in what we are doing in best practices withteachers and teaching, showing how high qualityhigher education can serve societal needs.”

The impact can expand to leadership principlesand counseling for Latinos and a national multidis-cipline approach can connect facets like immigra-tion law and business and entrepreneurshippractices, community colleges and the NationalCenter for Latino Research. Being on the same pagewill help communities continue to grow.

“We need to discard old methods of teaching anduse a collaboration to bring the best minds, mate-rials, practices, and goals together,” says Morales.“We have to change traditional textbooks becausethey lack cultural content that may help particulargroups of students relate to and learn the material.If texts are not culturally inclusive, there is going tobe a mismatch in the teaching and learning process.Instead of using a 1950s teaching education model,let’s be the new model.”

When De la Rosa finishes the master’s and cre-dential program at Santa Clara, he intends to goback home to Porterville to teach, knowing it is dif-ficult to recruit good innovative teachers to ventureto the small farm town. “This personal and reward-ing program has given me a roadmap on how to ef-fectively teach. I want to be a responsible teacherwho focuses on the needs of individual students. Iwant to be the kind of teacher they deserve.”

Jonathan De la Rosa


From her office at the Council of GraduateSchools, Suzanne Ortega expressed concernthat we as a nation are not investing enough in

creating the leaders for the future of this country.“Our failure to invest in a highly innovative workforceis undercutting our future capacity to be a successfulknowledge-based society,” she said. “Innovation andour national security depend deeply and importantlyon well-educated scientists, engineers, and other spe-cialists, as well as those committed to the arts and so-cial sciences.”

Her opinion comes from a place of deep commit-ment as president of the Council of Graduate Schools(CGS), an organization that represents more than500 universities in the U.S. and Canada, providingthem with best practices, initiatives, public policy sup-port, core activities, and global engagement for morethan five decades.

While the federal government is considered a globalleader in supporting and investing in graduate edu-cation, its commitment is not what it used to be. Ac-cording to Ortega, major subsidized loans for graduatestudents have all but disappeared since 2012 alongwith diminishing federal support for these same stu-dents. The end result is that students, especially thoseof first-generation families and minority back-grounds, are less likely to invest in a graduate educa-tion.

“For PhD students, a major source of fundingcomes from research grants from the National ScienceFoundation (NSF) and the National Institute ofHealth (NIH). The NIH budget has been slashed since

2004, which means that the amount available to sup-port research projects has decreased,” said Ortega,who pointed out that NSF’s budget has increased, butis still smaller than that of NIH, which doubled thedecade before this one. “The fact that research budgetsgo up and down is almost as challenging as having

P R O G R A M SL E A D E R S H I P

Graduate Schoolsand StudentsFace Funding IssuesBy Michelle Adam

Suzanne Ortega

ones that aren’t growing or growing slowly, since grad-uate work requires years of work. It has the potentialof impacting retention.”

Also, those students who are attending graduateschool are taking out more unsubsidized loans thanthey used to. “There is real financial pressure as univer-sities try to meet our access to education goals and stu-dent education goals with a shrinking pot of money todo so,” said Ortega. “We have made progress over thepast five to eight years in graduate school retention andcompletion rates, but we are worried that this progressmay erode as financial situations get more difficult.”

When it comes to first-generation, low-income stu-dents, their capacity to successfully attend and com-plete a graduate education is of even greater concernduring this time of financial pressure. “There is goodevidence that lower-income and first-generation stu-dents are more averse to taking out loans than ma-jority students because many of our first-generationHispanic students, for example, have had to borrowfor undergraduate school,” said Ortega. “We worrythat their current debt serves as a barrier to consider-ing post-baccalaureate education.”

Despite Ortega’s concerns, there’s some good newsfor Hispanics. Of all graduate students, Hispanics havehad the highest enrollment increase rate, with an av-erage first time annual growth rate of 7 percent, ac-cording to Ortega. This compares to the national grad-uate enrollment growth rate of 2.6 percent between2003 and 2013 (the growth rate was faster among allstudents in the first half of this time period comparedto the second half, where the growth rate flattened).

Keep in mind, though, that part of this growth rateincrease among Hispanics comes from the fact thatthey began with a small base, explained Ortega. Also,Hispanics still remain only 8.3 percent of all graduateenrollment, a low number compared to their overallpopulation representation, and when contrasted tothe growing number of international students whonow make up about 20 percent of graduate students.

While the U.S. remains a leader in graduate educa-tion, other countries such as Brazil are investing intheir graduate students, and are now catching up withus. It is especially important at this time, therefore,for the U.S. to provide financial support to its stu-dents – and especially first-generation students withthe greatest needs – in order to remain a global leader.Enrollment of a diverse and substantial graduateschool population depends on this, as does being ableto foster and support graduate retention and success –another key issue Ortega addressed.

“When students drop out of a program, they lose,the institution loses, and the workforce loses,” she said.“We have been working on this issue in the past decade.”

According to Ortega, when CSG and graduateschools started calling attention to doctoral degree re-tention rates 10 years ago, evidence suggested about50 percent of doctoral students who started their de-grees completed them within eight to 10 years. “I thinkthe figures are more like 58 to 59 percent now. We’vemade progress, although some programs like life sci-ences do pretty well in getting their students throughand other programs have a tougher time,” she said.“We know that the completion rates for African-Amer-icans and Hispanics have been increasing and the gapbetween their completion rates and those of majorityand international students has closed slightly, but thereis still room for improvement.”


L E A D E R S H I P

We have made progress

over the past five to

eight years in graduate

school retention and

completion rates, but

we are worried that

this progress may

erode as financial

situations get more

difficult.”

Suzanne Ortega, president,

Council of Graduate Schools.

For CGS and graduate schools, there’s much moreto do to address the 40 percent who do not completegraduate school. “The rate of completion is too slow,knowing that there is a looming shortage of studentsprepared to step into technology, science, and publicsector jobs,” said Ortega.

Beyond financial issues and the retention of stu-dents, the CGS president considered another issue ofimportance – that of making post-graduate careerpathways more transparent. For many years, univer-sities have held the assumption that students pursuinga PhD wanted to become faculty members, but today,this isn’t necessarily true, and institutions need tooffer career advice and other options for those grad-uating from their programs.

“For the past 20 years, most students who completea PhD go into careers outside the academy. They aregoing into government agencies, think tanks, indus-tries, and starting their own companies, yet we don’tknow much about them,” said Ortega. “Universitiesare employing fewer faculty members in research andteaching than they used to, so we need to understandabout the full range of career opportunities availableto doctoral students and we need to help prepare stu-dents for them.”

In an effort to address this issue, CGS just completedthe first phase of an Alfred P. Sloan Foundation andthe Andrew W. Mellon Foundation study, “Under-standing PhD Career Pathways for Program Improve-ment.” The study is designed to explore methods fortracking career pathways, and to help their graduateschool members begin the process of collecting dataon non-academic careers.

As graduate schools do their best to adapt to thechanging needs of students, while grappling with fi-nancial challenges, graduate online programs aregrowing. At this point, a recent IPEDS report esti-mated that there were about 25,000 master’s degreesoffered online, a number that Ortega says is hard to

track but is certainly a gross underestimation of whatexists. Meanwhile, traditional universities are workinghard to make their campuses an inviting place, espe-cially for first-generation students.

The challenge remains, though, that no matter whatefforts and changes universities make, and no matterthe number of programs available to students – andjobs waiting for those who graduate –without financialsupport for the highest levels of education, many stu-dents, especially those who are first-generation, will notbe able to attend or complete their graduate education.

“I can’t turn on the TV on any single day and notthink that in addition to having talented scientists andengineers to help rebuild worn-torn areas, we need toalso know more fully who our neighbors are,” saidOrtega. “If we ignore the need for advanced trainingin these fields, I think we ignore the deep foundationof our democratic principles and our deep responsi-bility as a society in the international arena.”


P R O G R A M SL E A D E R S H I P

When students drop outof a program, they lose,the institution loses,and the worforceloses,”Suzanne Ortega, president,

Council of Graduate Schools.


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

Mellon FoundationSupports Latino Doctoral Students in HumanitiesBy Frank DiMaria

Financial constraints, family obligations and lackof mentors in a specific discipline are among themyriad obstacles PhD candidates face when try-

ing to complete their dissertations. For the average stu-dent earning a doctorate is a daunting task. For thelow-income, underserved student this task can be-come all but impossible.

To help remove, or at least reduce, these obstaclesthe Inter-University Program for Latino Research(IUPLR), a national Hispanic research consortiumbased out of the University of Illinois at Chicago, hasreceived a three-year, $800,000 grant from the AndrewW. Mellon Foundation. The grant is designed to sup-port doctoral students working in Latino humanitiesand aims to develop a national fellowship program tomentor Latino studies scholars as they complete theirdoctoral research and improve their job-market readi-ness. “I’m very grateful. The Mellon Foundation sawin us the opportunity to leverage a national consor-tium and not only help individual students but also tocontribute to the building of a field,” says María de losAngeles Torres, PhD, the project’s principal investi-gator and executive director at IUPLR.

Many universities, says Torres, support their doc-toral candidates through the first five years of a doc-toral program. Once they hit that sixth year, however,they are on their own financially. As a result low-in-come graduate students often are forced to find ameans of support. “At that point they start workingpart time, they start working at a community college.They have one or two chapters complete and we losethem,” says Torres.

The bulk of the $800,000 grant will be spent on fel-lowships. For each of the next three years IUPLR willchoose six fellows and offer them a stipend of $25,000.

“So they will not have to be working at the time theyare writing their dissertation,” says Torres. “This isgoing to give them one year of concentrated time justto write. They’ll have no other obligations except toparticipate in the support programs we are develop-ing,” she says.

To be eligible for the stipend and to participate inIUPLR’s support programs doctoral candidates must

María de los Angeles Torres


M E N T O R I N G

be entering the sixth year of their doctoral studies.They should have defended their dissertation, havewritten a significant portion of it and must present acoherent proposal demonstrating the feasibility ofcompleting their work within a year. Because Mellonis committed to supporting the humanities, candi-dates must be pursuing their doctorates in the hu-manities. Students in the social sciences, Torres says,have the luxury of working with professors who havebig grants. But students working on doctorates in thehumanities rarely have that luxury, she says.

Candidates must be from one of five participatingmember institutions in IUPLR: American and Latinostudies at the University of Illinois at Chicago; LatinAmerican and Latino studies program at Universityof Illinois at Chicago; the Chicano Studies ResearchCenter at the University of California-Los Angeles;Center for Puerto Rican Studies at City University ofNew York’s Hunter College; the Center for MexicanAmerican Studies at the University of Texas at Austin;and the Dominican Studies Institute at the City Col-lege of New York. IUPLR will align each of the six fel-lows with one of these centers (one center will have

two fellows) to help bolster the intellectual supportnetwork the candidates will have at their disposalwhile completing their doctorate.

At the heart of this support network is the all-im-portant mentor. IUPLR matches its six fellows withmentors who are knowledgeable in the field that thestudents are studying. Every university has its own setof strengths and weaknesses, says Torres, and mightor might not be able to offer support to every singledoctoral candidate. Hispanic doctoral candidates whoare researching Latino studies often find themselvespaired with mentors who know little about Latino lit-erature and culture and have never even read a His-panic scholar.

Mentors working with students who are studyingsubjects outside of the mentor’s comfort zone find itdifficult to wade through the literature and to offersound advice on how to position a dissertation withinthe context of Latin American and American litera-ture. Some are unable to discuss theoretical questions.“Our idea is that in many disciplines, humanities in-cluded, Latino studies are marginal to the discipline.Those who are studying Latino studies don’t have thesupport and the mentorship from their faculty,” saysTorres. If a doctoral candidate does not have a suitablementor, IUPLR will find one, ideally from the fellows’university or from one of the five IUPLR centers.

In January Torres hired a post doc who researcheda number of similar programs to the one IUPLR isputting together and identified the best practices ateach. She is using that information to design a varietyof support programs. Each month there will be a tele-conference session during which the fellows will dis-cuss their progress and challenges. Torres wants thesupport that IUPLR offers to be more than just read-ing through the dissertations and providing a monthlycheck. “The idea is to form a national cohort of fellowswho will be able to be supportive among themselvesas they go out into their professions,” she says.

The Mellon Foundation

saw in us the

opportunity to leverage a

national consortium and

not only help individual

students but also to

contribute to the

building of a field.”

María de los Angeles Torres, PhD,

project principal investigator and

executive director at IUPLR


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

Since its inception in 1983 IUPLR has been present-ing conferences on Latino studies and has encouragedexchanges between Latino scholars. In the late 1990sJose E. Limon, who at the time was the director of theMexican-American Studies Center at the Universityof Texas, named IUPLR’s biannual conference SigloXXI. On the years that IUPLR does not hold the SigloXXI conference it holds its Latino Art Now! confer-ence. Although their fellowships technically start inJuly, IUPLR has invited the six fellows to attend itsSiglo XXI conference at Notre Dame this month. Thefellows will present their work and meet with Torresand their mentors. “This will be the first opportunityto bring the fellows together,” she says.

When their fellowships actually begin they will takepart in IUPLR’s summer institute. Torres has taken aclose look at the work the six fellows have done and isdesigning a summer program that will address theirspecific needs. “Whether they feel they need help get-ting things published or whether they need help strate-gizing. Those kind of things are what we are going toaddress during the summer institute,” she says.

The grant provides the fellows with professional de-velopment offered by a number of experts. The fel-lows will meet journal editors and acquisition editorsfrom a variety of university presses who will speak tothem about academic publishing. And for those fel-lows who are interested in working outside of acade-mia upon completing their doctorate, the director ofthe Illinois humanities council will talk with themabout the opportunities for PhDs in the humanitiesto work in state councils. To give the fellows a feel forthe hiring process, individuals who have chairedsearch committees will talk with them about whatthey look for in a job candidate and walk themthrough the hiring process.

So the IUPLR program actually comes full circle,those who complete their fellowship this year will at-tend next year’s summer institute and share their ex-periences with a brand new cohort of six fellows.

IUPLR comprises 25 university-based Latino re-search centers that promote policy-focused researchto advance the Latino intellectual presence in the U.S.

Now in its 31st year IUPLR also works through inter-disciplinary and interuniversity research workinggroups. Over the years it has created groups on thepolitical economy of Latinos, questions of culture andelectoral behavior. “These three were very importantin contributing new paradigms to the study of Latinostudies,” says Torres.

Hispanic doctoral

candidates who are

researching Latino

studies often find

themselves paired with

mentors who know

little about Latino

literature and culture

and have never even

read a Hispanic

scholar.


Improving theAcademic Skillsof Hispanic Graduate StudentsBy Paul Hoogeveen

Hispanic-Serving Institutions face several chal-lenges in improving services for Hispanic andother minority students, many of whom are

first-generation college goers. This is particularly trueat California State University Dominguez Hills(CSUDH), where Hispanics make up approximately55 percent of the student population and 36 percentof the graduate enrollment. In 2010, CSUDH wasawarded a $2.4 million grant via the U.S. Departmentof Education’s (DOE) Title-V, Part B-PPOHA (Pro-moting Post-baccalaureate Opportunities for HispanicAmericans) program to fund a new enrichment calledPromoting Excellence in Graduate Studies (PEGS).As PEGS neared the end of its five-year run, in No-vember 2014, CSUDH announced that it had beenawarded a second PPOHA grant in the amount of$2.9 million to fund a new, more comprehensive pro-gram – Graduate Writing Institute for Excellence(GWIE).

“Hispanic and other low-income students atCSUDH experience a range of significant academicchallenges that include low graduation rates, ineffec-tive writing and research skills, limited opportunitiesto conduct original scholarship, and lack of experi-ential knowledge such as academic and professionalinternships,” said Dr. Leena Furtado, project directorand principle investigator of GWIE. “The GraduateWriting Institute for Excellence is a multi-pathway,comprehensive, modern academic center offering anarray of development services to advance the overalllevel of students’ scholarly achievement and profes-sional excellence.”

Furtado said that the basis for developing GWIEwas founded in the need to address three fundamentalfactors affecting student achievement: insufficientpreparation, insufficient financing, and insufficientsupport. From this, GWIE was developed with three

L E A D E R S H I P / R O L E M O D E L SI N N O V A T I O N S & P R O G R A M S

Dr. Leena Furtado


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

primary goals, each with its own set of measurableobjectives. First, the program will “promote disci-pline-specific research, curricular modifications andenhancements, academic/professional services andactivities to meet the specific educational needs ofthe target population within their programs of study.”Second, it will “measurably advance the academicskill-sets of students from the targeted population, inthe areas of graduate-level reading, writing, and re-search skills within their discipline.” And third, it will“build practical and professional skills within the tar-geted student population via academic and/or pro-fessional partnerships and/or internships.”

GWIE is intended to leverage the success of PEGS,which served over 4,800 students in its five-year run.PEGS programs included Independent Study for Re-search Writing, The Research Writing Virtual Lab,and Research Writing Workshops

“PEGS grant program services validated the addi-tional enrichment and support required by students

and faculty to improve student success and completionof degree program studies,” said Furtado. “The PEGSgrant helped CSUDH reach the threshold level of stu-dent excellence by supporting students across campusboth in the graduate and undergraduate programs.”

Nevertheless, she said, GWIE is not a direct con-tinuation of PEGS, although it will build upon certainaspects of PEGS programs. One of the more successfulmeans of implementing support in PEGS was one-on-one tutoring; GWIE will build on this throughimplementation of Cross-Aged, Peer-Assisted Student(CAPS) learning models.

“CAPS learning has been, de facto, an informalmodel utilized by PEGS since its inception, but onewhich will be improved upon with the new GWIEgrant,” said Furtado. “The unique leadership and ac-ademic characteristic of CAPS or formerly known asPEGS Graduate Writing Consultants (GWCs) are thatthey comprise of doctoral and completed master’sprogram students. The new CAPS Mentors, like PEGSGraduate Writing Consultants (GWCs), will demon-strate academic and scholarly leadership due to ad-vanced studies; moreover, they will receive specializedtraining in order to meet the needs of the particularstudents they serve.”

Furtado further explained that CAPS Mentors pos-sessing discipline-specific skills and knowledge willbe employed, and will work with faculty Fellowswithin their discipline, allowing GWIE programs totake advantage of relationships with other campusdepartments.

“As Shakespeare once wrote, ‘every like is not thesame,’” said Furtado. “So although PEGS and the newGWIE share similar programs, services, and resources,along with similar corresponding goals and objectives,they are decidedly different enterprises. Nonetheless,they share the same vision: with both entities, we seethe need to adequately address the academic needsof the targeted demographic, doing so in novel andunique ways that encourage the acquisition and de-velopment of both agency and authorship that is in-dependent yet collaborative.”

Furtado said that GWIE will be open to all studentsat CSUDH. The program has been designed to pro-vide a broad array of services to meet the variety ofneeds of underrepresented minority students.

“Most Hispanic graduate students who would takeadvantage of the programs and services of the newGWIE would do so under a number of different sce-narios (or a combination of scenarios), Furtado said.“For example, many will discover to their dismay that

… many will discover totheir dismay that they

are simply unpreparedfor the rigors ofgraduate-level

academia, and thereforethey may seek guidance

and support from amentor with whom they

can identify…”Dr. Leena Furtado, project director

and principle investigator

Graduate Writing Institute for

Excellence, CSU Dominguez Hills

they are simply unprepared for the rigors of graduate level academia, and therefore they may seek guidance and support from a mentor with whom they can iden-tify, one who has successfully navigated these turbulent waters before. On the other hand, they may discover that they possess insufficient funds to continue pursu-ing a graduate degree, so they may come to the GWEI in order to apply for any number of research grants or perhaps also to secure employment as a CAPS Men-tor.”

The bottom line, according to Furtado, is that most students at CSUDH who need services through GWIE simply lack adequate support to address their unique needs outside the classroom. For example, many CSUDH students are bilingual, which can be an asset, but might also present unique problems as they learn to write in standard written English at the graduate level.

Tracking outcomes of the GWIE will most play an important role evaluating and ine-tuning the program as it matures. In fact, said Furtado, reporting data that demonstrates the initiative’s goals and objectives to the federal government is a requisite part of the grant di-rective.

“An external evaluator team will perform all sum-mative and formative assessment service guidance, evaluation and analysis,” she explained. “The evaluation team will utilize a variety of instruments to collect data, instruments that will also be pedagogical in that they

will actually contribute to novel learning, rather than simply documenting it. For example, pre- and post-as-sessment tools will be employed to measure learning progress, and these very tools will include subtle, yet discrete, built-in curricula such that the students are taught before they are taught—that is, students will be asked questions and given information that stimulates cognition and challenges critical thinking, this in order that they may be better situated to take advantage of the various structured learning-opportunities inherent to the formal lesson plan itself.”

To Furtado, GWIE is ultimately not a CSUDH-spe-cific initiative in terms of its utility. She believes that just as it has grown out of previous work, so can it pro-vide a model for future initiatives, or for new programs at other institutions.

“As much as the new GWIE reflects many of the approaches associated with other successful models,” she said, “it will also create new programs and services, presenting them in ways that meet the unique needs of the targeted demographic, and doing so in a manner that can be easily adopted and adapted by similar pro-grams at HSIs elsewhere.”

As we head toward a future in which 1 in 4 students will be of Hispanic background, the need to improve college participation rates among Hispanics will be-come more urgent – and new programs like GWIE will play an increasingly important role toward that end.


What comes to mind when you think of marketing?A brand? Slogans and logos? Or promises andguarantees?

The entrepreneurial mindset considers a brand to be one’sreputation. It is the sum total of one’s actions and beliefs. If youdo what you say you will do and provide a quality service orproduct on time at the agreed-upon price you will have repeatsales and loyal customers. Customers will have confidence inyou because you consistently deliver what they need and want.And so it is in the classroom. The professor who is known forbeing prepared, organized, open and fair is respected and ad-mired. The instructor who listens to the students and works tomeet their needs gains a reputation for caring.

Latino students – especially those entering higher educationwith some trepidation – will often evaluate the professor basedlargely upon the instructor’s brand, not the research conductedor latest publications. The Latino student will quickly decide ifthe professor does as he says and is even-handed and fair inhis approach to working with others. And that same student willoften decide to stay or go based upon the professor’s integrityand caring. If either is missing, the personal connection seemslost or nonexistent for the student. But if a student feels that theinstructor is a person of integrity – that the words, actions, beliefsand ideology all fit together cohesively; that the professor caresabout the students and is there to help them solve a problem,then that student will feel a bond with the instructor – even ifthe student has been one of the quieter ones in the group. Get-ting something for your time, effort and money is a great feeling –especially when you are the student sitting in a class that youweren’t convinced would even be worth taking.

Just as happy customers are the best advertising, wordspreads about an instructor’s brand. Beyond the end-of-termteacher evaluations routinely collected from students and postedon the Internet, the student grapevine informs those in thepipeline which instructors are “good” and which to avoid. (And“good” doesn’t always mean easy. Students are very clear aboutdistinguishing between those two traits).

Like a business brand that assures you the same hamburgerwhether you are in Albuquerque or Harlem, a reliable instructor

can assure the student that he will receive quality instructionand timely feedback in the class. And that is worth a studentcoming back for – it leads to retention and success. The natural,informal marketing that occurs in higher education results fromspreading the news about an instructor’s brand. The professor’sreputation spreads, just like a brand being advertised in themedia. When the student experiences the professor as the con-summate professional who is timely, open to the viewpoints ofothers (rather than pushing only his own ideology), up-to-dateon the research, approachable, concerned and satisfied withhis work, the student feels like he is getting what he needs. Hewill be a return customer. He will recommend the instructor withthe good reputation to others. He might even seek the professorout for mentoring or other guidance. Customers – and students –know when they’ve got a good deal and when they’ve got alemon.

An instructor’s brand – his or her reputation – also has acompetitive advantage. Witness the classes that have waitinglists of students wanting to take the course - not simply becauseit is required or fits the schedule, but because the professor isreputed to be the best and worth the wait. Latino students willwait for the best and do their best because they are brandloyal. And in higher education, a good reputation is the bestmarketing strategy to reach the students.

Marvin Lozano, EdD is a faculty member in the School ofBusiness & Information Technology at Central New MexicoCommunity College in Albuquerque. He is an experiencedsmall business consultant, commercial banker and entre-preneur. He has been honored as a USDA National HispanicFellow and as a Sam Walton Fellow.

Miquela Rivera, PhD is a licensed psychologist in Albuquerquewith years of clinical, early childhood and consultative experi-ence. Dr. Rivera’s column, “Priming the Pump” appears ineach issue of Hispanic Outlook in Higher Education. She livesin Albuquerque.

Faculty Members Have Their Own Individual BrandsBy Marvin Lozano, EdD and Miquela Rivera, PhD

Own It!


Historically, foreign students were sought out andwelcomed to our campuses because, among otherreasons, they enriched the American student body’s

experience. But their numbers were very small.

Changing timesAfter the World War II the Marshall Plan, the Fulbright

grants and other programs brought many talented foreignstudents to America. Their successes were impressive.Many stayed and unfortunately precipitated a brain drainfrom their home countries. Once again unintended con-sequences.

After Silicon Valley changed the nation, the need forentrepreneurial scientists exploded. They came from allover the world. Today three out of every five Silicon Valleymillionaires are foreign born.

Foreign students continued to come as well. Unfortu-nately most of them had to return home upon graduationas per their country’s requirements. Those policies mightnot be as unreasonable as they appear at first blush.After all most foreign students were heavily subsidized bytheir governments to study here.

Secondly, since many foreign countries had sufferedsevere brain-drain depletions, they wanted to have theircitizens, once trained, return home.

Some at the core questioned why we should train for-eigners, at American taxpayer expense, and then allowthen to return home where the knowledge they learnedin America would benefit their homeland and not us.

Others proposed that if we needed more graduateschool graduates we should train more Americans.

Many foreign graduates did not want to return home inpart because few jobs were available while American em-ployers wanted them to remain. So pressure was appliedon Congress to provide special visas to allow more highlyskilled professionals to immigrate and work in America.

STEMAware that America could not meet its science needs

with foreign-born students and appreciating the home-grown argument, George W. Bush proposed enriched fund-ing for STEM (science, technology, engineering and math-ematics) disciplines a few years ago. Enough Democratsin Congress agreed with him and significant new fundingwas approved.

I have encouraged Hispanics to study and pursue STEMcareers because a variety of good professional opportu-nities are available as well as scholarships to fund theirstudies. That is particularly pertinent today since so manyrecent college graduates can’t secure good professionalpositions.

The Department of Commerce has estimated STEMprofessions will expand 1.7 times faster than non-STEMoccupations between 2008 and 2018. That’s welcomenews, since the nation needs around a million new highlyskilled jobs to ensure the U.S. remains competitive amongthe world’s top innovators. Further, in 2012, the federalgovernment announced it plans to increase STEM jobs

by over 1 million in the next 10 years. Given the present high demand, STEM positions are

among the most lucrative in the country. They earn highersalaries and face lower unemployment threats.

Specifically, in 2013 the annual average wage for allSTEM jobs was $79,640, as per the Bureau of Labor Sta-tistics. That’s 71 percent more than the national annualaverage wage of $46,440 for all jobs.

Shrinking Enrollments and Graduate EducationAs noted, many college graduates cannot get jobs in

the fields they studied. That dismal reality of not securinga good job after college graduation has not been lost onhigh school students. For the past three years college en-rollment has declined. That reversal has, I am sure, sentshock waves through many admissions offices. I suspectgraduate school deans who see their traditional marketshrinking can’t be pleased either.

As a dean at several universities, I helped establishover 20 master’s programs and three doctoral ones. Thosewere heady days: a high percent of our students graduatedand secured good positions or promotions. But thosehappy days are gone.

Today, students often enroll in graduate programs withouta good prospect of meaningful employment upon gradua-tion. Many of them don’t even realize that and too fewgraduate schools inform them about this very real possibil-ity. It’s a scandal. Graduate schools should be painfullyhonest about professional opportunities when they recruitstudents. Very few are. Students have a responsibility aswell. They must try and understand what the future holds.Many government and foundation reports project the futurequite accurately. Caveat Emptor!

I know graduate schools have built-in expenses, suchas tenured faculty and facilities. I also know some univer-sity administrations look upon graduate education as acash cow. Graduate students do not draw upon universityresources as much as undergraduates do and they in-variably pay higher tuition. Some graduate departmentsare a place to park superannuated professors and praythey will retire soon.

Is there a solution? Of course there is. Every academicprogram should be evaluated rigorously every five yearsto see if it is still viable, meeting its goals, serving the stu-dents, etc. Among those goals should be a thorough reviewof what happened to recent graduates. What are they do-ing? How do they rate their graduate school experience?

I know some universities do that but many do not.

The murky future For years graduate schools have been forced to recruit

overseas to meet their enrollment quotas. The days ofenriching the student body experience by recruiting foreignborn are long gone. Nowadays, it’s all too often a matterof securing needed income.

Graduate Schools:A New DayBy Gustavo A. Mellander


For years graduate schools could count on ever-growingenrollments from China; that has changed, too.

India also provided a steady stream of graduate stu-dents. After the World War II, India embarked on a highereducation plan to educate its brightest students. And theydid. Thousands graduated as scientists, engineers,chemists and so on. Unfortunately, many of them wereunable to secure employment because India’s governmentwas quite anti-business. It was hard to expand existingbusinesses and virtually impossible to start new ones.Graduates were forced to take menial positions and manyimmigrated to Europe or to the Americas.

Recent changes in government procedures led to a farfriendlier attitude toward business. It nurtured a financialboom and fresh opportunities for hundreds of thousands.

The Council of Graduate Schools (CGS) reports that forthe second year in a row, applications to American gradu-ate schools from India increased significantly. Some sayit is a result of heavy recruitment by American universities.Others point out that British institutions have limited thenumber of Indian students they accept. Whatever the rea-sons, more and more U.S. graduate schools look to Indiato fill their classrooms which until recently were filled bythousands of Chinese students.

As noted, in the past two years, Chinese student appli-cations fell precipitously. For the better part of a decade,Chinese graduate applications and enrollments hadclimbed upward, regularly and robustly. With double-digitannual growth, Chinese students came to account for fullyone-third of all foreign graduate students on American cam-puses. Their presence helped offset lagging interest ingraduate education among American students.

Dismissed by some observers a year ago as an aberra-tion, the shrinking of the Chinese market can no longerbe ignored as a one-year blip. Applications from Chinesestudents dipped this year 1 percent, following a 3 percentdrop last year.

The CGS report continues, “The number of overall internationalapplications, up 7 percent, probably would have declined, too,except for amazing growth, of 32 percent, from India.”

Some assume India will be the next China, the newspark plug of the international graduate-student market.After all, in 2013, Indian applications increased 22 percentand enrollments were up an amazing 40 percent.

The Good News: Hispanics and Graduate Education What about Hispanics? The news is good. More are go-

ing to graduate schools every year. There was a time when I encouraged students to quit

their jobs, borrow money and pursue master’s degreesand doctorates. It made sense then. Jobs were plentifuland paid well. A graduate degree was almost a guaranteedpassport into the much touted middle class.

But times have changed. I no longer recommend thatcourse of action. Now, I suggest keep your present job, attendpart time and try not to accumulate enormous debt.

As noted, Hispanics, in the past few decades have ad-vanced significantly in earning graduate degrees.

The federal government collects data on degrees conferredby sex and race. The latest statistics, published in 2014, are abit dated but they do provide a basis to compare.

FemalesIn an historical reversal, female graduate graduation

rates are higher than males. From 1999-2000 to 2009-10, the percentage of un-

dergraduate degrees earned by females remained about

the same. It was between 60 and 62 percent for associ-ate's degrees and between 57 and 58 percent for bache-lor's degrees.

In contrast, during the same period, the percentagesof both master's and doctor's degrees earned by femalesincreased.

Further, within each racial/ethnic group, women earnedthe majority of degrees at all levels in 2009-10.

Black females earned 68 percent of associate's de-grees, 66 percent of bachelor's degrees, 71 percent ofmaster's degrees, and 65 percent of all doctor's degreesawarded to black students. Obviously they progressed farmore than black males.

Hispanic females set similar records versus Hispanicmales. They earned 62 percent of associate's degrees,61 percent of bachelor's degrees, 64 percent of master'sdegrees, and 55 percent of all doctor's degrees awardedto Hispanic students.

From 1999-2000 to 2009-10, the number of degreesearned among U.S. residents increased for students of allracial/ethnic groups for each level of degree, but at varyingrates. For associate's, bachelor's, and master's degrees, thechange in percentage distribution of degree recipients wascharacterized by an increase in the numbers of degrees con-ferred to black and Hispanic students.

For doctor's degrees, the change in percentage distri-bution of degree recipients saw an increase in the num-bers of degrees conferred to Hispanic students.

A further examination shows that the number of associate'sdegrees earned by Hispanic students more than doubledfrom 1999-2000 to 2009-10, a significant increase of 118percent. The number earned by black students increased by89 percent. As a result, blacks earned 14 percent and His-panics earned 13 percent of all associate's degrees awardedin the 2009-10 academic year, up from 11 percent and 9percent, respectively, in 1999-2000.

During the same time period, the number of bachelor'sdegrees awarded to black students increased by 53 per-cent, while the number awarded to Hispanic students in-creased by 87 percent.

In 2009 -10, black students earned 10 percent and Hispanicsearned 9 percent of all bachelor's degrees conferred, versus the9 and 6 percent, respectively, earned in 1999 - 2000.

Similarly, the numbers of master's degrees earned byblack and Hispanic students more than doubled from 1999-2000 to 2009-10, an increase of 109 percent and 125percent, respectively. As a result, among in 2009-10, blackstudents earned 12 percent and Hispanics earned 7 percentof all master's degrees conferred, up from 9 percent and 5percent, respectively, in 1999-2000.

Significantly, the number of doctor's degrees awardedincreased by 60 percent for Hispanic students and by 47percent for black students. For greater detail see: U.S.Dept. Ed., NCES The Condition of Education 2012.

Bottom lineI know all these statistics are a bit turgid and numbing.

But it’s good to have that data for the clear happy news isthat more Hispanics are completing college degrees at alllevels including doctorates. The increases are impressiveand portray a lot of ambition and determination. And notjust among students but among those who nurtured them.All are to be congratulated. May the trend continue as newgraduates encourage others. .

Dr. Mellander was a college president for 20 years.


By Margaret Sands OrchowskiA SUCCESSFUL COLLEGE? NOT WHAT MIGHT YOU THINK

Mitch Daniels, the former governor of Indiana and now president of Purdue University told PBS anchor Judy Woodruffof an exciting secret of college success that his university had discovered after extensive study and surveys. “What is im-portant is not where you went to school but how engaged the school was with you. What really matters is quality of en-gagement.” For instance, did one professor show interest in you? Did you have experiential learning experiences thatwent with your academics? Were teachers actively engaged with teaching (or did they just throw on a video or an onlineelement with a famous professor and leave the room)? “The most surprising finding was that there was no statisticallysignificant difference between private or so-called elite or larger schools,” Daniels said. “Higher costs don’t producebetter outcomes.” A student can have a very successful college education wherever there is a focus on engagementrather than on bells and whistles (like fancy buildings, climbing walls and gourmet food). “Students and faculty heed thelessons here,” Daniels said. “Search for a school that is prepared to offer engagement experiences and where facultymembers practice active teaching. Pay close attention to cost because very likely the higher sticker price will not buygreater quality or success.”

MAYBE SAVING FOR COLLEGE IS NOT SUCH A GREAT IDEA AFTER ALLIt goes against everything we have been told, but it’s beginning to look like parents and grandparents sacrificing for

two decades to save for college for their children and grandchildren might not be worth it. For one thing, it’s gettingharder for middle-class workers to put aside enough savings to equal the $100,000-$300,000 or more it will cost formany students to graduate. Then there is the fact that usually college savings are taken off of needs documents,making a student ineligible for funds they might get if there hadn’t been savings. Now there is the 529 savings plan thatthe federal government has been touting for over 10 years. The funds are supposed to be put away in a special accountand used tax free for college expenses when the time comes. But President Obama announced in his State of theUnion speech that he would ask Congress to tax these programs that are increasingly popular with middle-class families,in order to finance a more targeted college subsidy program mainly for lower-income students. A furious outcry by De-mocrats as well as Republicans caused the Obama administration to announce in mid-January that they would no

longer support the tax proposal; but it’s in the already printed president’s 2016 budget. And the president votedto make the plan permanent when he was a senator. In the months to come he will

have to prove that he is refocusing on helping the middleclass.

SPORTS ARE SUPPOSED TO BEABOUT LEARNING SPORTSMANSHIP

American colleges are unique in the world in that from the start, there was the belief thatsmart college students could also be athletes and vice versa. Colleges supported sports with the philosophy that afit body was as important as a stimulated mind. Sports were also supposed to teach another ideal not so often foundin academia: sportsmanship -- meaning learning how to lose fair and square. The ideal was that competition led tothe best man (or woman) winning; all the huffing and puffing on the field of play would be absolved with a comradelyget-together with one’s opponents after the game. It is sad that big college sports now means universities make out-rageous amounts of money off of the free labor of their top winning student athletes, many who never graduate or re-ceive a good college education. Some are injured for life with no compensation. It is way past time to go back to col-legiate sports and leave professional sports to the professionals.

A SIMPLE WAY TO TEST AMERICAN STUDIES Many students are deficient in numerous fields of study when they enter college and need remedial courses. It’s

easy to test for deficiencies in math or English grammar. But what about American civics and history? What are thestandards for those subjects? Arizona has come up with a standard test that could be used nationally: the test for cit-izenship. So quick: What are the first 10 amendments to the Constitution called?

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 Califor-nia-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and nowis a freelance journalist and columnist covering Congress and higher education.

Vice President for Administration and FinanceThe College of the Holy Cross seeks nominations and applications for the position of Vice President

for Administration and Finance. The institution, a Jesuit, Catholic liberal arts college, is searching for a dynamic leader with strong financial, planning, and management skills to join a committed team of senior administrators led by the President, Rev. Philip Boroughs, S.J. Holy Cross has just completed a comprehensive strategic planning process and embarked on a $400 million fund-raising campaign to realize its goals. The next several years will be an extraordinary period in the College’s development

as a combination of ambitious enhancements to academic, spiritual and student life, and major capital projects are brought to fruition. The Vice President for Administration and Finance position presents

an outstanding opportunity for an accomplished professional to play a leading role in fulfilling the vision and mission of the College.

One of the nation’s most distinguished liberal arts institutions, the College of the Holy Cross offers an academically rigorous, personalized undergraduate education in the Jesuit tradition. Founded in 1843 on a hill overlooking the city of Worcester, Holy Cross’ picturesque campus is home to 2,900 students, 300 faculty, and 700 staff. The College is animated by a warm community of people; one that values

intelligence, passion, discernment, and service engagement.

The role of Vice President for Administration and Finance requires strong technical skills, deep under-standing of the unique qualities of a liberal arts college, full appreciation of the central role of academic and student life in the institution, commitment to the Jesuit and Catholic mission of the College, and a willingness to work collaboratively and creatively with the leadership team. As part of its mission, Holy Cross seeks to build and sustain a campus community that embraces diversity and inclusion. The ideal candidate, while not required to be Catholic, should have a strong understanding of Jesuit values and

the Catholic intellectual tradition and how both are central to the mission of the College and life of the community.

Please visit http://www.baasearch.com/current.opportunities/VP-AdminHC.pdf for a detailed position description.

All inquiries and correspondence relating to the position should be directed to: Matthew S. Cullinan, Ph.D. or Martin M. Baker

Baker and Associates [email protected] or [email protected]

HUNTER COLLEGE

ASSISTANT, ASSOCIATE, FULL PROFESSOR

History (Africa and the World)Job Opening ID: 12532

The Department of History at Hunter College, CUNY invites applications for anopen-rank professorship in Africa and the World, with any chronological focus,with an anticipated starting date on or about September 1, 2016. The departmentis especially interested in scholars who address the history of Africa and Africansin innovative regional, global or comparative contexts.

Review of applications will be in September 2015 and will continue until the position is filled. To learn more about the department, visit usathttp://hunter.cuny.edu/history.

Ph.D. in history is required at the time of appointment. We seek candidateswith a strong record of scholarship, demonstrated teaching abilities, and a commitment to service. Compensation provided commensurate withqualifications and experience.

Applications must be submitted on-line by accessing the CUNYfirst jobs portal:http://www.cuny.edu/employment/jobsearch.html. Search job number 12532.

Separately, please have three referees send their letters to:African History Search Committee, History DepartmentHunter College, 695 Park Avenue, New York, NY 10065

- OR - Email to: [email protected] College/CUNY is committed to enhancing our diverseacademic community by actively encouraging people withdisabilities, minorities, veterans, and women to apply. Wetake pride in our pluralistic community and continue to seekexcellence through diversity and inclusion. EO/AA Employer.

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THE HISPANIC OUTLOOK INHIGHER EDUCATION MAGAZINE

Women in Higher Education Issue

FEBRUARY 23, 2015 www.HispanicOutlook.com VOLUME 25 • NUMBER 10

Latinas take the Lead

Contact Us atPhone: (201) 587-8800

E-mail: [email protected]

For 25 years The Hispanic Outlook in Higher Education Magazine has been a top information news source and the

sole Hispanic education magazine for the higher education community as well as

those involved in running our institutions of higher learning.

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HUNTER COLLEGE

LIBRARY MANAGER Center for Puerto Rican Studies

Full/Part Time: Full-Time • Regular/Temporary: Regular • Job ID: 12615GENERAL DUTIES: Manages a Library unit or major service area. Manages oneor more services such as Circulation, Access/User Services, or Library Technology.Working closely with the Chief Librarian and faculty, recommends and implementslong- and short- term plans for library services Evaluates innovative technologies,databases, and methodologies, makes recommendations related to same andparticipates in their acquisition. Participates in acquiring materials in all formatsand media Assists in developing and monitoring Library policies and user servicestandards Conducts outreach and training activities related to assigned area(s)Supervises and/or trains staff, students, and others assigned to the Library Mayperform highly specialized work in one or more library disciplines, such as archives,technology and systems, etc. May serve as Office Manager, managing financialoperations and budgets, equipment, technology, security and building maintenancerequirements. Performs related duties as assigned.

CONTRACT TITLE: Higher Education Associate

FLSA: Exempt

CAMPUS SPECIFIC INFORMATION: The Centro de Estudios Puertorriqueiios, theonly university-based institute dedicated to the interdisciplinary study of thePuerto Rican experience in the United States, seeks a Library Manager for theCentro Library and Archives. Specific Responsibilities:• Supervises library staff, operations and services.• Create and design digital media resources targeting the Puerto Rican Studies

community at the national level.• Create, index, and catalog bibliographic multi-media and digital resources

following professional standards.• Compose bibliographic/digital objects data sets and make them readily available

for uploading to the Centro web site.• Provide research consultation and follow up requests in person, phone

and email.• Collaborate with Centro staff and participate in the evaluation, acquisition and

organization of digital collections.• Support and promote staff development.• Participate in Centro-wide committees.

MINIMUM QUALIFICATIONS: Bachelor's Degree and six years' related experiencerequired; MLS degree and/or Master's in a related field may be substituted for aportion of the experience requirement.

OTHER QUALIFICATIONS:• Extensive knowledge of Puerto Rican history and culture with special emphasis

on knowledge of digital humanities regarding Puerto Ricans in the United Statesand an excellent grasp on information in Puerto Rican studies including digitalbased resources desired.

• Strong and effective oral and written communication skills at a professionallevel in both Spanish and English are necessary.

• Experience within aspects of virtual/digital libraries initiatives, including digitalobjects, content, metadata, evaluation, design, user studies, and development.

• Experience and/or interest in working with Puerto Rican faculty, researchersand students as well as with Puerto Rican non-profit, community andgovernmental organizations.

• Must be able to work collaboratively within a team environment consisting ofarchivists, librarians and college assistants, in addition to Centro-wide teams,research and administrative staff.

• Must also be available on nights and weekends.

COMPENSATION: Commensurate with experience ($55,602 - $82,299).

HOW TO APPLY: Applications must be submitted on-line by accessing the CUNYPortal on City University of New York job website (http://www.cuny.edu/employment.html) and following the CUNYfirst Job System Instructions. Currentusers of the site should access their established accounts; new users shouldfollow the instructions to set up an account. To search for this vacancy, click onSearch Job Listings, select More Options To Search For CUNY Jobs and enterthe Job Opening ID number. The required material, as stated on the CUNYfirstvacancy notice, for the application package must be uploaded as ONE file in .doc,.docx, .pdf, .rtf, or text format. Incomplete applications will not be considered.

CLOSING DATE: The search will remain open until the position is filled.CUNY is an AA/EO/IRCA/ADA Employer

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HUNTER COLLEGE

CENTER ARCHIVIST Centro de Estudios Puertorriquenos

Full/Part Time: Full-Time • Regular/Temporary: Regular • Job ID: 11681

GENERAL DUTIES:• Manages one or more archival programs in a College or Unit.• Administers archival programs including the survey, accession, arrangement, cataloguing,

preservation, exhibition, and use of archival materials• Promotes library resource development, identifying resources, researching and arranging

funding, and overseeing acquisitions• Creates short- and long-term plans covering staff, services, facilities, collection conditions,

use of digital technology, and programs for delivery of library and archive information services• Oversees construction or maintenance and administers the operations and security of the

archival facility• Coordinates educational and public outreach programs, such as tours, workshops, lectures,

and classes• Develops and implements policies, rules, procedures relating to the archival program• Supervises and provide in-service training to staff, interns, and other assigned personnel• May assist with the overall administration of campus Library programs• Performs related duties as assigned.

CONTRACT TITLE: Higher Education Associate

FLSA: Exempt

CAMPUS SPECIFIC INFORMATION: The Center for Puerto Rican Studies (Centro) is a researchcenter dedicated to the study and interpretation of the Puerto Rican experience in the UnitedStates. Centro is the primary repository of archival and library materials dedicated to statesidePuerto Ricans. Centro is committed to facilitating research projects useful to those in communityorganizations, public policy, and academia. The Center's Archivist will be primarily assignedto oversee digitization projects, for example, s/he will be assigned to oversee the recentlycreated Oral History Project and the collection of primary data that complements existing andnew archival collections. S/he will also be in charge of organizing the hundreds of existing oralhistories and to make all this content available to researchers including the development ofdescriptive guides, the analysis of content and publication of findings in academic outlets, thedevelopment of digital products and the application of preservation standards to these collections.S/he will also oversee special projects combining primary and secondary data thematicallywhere archival collections would be contextualized and made available to specialists and thegeneral public using CMS such as Omeka, Collective Access and through web pages usingDrupal, Plone or other similar programs. Specifically, duties include:• Writes summaries of oral histories and oversees process to transcribe and add metadata to

files and make them available to the public.• Manages digitization projects and special collections that combine primary and

secondary sources.• Oversees the acquisition and processing of organizational records and personal papers

donated to the Centro de Estudios Puertorriquenos.• Authors appraisals and description of materials.• Assists in weeding, inventorying and in the preservation of new collections.• Assists the Director in outreach efforts and donor relations.• Supervises and trains college assistants and work-study students for archival projects.• Works collaboratively with staff in a team environment on a variety of projects.• Participates in staff and CUNY-wide committees.MINIMUM QUALIFICATIONS: Bachelor's degree and six years' related experience; training inLibrary Science and/or Archives, such as an MLS and/or MA in a related program.

OTHER QUALIFICATIONS:• Working knowledge of Sharepoint, Omeka or Collective Access or similar DCM, and Drupal,

Plone or similar web development software.• Experienced in conducting and managing archival projects.• Professional experience processing archival collections, multimedia materials and

special projects.• Demonstrated understanding of the principles of arrangement and description, and familiarity

with archival standards, specifically DACS.• Ability to recognize archival preservation issues and to apply basic preservation techniques.• Knowledge of the history Puerto Rican populations and communities in the US.• Working knowledge of English and Spanish languages.• Ability to communicate effectively orally and in writing.• Strong organization and time-management skills; attention to accuracy and detail is essential.• Working knowledge of Microsoft Office including Access and Encoded Archival

Description (EAD)

COMPENSATION: $55,602 - $60,067; commensurate with experience.

HOW TO APPLY: Applications must be submitted on-line by accessing the CUNY Portal on CityUniversity of New York job website (http://www.cuny.edu/employment.html) and following theCUNYfirst Job System Instructions. Current users of the site should access their establishedaccounts; new users should follow the instructions to set up an account. To search for thisvacancy, click on Search Job Listings, select More Options To Search For CUNY Jobs and enterthe Job Opening ID number. The required material, as stated on the CUNYfirst vacancy notice,for the application package must be uploaded as ONE file in .doc, .docx, .pdf, .rtf, or text format.Incomplete applications will not be considered.

CLOSING DATE: The search will remain open until the position is filled.CUNY is an AA/EO/IRCA/ADA Employer

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Change is an integral, inevitable part of life.Children need preparation from an earlyage to face and approach grief and loss

with respect and some understanding, knowingthat it will not consume but instead change them.Children need a sense of permanency and sta-bility so that they can weather the losses that lifepresents – natural losses that simply occur as apart of living. Most people can remember – ifeven faintly – how it hurt to lose a beloved pet.

Children form attachments when there is con-sistency, so when things change, such as movingto a new home, they miss the old place. Friendsin school become their world, but friends move.Families move. Teachers leave. Schools close. Orthey become “learning centers” where no onegoes to class anymore. Latino students preparingfor higher education deserve to know that, whilethe prospects are exciting and the challengesloom large in college, there will also be a senseof loss-- the beginning of a series of natural lossesacross the years that go with leaving the familiarto explore the unknown.

Anyone going through loss – whatever the mag-nitude – could use some support. Expressing pain,sorrow and anger, reminiscing about the goodtimes, and wondering aloud what things will belike given the change are all part of the process.The Hispanic family who doesn’t recognize or dis-misses a young child’s sorrow as silly misses agolden opportunity to help a child learn a cruciallesson: life brings change and change can be goodand sometimes painful – but either way, they willkeep living – and life will be a little different. Theperson undergoing the loss must redefine howthey will live given the change because life is nowdifferent.

With major losses a person won’t “get over it.”He won’t forget it. She won’t simply move on. In-stead, whoever faces loss will figure out how lifewill be now that things are different, starting fromthe point of the loss. She will define how the per-son or situation lost has become a part of her-self – a personal redefinition given the change.

Some of life’s changes and transitions are pre-dictable. Children’s transitions through school –from home to pre-school, elementary to middle

school, on to high school and higher education –all exact change and require an acquisition of newskills and abilities. The change might be great orsubtle, but each demands an accommodation tonew ways of doing things. (Yes, the first backpackis still a thrill for any four-year-old and a locker isthe biggest deal to someone entering middleschool). Other family transitions like separation,divorce and remarriage present ongoing adjust-ments, too. And since those changes are typicallynot of the child’s choosing, the loss can be hard.Yes, they adjust – but the wish for an intact familyseldom dies young. The birth of a new baby bringsexcitement and joy (along with a pretty good caseof fatigue), but even a happy family will sometimesquietly admit that, though they love their newestfamily member, they kind of miss the way thingsused to be. Whether there is warning or not, deathis a sobering fact that hits loved ones hard. Re-defining life without the beloved takes time, re-gardless of how old you are. And children will even-tually face the natural losses that accompany ageas their parents grow older. The vibrant parentsthat were always able to jump to it move moreslowly or can’t keep track of things as well as theyused to.

Change and loss are typically not totally bad;they are hard, and painful and sometimes theylinger. But the losses that go with everyday life –the ones we need to talk with students about –are the ones that prepare us for the unexpectedchanges that go with higher education. Like look-ing at old things in new ways, saying good-bye toold friends, saying good-bye to new ones and say-ing hello to your new self as you grow and changethrough college. If students are allowed to talkand process natural losses early, they will be pre-pared to handle in what life brings. And they willrealize that, the older they get, the less they actu-ally know – but they will weather the change andloss anyway.

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

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Priming the Pump…Helping Latino Students Copewith Life’s TransitionsBy Miquela Rivera, PhD

Documents

04/06/2015 Graduate School Issue