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Asa journalist, I have had more than my share of adventures.I worked for the Associated Press in Austin, The DallasMorning News, the Houston Chronicle, and as a Copley

News Service correspondent in Washington and Latin America.Before leaving journalism for a political appointment and

later, the international bureaucracy of Washington andabroad, I covered every conceivable type of story from politi-cal uprisings in Latin America to the advent of the Chicanomovement along with the mundane everyday assignments of ametropolitan reporter.

As the first and only Latino until then on staff, I won variouswriting awards including a Pulitzer Prize nomination by theHouston Chronicle for a series, “The HyphenatedAmericans,” on the trials and tribulations of theMexican-Americans in Houston and Texas.

But nothing equaled, during my tenure atThe Dallas Morning News , covering theunimaginable happenings of Nov. 22, 1963,when President John Kennedy was assassinatedin Dallas by Lee Harvey Oswald.

I checked the assignment sheet that morningthat had me along with other News colleaguesmingling with the crowd and gauging the moodto produce the color story that would con-tribute to the lead article.

The president’s entourage was scheduled topass midtown around noon. I was perusing thealready gathering crowd. There was a festivemood contrary to some rumors it might turninto an unwelcoming gathering since the presi-dent’s standings and popularity in Texas, andDallas in particular, weren’t that great.

Our publisher, Ted Dealey, had advised thepresident in a prior visit to Washington to “getoff Caroline’s tricycle” and start governing.

A few weeks earlier, Oswald had allegedlytaken a shot at the reactionary John BirchSociety leader, retired Maj. Gen. Edwin Walker.At an earlier civic event, some exuberantfemale protester poked the visiting UnitedNations Ambassador Adlai Stevenson on hisbald head with her anti-Kennedy sign.

The president that day supposedly quippedto his wife, Jacqueline, “We are heading intonut country.”

The crowd along the procession route, esti-mated at over 200,000, cheered the presidential entourageprompting the accompanying Texas Gov. John Connally’s wifeto turn to the president, saying, “you can’t say Dallas doesn’tlove you” as the presidential limo made the turn into the road-way leading to the luncheon destination.

As it passed by the Texas School Book Depository Building,rifle shots rang out from building’s sixth floor hitting the pres-ident, shattering his skull and grievously wounding Connally.

(My wife’s law firm handled the famed Zapruder film thatcaught the assassination. It sold for $615,384 and is nowreputedly worth $16 million.)

While working the crowd on Main Street, I caught a famil-iar face leaning against a parking meter. It was my old scout

master, Dan Palmer, from my hometown, San Benito, visitingDallas and we started up a quick reunion.

Our conversation was interrupted by the blare of sirens andflashing lights of unmarked police cars screeching all over theplace. A friend, who owned a shoe store on Main motionedme to his shop to listen to the first bulletins of rifle shots strik-ing the president’s limo.

I rushed back to the News offices. It was bedlam.Telephone lines jammed while editors tried to assess the hap-penings through an array of unconfirmed reports and spe-cious information.

I got phone calls on my line from editors in far-flung placesoffering to pay me big bucks for first-personcomments. They wouldn’t hang up until I toldthem something but I don’t recall anyone send-ing me a check.

One of my assignments that day and Saturdaywas to check out Oswald’s alleged Cuban andMexican connections which wasn’t very pro-ductive as I wrestled with the chaotic atmos-phere in the newsroom with national and for-eign reporters beginning to usurp our facilities.

I went home exhausted and was sleeping inbefore my p.m. duty when my charming assis-tant city editor called.

“Get your ass in here quick. Oswald hasbeen shot,” he said.

The shooter was Jack Ruby, a psychopathic,“nightclub” owner with a violent temper wholiked to ingratiate himself with cops and jour-nalists. He supposedly had Mafia ties due to hisChicago upbringing that extended to Castro’sCuba but that went nowhere.

He did have access to the Dallas police sta-tion and shot Oswald as he was being trans-ferred to county facilities. Many remember thatfamous shot of Oswald cringing in pain asRuby plugs him.

Our photographer, Jack Beers, caught themoment of Ruby about to pull the trigger onOswald. The rival Dallas Times Herald photog-rapher, Bob Jackson, snapped Oswald gettinghit. He won the Pulitzer Prize and our JackBeers got nothing.

My assignment after Oswald’s murder was toperuse Ruby’s apartment and neighbors but he

was a loner to them and any Castro connections were fantasy.We of course followed the story through all the rumors and

conspiracy theories and the Warren Commission inquest inDallas. The conclusion was then and now that a deranged manshot another deranged man who shot the president of theUnited States.

Journalism–wise, it’s the best story I ever covered.

Remembering Nov. 22, 1963

KALEIDOSCOPE

LATINO

KALEIDOSCOPE

LATINO

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

LATINO KALEIDOSCOPE by Carlos D. Conde


Page 12

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MAGAZINE®

CONTENTS

NOVEMBER 4, 2013

Cover photo courtesy of GateWay Community College

GWCC’s New President Fosters Innovation andEntrepreneurialism by Marilyn Gilroy

8

Paid Internships Offer Best Path to Jobsby Frank DiMaria

BreakingThroughToWorlds of Successby Jeff Simmons

Universities Offer Help to Employees withCaregiving Responsibilities by Michelle Adam

USF Introduces Health Informatics Programsto Meet Growing Demand by Gary M. Stern

You can download the HO app

10

12

16

18

DEPARTMENTS

Book Review by Mary Ann Cooper

Those Damned Immigrants

7

Targeting Higher EducationLingering Clouds of the Separate and Unequal Legacyby Gustavo A. Mellander

IInntteerreessttiinngg RReeaaddss 7

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

The Benefits of Volunteerism

Back Cover

Executive Editor – Marilyn Gilroy

Managing Editor – Suzanne López-Isa

News & Special Project Editor –

Mary Ann Cooper

Administrative Assistant & Subscription

Coordinator – Barbara Churchill

Washington DC Bureau Chief –

Peggy Sands Orchowski

Contributing Editors –

Carlos D. Conde, Michelle Adam

Contributing Writers –

Gustavo A. Mellander

Art & Production Director –

Avedis Derbalian

Graphic Designer –

Joanne Aluotto

Sr. Advertising Sales Associate –

Angel M. Rodríguez

Article ContributorsAlberto AguileraFrank DiMariaJeff SimmonsGary M. Stern

Editorial Office220 Kinderkamack Road, E-2, Westwood, N.J. 07675

TEL (201) 587-8800 or (800) 549-8280FAX (201) 587-9105

Letters to the EditorThe Hispanic Outlook in Higher Education Magazine ®

email: [email protected]

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

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

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

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

writing, the timeliness of the article, and the potential interest to thereaders of The Hispanic Outlook Magazine®. From time to time, TheHispanic Outlook in Higher Education Magazine® will publish articles

dealing with controversial issues. The views expressed herein are thoseof the authors and/or those interviewed and might not reflect the offi-cial policy of the magazine. The Hispanic Outlook in Higher EducationMagazine® neither agrees nor disagrees with those ideas expressed, andno endorsement of those views should be inferred unless specificallyidentified as officially endorsed by The Hispanic Outlook in Higher

Education Magazine®.

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FAX (201) 587-9105

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are registered trademarks.”


Remembering Nov. 22, 1963

Latino Kaleidoscope by Carlos D. Conde 3

20

SScchhoollaarrss’’ CCoorrnneerr by Alberto Aguilera 15

Uncensored by Peggy Sands Orchowski 23


nnovation is a word that is overused and under-implemented in today’s society. Go shopping forthe latest and greatest in technology and it’s sure to be promoted as cutting edge, state-of-the-art and the very essence ofinnovation. However, innovation does not necessarily mean improved. In fact, innovation is simply defined as theintroduction of something new and different. Higher education has a commitment to innovation, but doesn’t always succeedin executing constructive change. In this issue of HO we are showcasing positive ingenuity. For starters, there are theexamples of Northwestern University, Oregon State University, Santa Clara University, Michigan State University, and theUniversity of Wisconsin which are providing programs that help their employees get the support they need to care for familymembers. We also look at the efforts of Dr. Steven R. Gonzales, president of GateWay Community College (GWCC) in Arizonato form new partnerships with local businesses to advance his school’s programs. In addition, we spotlight the University ofSouth Florida’s Morsani College of Medicine’s introduction of two new programs: a 32-credit master of science in healthinformatics and six-credit graduate certificate in health informatics to address the 21 percent increase in medical and healthinformatics jobs in the coming years. All of these programs show that colleges and universities are making great strides inpositive innovation. And speaking of innovation, HO is continuing to offer new and exciting ways to bring you, our reader,the best and most timely information from a Hispanic perspective. Now that you’re enjoying our all-color digital edition, besure to join us on Facebook for a daily dose of the latest headlines in higher education.

Esquina Editorial

¡Adelante!Suzanne López-IsaManaging Editor

I

Stanford University’s Department of Mechanical Engineering invites applications for tenure-track faculty positions in product design, at all levels. We are primarilyinterested in applicants who will perform design research and teach design classes at the intersections of technology, business, and behavioral science.

We seek candidates, preferably with an earned doctorate, who will conduct creative and independent research programs with a deep understanding of design. An idealcandidate would be an accomplished designer with a background in the conception and creation of products, and would demonstrate the potential to build an exemplaryprogram of research. Successful candidates should also be strategic thinkers and contribute to the advancement and development of design as a discipline at Stanford.

The Department of Mechanical Engineering offers an appealing and collegial setting for faculty and students studying design. The undergraduate Product Designmajor is among the most popular in the School of Engineering. There is also a unique two-year Master’s program. Teaching is interactive and project-based, and issupported by an extensive Product Realization Laboratory and Studio. We encourage collaboration with faculty members in Mechanical Engineering, as well asother departments and disciplines across the university. Formal connections with other departments will also be considered. The Design Group is actively affiliatedwith the Hasso Plattner Institute of Design at Stanford (known as the d.school), and participates in research in other programs within Stanford at the intersection oftechnology, business and behavioral sciences, including the Center for Design Research, the Stanford Learning Lab, the Center for Work, Technology andOrganization, the Human/Computer Interaction Group in the Computer Science Department, and the Learning Design and Technology Program in the School ofEducation.

Applicants should submit a cover letter, a curriculum vitae with a list of publications, a one-page statement each of research vision and teaching interests, a brief(~4 page) portfolio of original design work, and the names and email addresses of five references. Please submit your application online at:

http://me.stanford.edu/research/open_positions.html

The review of applications will begin on October 1, 2013. However, applications will be accepted until the position is filled.

Stanford University is an equal opportunity employer and is committed to increasing the diversity of its faculty. It welcomes nominations of and applications fromwomen and members of minority groups, as well as others who would bring additional dimensions to the university’s research and teaching missions.

Department of Mechanical EngineeringFaculty Opening

http://www.stanford.edu


Everything points to an America that ismore racially and ethnically tolerant.We’ve elected the first African-American

president and immigration reform is morepopular than ever. Looks good, right? Lookscan be deceiving. In Those DamnedImmigrants we see a grim picture painted ofan America that’s anything but “postracial.”As author Ediberto Román points out, a fewweeks after the election of President Obama,José Oswaldo Sucuzhanay, a 31-year-old Ecuadorian immigrant,was attacked by a group of white men as he walked with hisbrother. Screaming anti-Latino epithets at him, the men beatSucuzhanay into a coma. He died five days later. Román’s point isthat this case is far from isolated. Hispanics have been attacked inthis way for generations without much outrage expressed by thegeneral population and those who hold public office.

In poor economic times, the hatred and attacks increase asall Hispanics are viewed as illegal and undocumented inter-lopers, stealing jobs, increasing criminal activity and destroy-ing American values and culture. This myth about Hispanicspersists even though this ethnic group has become a biggerand bigger share of the American population.

As part of the “Citizenship and Migration in the Americas”series, Those Damned Immigrants presents a compelling argu-ment supporting immigration reform through the use of govern-ment statistics, economic data, historical records, and social sci-ence research. But Román goes beyond this and devotes anentire chapter to his own reform proposal with five main compo-nents consisting of a guest worker program with provisions forworkers’ rights and for federal aid to states, passage of DREAMAct legislation, a set of clear and stringent requirements by whichan undocumented immigrant can initiate a process toward citi-zenship, a plan to authorize the granting of lawful permanent res-ident status to immigrants who have received a master’s or PhDdegree from an American university in the science, technology,engineering, or math (STEM) fields, and a reform plan tostreamline skilled worker visa programs in order to promote thebest and the brightest to study in needed fields. His proposal isboth thought-provoking and a possible blueprint for discussion.

Author Ediberto Román is professor of law at FloridaInternational University. He is the author of The Other AmericanColonies: An International and Constitutional LawExamination of the United States’ Nineteenth and TwentiethCentury Island Conquests, and edits the NYU Press series“Citizenship and Migration in the Americas.”

Michael A. Olivas, who wrote the foreword for thebook, is the William B. Bates Distinguished Chair inLaw at the University of Houston (UH) LawCenter and director of the Institute forHigher Education Law and Governanceat UH.

Reviewed by Mary Ann Cooper

Those Damned Immigrantsby Ediberto Román2013. 197 pp. ISBN: 978-0814776575. $35.00. NYU Press, NewYork, N.Y., (212) 998-2575 www.nyupress.org.

IInntteerreessttiinngg RReeaaddss

Castro’s SecretBy Brian Latell

Based on interviews with high-level defectorsfrom Cuba’s intelligence and security services, theauthor presents what he says are long-buriedsecrets of Fidel’s nearly 50-year reign. They includenumerous assassinations and attempted ones car-ried out on Castro’s orders, some against foreign

leaders. Latell also explores the CIA’s plots against Cuba –including schemes to assassinate Castro, and draws his ownconclusions about what Castro might have known about LeeHarvey Oswald before the assassination of John F. Kennedy.

2013. 289 pp. ISBN: 0230621236. $17.00. Paper.Macmillan Publishing, (646) 307-5151. New York, N.Y10010. www.macmillan.com.

Cuentos: Stories from Puerto RicoBy Kal Wagenheim

This volume is a bilingual anthology of 12short stories, many of which appeared in the1960s in the English-language magazine The SanJuan Review, co-founded by Kal Wagenheim andAugusto Font. The themes vary in time from the16th century Spanish conquest to the migration

of Puerto Ricans to the United States and are written by six ofPuerto Rico’s leading writers. Each story is published in bothEnglish and the original Spanish.

2008. 186 pp. ISBN: 978-1558764781. $24.95. Paper.Markus Wiener Publishers, (609) 921-1141, Princeton, N.J.,www.markuswiener.com

Handbook for K-8 Arts Integration: PurposefulPlanning Across the Curriculum

By Nan L. McDonald

Designed as a handbook for pre-service orpracticing teachers, this book demonstrates howto create and use standards-based art activities toteach across the content areas. Written in a practi-cal format complete with classroom examples, itis a visual example of what arts integration looks

like in practice. This handbook helps teachers to plan, teach,and evaluate their own art- lessons and link them to whattheir students will need to know within other content areas.

2009. 240 pp. ISBN: 978-0136138136. $57.50 Paper.Pearson Higher Education, (201) 236-7000, Upper SaddleRiver, N.J. www.mypearsonstore.com.

http://www.macmillan.com

http://www.markuswiener.com

http://www.mypearsonstore.com

http://www.nyupress.org

by Marilyn Gilroy

“Thecollege cannot grow unless we becomeinnovative and entrepreneurial,” said Dr.Steven R. Gonzales, the recently appointed

president of GateWay Community College (GWCC) in Arizona.“Our current revenues can sustain what we are doing but inorder to move forward we are going to have to form new part-nerships, especially with local businesses, to gain support forour programs.”

Gonzales is speaking of the challenge he and many othercollege presidents face these days to do more with less. Manystate budgets have cut aid to higher education and most politi-cians have refused to raise taxes to close revenue gaps.

“If we think we can rely on increases in state aid or taxes,we are kidding ourselves,” said Gonzales. One area where hehopes to find support is from local hospitals and medicalfacilities which might agree to share resources with GateWay’smany allied health programs.

But he also is anxious to hear ideas from faculty and staffabout how to strengthen and improve the college both exter-nally and internally. To this end, one his goals is to meet withall 250 of GateWay’s employees this year.

“I am spending 30 minutes with every individual whoworks here, trying to learn about them and listen to their con-cerns,” he said.

In turn, Gonzales asks them to think about the followingquestions: What do I contribute to student success? What do Ido to help retention?

The meetings are very informative for Gonzales but theyadditionally serve as a way to build trust and develop a senseof community across the college.

“For example, our custodians do more than just clean thebuilding,” he said. “I want them to know and believe thatthey improve the learning environment by taking care of ourfacilities.”

Helping employees feel valued, and perhaps more engagedand productive, is just one of the skills Gonzales brings to hisleadership style. His credentials include more than 15 yearsof instructional and administrative experience in higher edu-cation. Prior to being appointed as GateWay’s president, heserved as the highest-level academic officer for the PinalCounty Community College District which operates as Central

Arizona College (CAC). He was selected to be GWCC’s leaderafter a national search that netted four strong finalists whothen met with students, faculty, administration, and staff inpublic forums.

“Dr. Gonzales comes to us with a strong record of facultyand administrative leadership,” said Maricopa CommunityColleges chancellor Dr. Rufus Glasper, who recommendedGonzales to the board. “In accepting our invitation to becomepresident of GWCC, he expressed his excitement to joinMaricopa Community Colleges. I am confident he brings theenergy and passion to the job needed to successfully continueto advance our success agenda.”

Located in Phoenix, Ariz., GateWay is one of 10 colleges inthe Maricopa Community College District. GWCC has an annu-al student enrollment of approximately 14,000. Minorities andunderrepresented groups make up 43 percent of the studentbody and of that, approximately 25 percent are Hispanic. Thecollege offers 125 degree and certificate programs andemploys more than 250 faculty and staff members. GWCC alsoadministers the Maricopa Skill Center which enrolls an addi-tional 4,000 students and prepares individuals directly for theworkforce in areas such cosmetology, ophthalmic assistantand meat cutting.

The pathway to the GateWay presidency was not a pre-dictable one for Gonzales. In fact, as a young man he enjoyedmathematics and set his sights on being an engineer. But whenhe attended summer programs at a local university, he decid-ed on a different direction and went on to earn a bachelor’sdegree in secondary education – mathematics from NorthernArizona University. He taught high school mathematics beforemoving to the community college level as a developmentaleducation specialist. After earning a master’s degree, he wasappointed to the faculty at Central Arizona College where hetaught math from 2000 to 2006. Gonzales later earned a doc-torate in educational administration in the highly-regardedCommunity College Leadership Program at the University ofTexas at Austin. His doctoral research focused primarily onthe improvement of developmental education.

“There wasn’t a lot of research around on that topic but Itook everything I could find and built on it,” he said.

Gonzales is still passionate about the subject of develop-

LEADERSHIP/ROLE MODELS


GWCC’s New President Fosters Innovation &Entrepreneurialism

Photo © Liam Frederick

mental programs which are as prevalent as ever, especially attwo-year schools such as GateWay. Nationwide more than 60percent of students who enter community colleges needremedial courses in reading, writing and/or mathematics.When discussing current approaches to improving collegereadiness and getting students through their remedial studies,Gonzales cautions against a “quick fix.” It is a complicatedproblem that requires thoughtful planning and manyresources, he says.

“There is no silver bullet,” he said. “Anyone who says thatdoes not know what they are talking about. There is no oneapproach; instead, we need multi-pronged approaches.

“When discussing this issue, I ask several questions includ-ing: 1) How are you delivering your courses? There must bevarious ways to accommodate various learning styles; 2) Whatacademic support are you offering? Supplemental instructionand tutoring must be available; and 3) What is the student ser-vices area doing for these students? Mentoring should beoffered.”

Gonzales says he has seen programs involving mentors thatresult in impressive completion and retention rates for bothmentee and mentors. He also described an effective approachin which students in a developmental reading course arepaired with a biology professor and use the required biologytextbook to improve reading skills. In this way, studentsimprove their reading skills and prepare for the college-levelclass. But even with all of these efforts, Gonzales acknowl-edges that remediation is not going away in the near future.

“This is not a problem that is going to be solved soon butwe need to keep working on it,” he said. “We must addressthe problem before it gets to the college’s doorstep.”

Gonzales says there is a need for initiatives that attack theproblem on a grand scale. He hopes the adoption of the com-mon core standards by states will be one of the strategies thatincreases college readiness.

Lessons on Life and WorkWhen looking back at his career and educational accom-

plishments, Gonzales makes it clear he did not do it alone andwas fortunate enough to have a lot of good mentors, includinghis father, who earned a living by picking cotton. And althoughneither of his parents had a college degree, Gonzales’ fathermade sure his son got an education about life and work.

“During the summers after seventh and eighth grade, mydad got me a job picking cotton,” said Gonzales. “He said hewanted to teach me several important lessons. Number one,

he wanted me to learn the value of a dollar. Number two, hedid not want me to be afraid of hard work and number three,he wanted me to know this is the type of work that would bewaiting for me if I didn’t go to college.”

His father made sure that Gonzales knew going to collegewas not optional. “It wasn’t if you go to college, it was whenyou go to college.”

And there was another lesson Gonzales learned from hisdad –- this one involved perseverance and achievement. “Mydad grew up at a time when he experienced a lot of discrimi-nation but he said to me: ‘son, don’t let anyone treat you dif-ferently.’ His words really stuck with me and kept me goingforward in my education and career.”

These life lessons are part of what has prepared Gonzalesfor what he describes as the “exciting, challenging and even abit overwhelming” experience of being president. But he wel-comes the opportunity.

“This position is well aligned with my experience, personalgoals, and values,” he said. “I look forward to articulating aclear and compelling vision to further identify GateWay’sunique role among its sister colleges. This position providesan exciting opportunity to lead GWCC into a new era.”


GWCC’s New President Fosters Innovation &Entrepreneurialism

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by Frank DiMaria

Despite the comedic antics of Owen Wilson and VinceVaughn in last spring’s movie comedy The Internship,these coveted positions are serious business to both the

host company and the intern. Hostsvalue internships because they geta leg up on acquiring talent andare able to judge students on morethan just their academic perfor-mance. Students value internshipsbecause the experience broadenstheir academic scope and offersthem the opportunity to land agreat job that can lead to a suc-cessful, rewarding career.

The National Association ofColleges and Employers (NACE)surveyed college students andfound that 63.2 percent of gradu-ating seniors from the class of2013 participated in an internshipor a cooperative education assign-ment during their years pursuinga bachelor’s degree. This repre-sents the highest overall participa-tion rate since NACE began track-ing this in 2007. Earlier rates didnot exceed 57 percent.

Getting an internship is onlyhalf the battle. The odds of land-ing a killer position as the resultof an internship increase whenthe intern in paid. NACE foundthat paid interns have a distinctadvantage in the workforce overtheir unpaid counterparts. Approximately 60 percent of 2012college graduates who participated in paid internshipsreceived at least one job offer compared to 37 percent ofunpaid interns and 36 percent of graduates with no internshipexperience at all.

Dr. John Moder, senior vice president and CEO at HACUcalls these numbers striking. “Not to be too cynical about it butI think it makes a difference of whether or not the employerhas skin in the game. If they’re prepared to pay their interns,then they are more likely to give them serious job responsibili-

ties, and consider the intern-ship an audition. If they arenot prepared to pay an

intern, it becomes more temptingfor them to treat the intern as freelabor and disposable at the end ofthe internship.”

Unfortunately many ofAmerica’s most desirable intern-ships are unpaid, a practice thatwas challenged back in Junewhen a federal District Courtjudge in New York City ruled thatFox Searchlight Pictures violatedfederal and New York state mini-mum wage laws by not payingproduction interns. Unpaidinternships are great for studentswho can afford to take an entiresummer off financially. But for

those low-income students from families that struggle to makeends meet, unpaid internships are not an option.

Maria Elena Vivas-House, senior executive director ofHACU’s National Internship Program, says that some institu-tions view their internships, even unpaid ones, as a privilege.“They act like, ‘We’re doing you a favor by accepting you,’”she says.

However, this “system” prevents scores of talented studentsfrom breaking out of their economic status. Moder says thatAmerica’s top corporations have little trouble attracting stu-

ORGANIZATIONS


Dr. John Moder, senior vice president and CEO at HACU

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dents to unpaid internships, especially those in high-demandoccupations. Low-income students just can’t afford to takeadvantage of unpaid internship opportunities.

It’s clear that paid internships are far more desirable thanunpaid ones. Landing one that pays, though, is not always easy.To open more internship opportunities for all students, and inparticular Hispanics, HACU has teamed up with more than adozen federal government agencies and a handful of corpora-tions. Through its National Internship Program, HACU offershundreds of paid internships and gets students ready to enterthe workforce.

Many Hispanic college students, especially those who arefirst-generation, grapple with a variety of issues, which occursin the college culture. “They’re not always aware of the oppor-tunities that are there and certain-ly may not be aware of howimportant internships can be forfuture employment or preparingfor the workplace,” says Moder.“HACU’s internship programenlightens them and provides theopportunity to get into the intern-ship game.”

Students from backgrounds inwhich college is not a priority arenot in tune with corporate cul-ture. Many don’t know whatshould be on their resume, howto interview and how to dress pro-fessionally. “They need somementoring either from their homeinstitution, career services orthrough an organization likeHACU. We try to help preparethem for the workforce,” saysModer.

During the 2012-13 schoolyear HACU placed 471 paidinterns, the majority of whichwere Hispanics. Most were withfederal government at agencieslike the Department of Defense,the National Science Foundationand the Department of theInterior. Some of HACU’s internsworked in private sector companies such as Deloitte, Sodexoand the Ford Motor Company. Due to the sequestration of thefederal government in 2013, HACU has only placed about 347interns during the 2013-14 school year.

Whether they serve in the private or public sector, all HACUinterns are paid from monies made available by HACU’s feder-al and corporate sponsors. Sophomores and juniors earn$470 per week, seniors earn $500 and graduates earn $570.HACU always has insisted on paying its interns and has tried tooffer its interns a reasonable salary that would cover their liv-

ing expenses. “(We want to) make sure that they were not los-ing money they could be earning from other employment,”says Moder.

HACU’s salary rates are competitive and so is the battle toearn one of its internships. For the 2012-13 school year 4000college students applied for a HACU internship. Only 471 gotone. The governmental agencies, says Vivas-House, look for acertain type of student with a specific major. “Majors that arevery much in demand are IT, computer science, and all theSTEM majors,” says Vivas-House.

HACU launched its National Internship Program in 1992with a group of 24 interns working at the Federal AviationAdministration for a 10-week summer internship. Today theprogram is identified as one of the best practices for increas-

ing Hispanic representation in thefederal government. Just 8.1 per-cent of the federal workforce isHispanic, says Vivas-House. “Weare the only underrepresentedgroup in the federal govern-ment.”

Recent budget cuts at the fed-eral level have Vivas-House con-cerned. Although Hispanics haveseen their numbers at federalgovernment agencies grow inrecent years, there is a chancethe budget cuts will cause them tolose momentum or even fallback, giving fewer Hispanics theopportunity to broaden theircareer horizons. “Hispanic fami-lies are not familiar with the fed-eral government. For someone inTexas or California to come toD.C. or another city to work forthe federal government, it’s veryunreachable if they don’t have aprogram like ours to make iteasy,” says Vivas-House.

In 2012 HACU conducted a20th Year Alumni Survey. It col-lected data from nearly 1000 ofits 10,000 former interns. Topaint the most accurate picture,

HACU removed those individuals who were at the time pursu-ing a graduate degree from the results. It found that 46 per-cent of its former interns received a job offer and now workfor the federal government. Nearly 90 percent of former HACUinterns reported their involvement in the program influencedtheir professional opportunities and their internship led to abetter career position.

“I would think that the benefits of the internship experi-ence extend to making more informed decisions and alsoprompting them to get more education,” says Vivas-House.


Maria Elena Vivas-House, senior executive director of HACU’s National Internship Program

Breaking Through toWorlds of Successby Jeff Simmons

Itwas a classroom exercise that prompted Timothy García toconsider a new career. As a middle school student, he wasinvolved in a program called Breakthrough New York.

His family had pursued his enrollment because he was ahigh-achieving student, but they felt his academic trajectorycould use extra support, both hands-on and financial. Herecalls wanting to “take charge” of his academic success.

García, who grew up in the Inwood-Washington Heightssection of Manhattan, spent most of two summers inBreakthrough programs, and then during the regular schoolyear traveled twice weekly to an Upper East Side school fortutoring after school, homework help and cultural enrichmentprogramming.

One day, he nervously edged to the front of his class to givea presentation. The exercise: to deliver a 10-minute presenta-tion on a subject. His chose to talk about how bacteria in soilbreak down nutrients, thereby enriching plants.

Momentary jitters turned into exhilaration. Even then, he

recalls his breakthrough moment.“I really just wanted to be on the other side of the class-

room,” the 21-year-old said.For the last two summers he did just that. Now a senior at

Middlebury College in Vermont, he spent the summer as aBreakthrough New York teacher intern, and returned to theprogram this summer.

García taught ninth-grade literature to students thatwere poised to enter the ninth grade, working with twogroups, both of which consisted of 14 students. Eachday, he made sure to consider every individual student’sneeds and progress.

“You need to make sure you don’t burn out beingable to give every student an equal amount of attentionand that no student is left out. You must be able toreach everyone,” he said. “It’s been amazing. They chal-lenge you in every single way. The Breakthrough pro-gram teaches you how to be a professional, how towork on a team, how to deal with stress.”

During the program, García learned lessons on thestruggle many teachers face in meeting the needs of adiverse group of students, and equally attending to all.

“You appreciate how much work teachers are doing,how much work it takes to put the program together,”he said. “You are preparing lesson plans, organizingspecial events. I definitely learned about sustainability.”

Like García, the 39 other students who interned atBreakthrough New York this past summer hailed fromsome of the most prestigious colleges across the coun-try, including Columbia, Cornell, Bryn Mawr, Harvardand Yale. The internship has been consistently listedamong Princeton Review’s Top Ten Internships, along

with the White House, the U.S. Supreme Court and MTV. Each year, the number of applications has increased. Last

year Breakthrough received about 550 applications, and thisyear, that number grew by about 100. About 63 percent of theteacher interns are from underrepresented groups, includingHispanic, African-American and Asian-American. This year,about 15 percent self-identified as Hispanic.

Teacher interns are selected based on academic accom-plishment, leadership experience and ability to learn teachingtechniques as demonstrated during an interview process.Before they can even step in front of a classroom, the interns

INNOVATIONS/PROGRAMS


Amanda Hernández with a Breakthrough New York student

spend two weeks undergoing intensive, training sessions. “We look for the top performing students at the most com-

petitive colleges,” said Rhea Wong, Breakthrough New York’sexecutive director. “Because we receive so many outstandingapplications we are able to be very selective, so not only arethey outstanding students but also are reflective of the diversityof our students.”

The teacher interns, Wong said, have demonstrated successin their academic careers, with resumes that detail the extentof leadership roles they have assumed.

“These are students who are ready and willing andable to learn. You see the difference between peoplewho rise to a challenge and those who are discour-aged by obstacles,” said Wong.

A nonprofit, Breakthrough New York was foundedas Summerbridge at The Town School in 1999. Sincethen, Breakthrough New York has grown in size, andin 2009, it became an independent not-for-profitorganization in New York State.

The organization makes a six-year commitment toguide students from middle school – actually, fromthe day they complete sixth grade – through highschool graduation, providing homework help, cultur-al enrichment opportunities, tutoring, SAT prep, orga-nized college visits and interview coaching. Uponentry into a four-year college, students becomeBreakthrough alumni and continue to accessresources such as internship and job opportunities.

Breakthrough students – nearly 100 percent persons of color,including 38 percent who identify as Hispanic – are high-achiev-ing, but often economic and geographic odds force them intolower performing classrooms in the city, leading their families toturn to Breakthrough for support in continuing on a high-achiev-ing path that leads to a selective four-year college.

To date, the nonprofit’s students-teaching-studentsmodel has shepherded 400 students from middleschool to college.

Amanda Hernández is a shining example of theprogram’s success. Enrolled in its first class in 1999,the middle schooler found herself able to master top-ics that were heretofore foreign to her, and enjoyedlearning from young teachers (the program alsoengages high school students as tutors).

“I found myself engaged in a learning environmentthat was not only supportive and inspiring but diversein its vision and style of teaching,” Hernández said.

As a result of the support, she went on to attendThe Julliard School’s pre-college program, LaGuardiaHigh School of Music and Art, and then – the first inher family to attend college – Columbia University,where she majored in neuroscience and psychologywith a pre-medical studies concentration.

Her experience echoes that of a growing numberof her classmates – she went on to become a teacherintern in 2005. “That summer was one of the most

transformative experiences of my undergraduate career,” shesaid. Hernández taught biology and chorus, and served as arole model and educator.

“I became aware of the vast disparities present within oureducation system,” she said.

Hernández is now in her fifth year as a dual degree candi-date at Yale University’s MD-PhD program where she is pursu-ing a degree in neuro-immunology, ultimately entering into acareer as an academic neurologist.

She also is a graduate assistant at Yale’s Latino CulturalCenter where she works with many first-generation collegestudents in mentorship and advisory capacities.

And she continues to teach. During her summers shetaught biology and career development to undergraduate pre-


Breakthrough New York teacher interns participate in team-building activities

Breakthrough New York executive director Rhea Wong (left) guiding students

medical students at Yale University’s Summer Medical andDental Education Program.

“My experience as a Breakthrough New York student andteacher has never left me,” she said. “I have never forgotten toreach out to my younger counterparts and help guide them

through the academic pipeline.” That tradition continued this summer, when a number of

the teacher interns were former Breakthrough students. “Every time someone asks me about my summer I tell them

it was the best summer of my life,” says Reginald Hutchins, a20-year-old junior at Morehouse College in Atlanta, Ga.

As a middle school student himself, Hutchins participated inthe Breakthrough program in his hometown of Atlanta. Lastsummer, he interned in New York City’s Breakthrough program,an experience that prompted him to return again this year.

The summer proved to be an intensive, exhilarating tri-umph of hard work, diligence and persistence. Before enter-ing the classroom, teacher interns undergo several weeks ofinstruction.

“We went through these really long training modules. It’s alltheory, what may happen, what might happen. Stepping into theclassroom was rough because it was like 17 children staring atyou expecting you to teach them something,” said Hutchins.

He immediately overcame any initial anxiety, as he and afellow teacher intern he was paired with broke down lessonsinto manageable tasks, and worked individually with students,which he said were enthusiastically proactive.

“The Breakthrough community is like no other community.We have this thing where we say that after you leaveBreakthrough you go through withdrawal,” he said. “It’s anunparalleled experience.”

As the program concluded, he received Breakthrough’sMaureen Yusuf-Morales Teaching Excellence Award, whichrecognizes one intern at each site whose performance as aninstructor and role model excelled beyond expectations.

“Everyone in the Breakthrough community is really invest-ed not only in the students but in us, so that we can becomethe best teachers that we can be,” he said.

Shortly after returning to Atlanta after his first summer intern-ship in New York, Hutchins changed his major to sociology, andthen this year he switched his minor to educational studies.

His experience is emblematic of the impact thatBreakthrough New York is having not just on its studentcharges but its interns as well: 83 percent of its teachers havegone into teaching or public service, with the majority of thatgroup pursuing careers as teachers.

“We are igniting both the love of learning and the love ofteaching. For a lot of them, this provides a pathway that theydidn’t necessarily know was something they wanted to pur-sue,” said Wong, who was a graduate of a Breakthrough pro-gram in San Francisco. “Even if teacher interns decide not topursue a career in education, we feel it’s important they areexposed to the most pressing issues in education.”

Additionally she said that about 15 percent of the internsare former Breakthrough students, a rate that is steadilyincreasing. “This speaks to a culture of giving back,” Wongsaid. “They internalize the message that it is their duty to giveback because of what they have been given.”

While Hutchins received the award for his work at theManhattan site, the award in Brooklyn went to JohnnecaJohnson, a 21-year-old senior majoring in early childhood edu-cation at the University of Cincinnati and a former Breakthroughstudent. “My first day in the classroom, I went over the rules withmy students and got to know them,” she said. “They made mefeel very comfortable, and after that it was all uphill from there.”

Johnson witnessed the drive many of these students harborfrom that first day in class. This was matched by the devotion ofher fellow teacher interns, and the staff, she said. “I feel like Ihave 30 new best friends,” she said of the teacher interns.

“I chose New York City because I heard they were a well-oiled machine and were leading all of the other Breakthroughsites,” she said. “I have never met a more motivated and pas-sionate staff. They really want the teachers to be the best of thebest. They want the whole program to succeed. It was a greatexperience to know that the people above me were working10 times as hard as I am.”

Her experience is already paying off. She has now been


A student tutor assists a Breakthrough New York student

Breakthrough New York teacher interns undergo training

accepted into the Teach for America program in Jacksonville,Fla. Her ultimate goal is to return to New York City, andBrooklyn specifically.

“I really want to come back to Breakthrough New York andhelp,” she said. “The connections we built with students andteachers and staff will last forever. It’s going to be a lifetimerelationship.”

In the end, Breakthrough New York has changed career

trajectories and mindsets.“Going through the Breakthrough summer you definitely

learn about yourself, how you work with others, how you feelwhen tested and when you face adversity,” García said. “Youlearn that not everything is easy. Sometimes you fail, and thatin itself makes you stronger. It’s a very challenging summer,and you grow as a person.”


With the U.S. in the early stages of overhauling the health care system, there liesa looming doctor shortage in the next decade. The American Association forMedical Colleges (AAMC) predicts a shortage of 91,500 doctors by the year 2020.However, there is another shortage that should not be overlooked. There currentlyis a disparity in the racial and ethnic diversity in medicine. Although smallimprovements have been made in recent years, Hispanics are still greatly underrep-resented in medicine. The American Medical Association (AMA) reports less than 3percent of U.S. doctors are Hispanic. The percent of Hispanics in academic facul-ties in medical schools is just as dismal, with only about 4 percent.

The AAMC emphasizes that Hispanic medical students are more likely to serveunderrepresented areas than non-Hispanic students. Additionally, the AAMC high-lights that Hispanic academic medicine faculty members are more likely to conductresearch in Hispanic populations than their non-minority counterparts. WithHispanics projected to increase to 29 percent of the total U.S. population in 2050,there is a need for efforts to increase Hispanic medical student admission and aca-demic faculty positions at medical schools in the U.S.

As a student who is pursuing a career in academic medicine, these numbers are not very encouraging. There are alreadynumerous hoops that hopeful pre-medical students must clear in order to get accepted into a medical school in the U.S. Fora Hispanic student, these hoops often seem to get smaller and higher. However, many medical schools have recently recog-nized that a student’s potential success as a physician cannot be measured by academic performance alone. These schoolshave opted to use the idea of the “road-traveled” or the encompassing experience of an applicant. This has indeed led to anincrease in the enrollment of Hispanics in the past decade; however, there is still much work to do. In addition, efforts torecruit Hispanics into academic medicine are clearly lagging.

So how do we get more Hispanics to apply to medical school and become interested in academic medicine? My researchopportunities have played a defining role in my interest in academic medicine. I believe there is a clear need to establishand engage Hispanic students in research opportunities during undergraduate, graduate, and medical school. Along withincreasing the acceptance of Hispanic students, medical schools should aim at increasing efforts to diversify the faculty to bemore representative of the U.S. population.

As an American Association for Hispanics in Higher Education (AAHHE) fellow, I had the wonderful opportunity toengage with Hispanic graduate students and faculty from a variety of disciplines. My experience during

the AAHHE conference validated my goal to pursue academic medicine and diversify medicine in theUnited States. At first I thought that I would have to take on this great endeavor alone. However,

I now know that I have the support from my AAHHE family to take on the problems oftoday and tomorrow.

BByy AAllbbeerrttoo AAgguuiilleerraaPhD student, Graduate Group in Nutritional Biology, Program in International and Community Nutrition,

University of California, Davis.

SScchhoollaarrss’’ CCoorrnneerr

Universities Offer Help to Employees

with Caregiving Responsibilitiesby Michelle Adam

Asbaby boomers near retirement, and our aging popula-tion becomes the fastest growing in the nation, highereducation is facing a new reality – one in which grow-

ing numbers of faculty and staff are stretched thin and needingsupport as they care for elderly relatives. And some collegesand universities are doing something about it.

Northwestern University, Oregon State University, SantaClara University, Michigan State University, and the Universityof Wisconsin are just a few of a growing number of schoolsthat are adopting programs to support employees who need tocare for family members.

“What we have found is that the need for care is universal,

and it doesn’t matter if you are Hispanic or not, or in the U.S.or in Canada or Europe, there is a need for access to care,”said Chris Duchesne, vice president for global workplace solu-tions for Care.com, a consultative and online service thatworks with higher education and other businesses to providesolutions to care.

According to Care.com, approximately half of the U.S.workforce cares for an adult relative, and this trend is onlyexpected to accelerate in the coming years. In addition, fam-ilies today work about 25 percent more hours in a weekthan they did 30 years ago, and the nature of how peoplework is different.

“There is no end to the work days due to technology. Andwith universities, what we hear from clients is that there is thisperception that faculty members are working Monday throughFriday and then going home,” said Duchesne. “The reality isthat they are working demanding schedules, teaching, doingresearch, writing, and doing lab work. Like other families theyare working constantly.”

Another trend that puts pressure on families caring for theelderly is that 70 percent of families are dual-working fami-lies, says Duchesne. “You put that all together, and there areall these things colliding with work and home life and people

are trying to create boundaries. At Northwestern, about 25percent of families are caring for children and aging familymembers and this sandwich generation is being squeezed withtwo adults working.”

As employees increasingly face the challenges of jugglingfamily needs with work, their stressful lives are directlyimpacting the university setting (and any other workplace situ-ations). According to the National Alliance for Caregiving, $33billion in productivity is lost each year due to caregiving needsof employees. In addition, the health of caregivers is stressedas they juggle work, child care and aging family members.They experience more hypertension, diabetes, depression, and

HEALTH


Chris Duchesne, vice president for global workplace solutions for Care.com

http://www.care.com

substance abuse, among other ailments, and this contributesto higher medical costs.

“At universities, people may decline an offer of employmentbecause they don’t think they’ll have the right support systemsin place. If you have to leave a community where your agingfamily member is and can’t move that support with you to anew area then this is a detriment to taking on a universityappointment,” said Duchesne. “People will also suspendresearch or amend appointments if they don’t have their care-giving needs met. They might even leave an institution. So,having programs to help employees is important to attractingemployees and keeping them there.”

For these reasons, a growing number of institutions inhigher education are electing to engage services such asCare.com in order to help, retain, and attract top faculty andemployees to their ranks.Employers are adopting innov-ative policies and proceduresto do what they can to create ahealthier work environment.

Northwestern University, forexample, contacted Care.comtwo years ago after having sur-veyed their employees todetermine needs that were notbeing met. They discoveredthat a significant number ofthose surveyed struggled withcaring for aging family mem-bers while juggling workresponsibilities.

“The average age we see atuniversities tends to be northof 40 to 45, and that is wherepeople begin to see familymembers presenting care needs,” said Duchesne. “So you canpredict there will be a need at universities.”

Northwestern established a leave donation program inwhich faculty and staff contribute leave time to a fund that isavailable for those to use in need. “If I take time off and haverun out of my leave balance, then I can ask for more leavetime from this fund,” said Duchesne.

Although various schools have come up with similar solu-tions, Care.com has provided Northwestern and other clients amuch more comprehensive and individualized support pro-gram that responds more fully to the needs of employees.

“We provide outcome-based solutions for employees.There are a number of resources available for people withaging family members and there are free services to help peo-ple find solutions. But each situation tends to be unique,” saidDuchesne. “When you look at an aging individual, you have noidea what will happen and things can change very quickly witha stroke or heart attack, so this requires a different solutionfor each unique case. It is more complex than just putting

someone in a safe place. There are legal and financial consid-erations and other issues like transportation.”

What Care.com provides Northwestern and other universi-ties is one-on-one consultation services, where employeeswork with an advisor to determine what resources and actionsare the most supportive to their unique needs. They exploreexisting family dynamics in each situation, conduct familymeetings, and formulate a plan that works for the whole family.

“Another thing we provide is help on a national scopebecause staff members come to universities from otherplaces,” said Duchesne. “As their needs change, employeeswant to know that someone can help them with those changesno matter where they are or what is happening.”

Twenty percent of Care.com’s clients are universities, andamong them are Ivy League institutions. The company also has

provided support that extendsbeyond care for elderly. AtOregon State University, whichhas a student body thatincludes a high percentage ofnon-traditional and older indi-viduals, Care.com offers helpto students who have childrenas well.

The result of Care.com ser-vices has yielded tangible ben-efits: “What we see for ourclients is that on average theiremployees are able to work anadditional six hours a weekand they avoid on average sixdays of absence a year,” saidDuchesne. “And 90 percent ofour employees have told usthat they are more satisfied

with their job, employer, and colleagues. It has created an envi-ronment where employees want to stay.”

As more colleges and universities see the benefits of sup-porting their caregiving employees, increasing numbers areimplementing programs with Care.com. According toDuchesne, the company’s new client base rose from 15 to 20percent in just three years. “There is an increase in the needto address issues of elderly care for employees in the sameway that child care became of concern years ago,” he said.“Adult care is becoming so pervasive that people are talkingabout it more and there’s greater acceptance of this concept.”


As employees increasingly

face the challenges of

juggling family needs with

work, their stressful lives are

directly impacting the

university setting.

http://www.care.com

http://www.care.com

http://www.care.com

by Gary M. Stern

Courses offered at colleges must change with the times,adapt to the marketplace and introduce new programs thatlead to jobs. Knowing that the Bureau of Labor Statistics

predicts a 21 percent increase in medical and health informat-ics jobs in the coming years, the University of South Florida’s(USF) Morsani College of Medicine introduced two new pro-grams in February 2013: a 32-credit master of science inhealth informatics and six-credit graduate certificate in healthinformatics. Both programs are delivered online exclusively,except for an elective internship in the master’s program.

The master’s program leads to jobs such as chief informa-tion officer, chief medical information officer, nursing infor-matics specialist and director of clinical data. The certificateprogram trains graduates to become health information man-agers, electronic medical record keepers and health informa-tion consultants.

In the initial classes, 62 students are enrolled in the mas-ter’s program and six are aiming for a certificate. Of the 62master’s degree students, 25 are white, 5 Latino, 17 African-Americans, 3 Asian-American and 12 unknown.

Students applying for the master’s degree must have a bach-elor’s degree and 3.0 minimum GPA while students in the cer-tificate program must possess a bachelor’s degree.

Both programs in health informatics arose because “thefederal government has mandated or implemented the ideathat health care can be delivered more efficiently and expertlyif the patient information is captured in electronic form,”explains Michael Barber, the associate dean of USF’s Health’sgraduate and postdoctoral program and native of Sidcup,England. Twenty years ago nurses pulled up hand-writtencharts to check a patient’s medical record, but currently mosthospitals rely on electronic medical records. Informatic refersto all types of information in the medical field.

Candidates who apply for the master’s program in healthinformatics stem from two types of backgrounds, says Barber:1) students in the field of healthcare delivery who want to gainspecialized training in electronic medical records and advanceto a supervisor’s or manager’s role; and 2) students specializ-ing in computer science and information software who needto strengthen their healthcare credentials.

The master’s program entails nine required courses includ-ing management information systems; data design; healthinformatics and case studies, and two elective classes.Electives include conducting research with faculty or volun-

GRADUATE SCHOOLS/PROGRAMS


“The federal government hasmandated or implemented theidea that health care can bedelivered more efficiently and

expertly if the patient informationis captured in electronic form.”

Michael Barber

Introduces Health InformaticsPrograms To Meet Growing Demand

teering at a healthcare facility.Barber says both programs are delivered online rather than

in traditional classrooms because “these days the majority ofpeople who sign up have careers in health care and need theflexibility of taking courses during evenings or weekendsrather than having to come to class.” Indeed, students in themaster’s program reside nationwide and outside of Tampa,Fla., and in North Carolina, Texas, Georgia, Illinois, Californiaand Oklahoma, to name a few states.

The USF program differs from many others in that it isincorporated into a medical college’s curriculum. Most otherprograms are part of business or computer majors.

Candidly, Barber acknowledges that online learning for amaster’s program in health information has some limitations.“Distance education isn’t totally like an on-ground regularclass,” he says. “The interplay among faculty, student and col-leagues is different online. But online learning enables stu-dents to complete the course while continuing their full-timejobs, juggling their personal lives and attend classes when theyare available.”

Moreover, online learning isn’t for everyone. “You have tobe motivated, organized, and be able to set aside time to dorequired activities,” Barber says. In a regular classroom, stu-dents are obligated to attend classes at a set time, whichforces them to be organized.

After completing the master’s program, students possesscertain skills including expertise in health information andcommunication and management know-how. Most studentswill likely end up working in medical centers, health informa-tion practices, insurance firms or with individual clinicians,managing medical records. “Health care information jobs arein high demand and expected to grow,” Barber says.

If a student is enrolled full-time in the master’s program, itcould be completed in a year or students can take a couple ofcourses a year and take up to five years to complete it.

Minority and majority students are attracted to the programbased on career opportunities and the strong likelihood of find-

ing a job. “It offers an expanding and stable technology-basedcareer,” Barber says. As long as students feel comfortable work-ing with technology, the program and career suit them.

Enrolling in the certificate program operates as a way forstudents to introduce themselves into the field without plung-ing into starting a 32-credit master’s degree. But Barberexpects that most students who pass the four courses willmove on to the master’s program. Those six credits areaccepted into the master’s degree.

Students opt for the certificate because as Barber says,some students don’t initially want to commit to a program ormight face financial issues. They might want to see if they havethe right background for it,” he says.

The four certificate classes, which must be completed intwo years, are: introduction to health informatics, integratedelectronic medical records, e-medicine business models andfoundation in management systems.

One major difference with students in the certificate pro-gram is they can’t apply for financial aid because it’s a non-degree program, Barber says.

Yet Barber admits that students who obtain a certificatecould apply for many of the same jobs as the master’s gradu-ates. Barber asks rhetorically, “If you had to choose amongtwo candidates, one who had a master’s degree and one whodidn’t, whom would you hire?”

“We’re encouraged that we’ve attracted over 60 students inour first master’s program in electronic records,” Barbersays. It shows that health informatics is likely to be requiredknowledge of all medical professionals in the field in thefuture.

Both the master’s and certificate programs underscore themajor changes going on regarding medical records. Severalyears ago the Morsani Clinic opted to go completely paperlessand all medical records are now stored electronically. That’sthe wave of the future and explains why these two electronichealth data programs were established at USF.


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The Hispanic Outlook Is Available As A


Lingering Clouds of

the Separate and

Unequal Legacy

Lingering Clouds of

the Separate and

Unequal Legacyby Gustavo A. Mellander

Last month I blithely and almost gleefully reported thatmore Hispanics than ever before were graduating fromhigh school and that increasing numbers were enrolling in

college that very same year. I wasn’t quite euphoric (too oldfor that) but I was certainly upbeat.

Well, I guess the ancient Greeks were right when theywarned of humanity of having “three happy days in a row.”They cautioned those who would listen that life was not apleasant experience and that bad situations are our constantcompanions.

My most recent feel-good bubble about Hispanic progressin our education system burst when I ran across a 42-pagestudy from Georgetown University. Its jarring title caught myattention: “Separate and Unequal: How Higher EducationReinforces the Intergenerational Reproduction of White RacialPrivilege.” I wasn’t surprised per se but the starkness of thetitle and its implications were enough to douse my optimism.

The well-researched report is provocative and thought-pro-voking. It begins by asserting that this country has long had “aracially polarized postsecondary education system” and thatfeeds a continuing intergenerational effect of racial inequality.

That combined with the difficulties that exist for social andeconomic mobility among ethnic groups, has produced enor-mous differences in educational opportunities and outcomes.For instance, Caucasians, the most favored of all, are twice aslikely as blacks and three times as likely as Hispanics to com-plete a BA degree or higher.

Selecting age 30, by which time most students have com-pleted college, they report 38 percent of Caucasians haveearned a BA or higher. That in contrast to 20 percent forblacks and 13 percent for Hispanics.

Parental InfluenceAs has been true for generations, the education of both

parents will impact if not outright determine the educationalattainments their children ultimately acquire. That is logicaland understandable. But it also overlooks the tremendoussupport parents who did not go college have given their chil-dren for generations on end. Hispanic parents have relentless-ly encouraged their children to go to college.

It is useful to have some historic perspective. In 1900 only10 percent of the nation’s high school graduates went to col-

lege. And to step back further, most children did not finishhigh school.

This served as a clear impetus for decades for parents toencourage their children to go to college. That dreambecame possible in the late 1940s for millions thanks to theG.I. Bill of Rights. True, most were Caucasians but starting inthe 1960s, Hispanics and blacks began to take advantage ofnew opportunities.

Clearly, racial inequality in the educational system has pro-duced enormous differences in educational opportunities andoutcomes. As mentioned before, Caucasians are twice as likelyas blacks and three times as likely as Hispanics to complete aBA or higher.

And it is incremental since historically that as moreCaucasians have finished college they in turn urge their chil-dren to do so as well. Children with college-educated parentsare three times as likely to earn a BA or higher than blacksand Hispanics with a parent(s) who dropped out of college.

Fifty-eight percent of the children of Caucasian collegegraduates earn a BA or higher, compared to just 20 percent ofthe children of Hispanic and black college dropouts.

It Starts EarlyAlthough many like to believe our education system is col-

orblind; the report bluntly states “it is racially polarized andexacerbates the intergenerational reproduction of white racialprivilege.”

But haven’t we made tremendous progress over the recentdecades? Yes. But as the report notes Hispanic and blackaccess to postsecondary education over the past 15 yearsencompasses both good news and bad news.

The good news is that postsecondary access has increased

Targ

etin

g Higher EducationTARGETING HIGHER EDUCATION


dramatically for both groups. To be specific, between 1995 and2009, new freshman enrollments at postsecondary institutionsgrew by a serious 107 percent for Hispanics, 73 percent forblacks, and 15 percent for Caucasians. That’s the good news.

The bad news is that, despite increasing access, studentsfall into two separate postsecondary pathways: one forCaucasians and another for Hispanics and blacks.

The disparity is real and startling. Many might be surprisedto read that Caucasians have captured most of the enrollmentgrowth at the nation’s 468 most selective and well-fundedfour-year colleges. Blacks and Hispanics, on the other hand,have seen most of their enrollment growth at the increasinglyovercrowded and under-resourced open-access two- and four-year colleges.

To be specific, between 1995 and 2009, 82 percent of newCaucasians freshman enrollments were at the 468 most selec-tive four-year colleges. That compares to 13 percent forHispanics and 9 percent for blacks.

On the other hand 68 percent of new black freshmanenrollments and 72 percent of new Hispanic freshman enroll-ments were found at open-access two- and four-year colleges.Caucasians did not experience any growth in those institutionsduring this period.

So clearly these racially polarized enrollment flows haveled to an increasing numbers of Caucasians at the nation’s 468most selective four-year colleges. Not so for blacks andHispanics. The implications of that continuing trend are clear.

A further examination reveals that Caucasians comprise 75percent of students at the nation’s 468 most selective four-yearcolleges. On the other hand, only 57 percent of Caucasiansstudents attend open-access two- and four-year colleges. Theyare primarily enrolled in community colleges and non-selec-tive state colleges.

To repeat, Hispanics and blacks are increasingly underrep-resented at the nation’s selective 468 four-year colleges.Exceptions exist, but they are just that – exceptions.

Are There Consequences to These Separate Pathways?Of course, not only do they lead to unequal educational

opportunities but they affect economic opportunities and real-ities for all graduates.

Why is that? Well, in a nutshell, the 468 most selective four-year colleges, where Caucasians are disproportionatelyenrolled, have:

• greater financial resources; • higher completion rates; • higher rates of graduate school enrollment

and advanced degree attainment; and • higher future earnings.

Some Facts to Substantiate These StatementsIn the instructional spending arena, there are 468 elite

institutions; of those, the 82 most selective colleges spendalmost five times as much on instruction as open-access two-

year colleges which is noted to be at $6,000. Those mostselective colleges spend $27,900 per student. Non-selectivefour-year colleges spend $13,400.

Some might contend that spending more money on instruc-tion will not guarantee better classroom instruction or thatstudents will learn proportionately more. Others will point outthat in some institutions highly paid professors only teach acourse or two a year and that many of them, although excel-lent researchers, are not very good classroom teachers.Further, their classes are frequently taught by graduate stu-dents. These arguments are not entirely illogical or oblique.

Open Access Does Not Guarantee Greater SuccessWe always support greater access. Clearly if an ethnic

group of students cannot gain access, we have a problem. Atthe same time, as many have noted, completion rates are veryimportant as well. Growing numbers of community collegesare accepting more Hispanics every year but the dropout rateis pretty horrendous. The 468 most selective colleges’ com-pletion rate is 82 percent, compared to 49 percent for open-access two- and four-year colleges. They are both pretty highbut shamefully so for open access institutions.

When examining the number of students who actually goon to graduate school, the results are somewhat predictable.Once again those privileged students who graduate from the468 most selective colleges are more likely to continue theireducation and earn graduate degrees. Specifically, 35 percentgo on to graduate school. That compares to 21 percent fornon-selective four-year college graduates.

Financial BenefitsStudents go to college for many and various reasons – the

ability to earn more money is one of them. I don’t criticizeanyone for having that goal.

So how does where we attend affect that goal? We find thatgraduates from the 468 most selective colleges earn $67,000annually 10 years after graduating, compared to $49,000annually for graduates of the open-access two- and four-yearcolleges. Some of this might be due to the fact that those stu-dents came from privileged and financially secure families.Beneficial networks existed before they even went to college.They were reinforced and strengthened at the 468 institutions.

College ReadinessDifferences in academic preparation do not fully explain

why completion rates are higher at the most selective four-yearcolleges.

It’s not all about college readiness. Even among equallyqualified students, the 468 most selective four-year collegeshave substantially higher completion rates.

In fact, students with low test scores at the 468 most selec-tive colleges graduate at higher rates than students with hightest scores at open-access two- and four-year colleges. Onereason is that many at community colleges have to work, somefull time, to attend college.

High-Scoring StudentsThe polarized postsecondary system results in gross racial

differences in attainment, even among high school graduateswho score in the top half of the SAT/ACT (high-scoring students).

It is encouraging to note that among high-scoring students,blacks and Hispanics enroll in college at similar rates com-pared to Caucasians. Specifically, the breakdown of high-scor-ing high school graduates who enroll in college is 89 percentHispanic, 91 percent black and 90 percent Caucasian. Thisleads to the assumption that highly qualified students haveequal access opportunities of being accepted to high qualityinstitutions. It also raises the age old canard of elite educationversus a more equalitarian approach.

However, it is sad to note high-scoring black and Hispanicsare far more likely to drop out of college before completing acredential. Why is that? The report does not speculate but evena novice observer of higher education can think of reasons.

Back to the report’s data: among high-scoring students whoattend elite colleges, 51 percent of Hispanics and 49 percentof blacks drop out before completing their degree. That iscompared to only 30 percent of Caucasians who drop out.

Among high-scoring students who attend college,Caucasians are far more likely to complete a BA or highercompared to blacks or Hispanics.

Each year, there are 111,000 high-scoring blacks andHispanic students who either do not attend college or don’tgraduate if they manage to attend.

About 62,000 of these students come from the bottom halfof the nation’s family income distribution.

But it is not all dismal news. There are enormous benefits

for high-scoring Hispanics and blacks who go to one of the468 most selective colleges:• They are nearly twice as likely to graduate as those who

attend the open-access two- and four-year colleges.

• They have a greater chance of going on to graduate school.

• Yet among high-scoring students who attend college, only 36 percent of Hispanics and 37 percent of blacks completea BA or higher, compared to 57 percent of white students.

• The separate and unequal postsecondary system also has enormous impacts for how workers fare in the labor market:

• Workers with professional degrees, 76 percent of whom are Caucasians, earn $2.1 million more over a lifetime thanthose who dropped out of college.

I end on that financial note because as noted students go tocollege for many reasons – some idealistic – a desire toserve, some with a passion to learn more, and so forth.

But the vast majority also wishes to improve its financialopportunities. And that’s no sin. Those students should not becondemned. To improve one’s financial circumstances is verymuch of the actuality we live in. It is not just unique to theUnited States. It is a worldwide reality.

Dr. Mellander was a college president for 20 years. Morerecently he was a graduate dean at George MasonUniversity.


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by Peggy Sands Orchowski

IS RANKING COLLEGES BY GRAD RATES UNFAIR TO MSIs? WHITE HOUSE SAYS “DUNNO” – A new White House highereducation priority would rank U.S. colleges based on their outcome success – how many of their students actually gradu-ate – not just their ‘access’, which measures how many students, especially minorities, are accepted. That ranking woulddetermine their federal support. It seems common sense to shift to this assessment measure. After all, what good is it tojudge a university or college as tops just because it accepts thousands of students who might struggle for several years, gointo massive debt but then don’t graduate? This could be especially true for Minority-Serving Institutions (MSIs) whichuntil now were rewarded for the diversity of the student body with little attention paid to if and when those individualsgraduate. But the new emphasis is also a concern. If the new measurements of success are high retention and completionrates of students, then colleges that recruit only top students who are highly likely to graduate, will be advantaged. Thosethat recruit a large number of diverse students who are low-income and first-generation college-goers, and usually expe-rience lower graduation rates, will be disadvantaged. “How can outcome-based evaluations be fair for public highlydiverse population colleges?” asked education advocates at a recent panel discussion on higher education’s “New CasteSystem” at the New America Foundation in early September. In perhaps an unusual and stunning example of White House

transparency, White House Domestic Policy Council Deputy Director James Kvaal said: “That is one of manygood questions for which we do not yet have an answer.”

POLS SPEAKING SPANISH – Increasingly in Washington, you can hear pols “speaking Spanish” especial-ly if talking about immigration. It used to be that only Democratic Latinos on the immigration subcom-

mittees made points in fluent Spanish. Now they’re matched word-for-word by RepublicanHispanics: Marco Rubio counters Bob Menendez in the Senate; Raúl Labrador does Luis

Gutiérrez in the House. Will a president who can speak Spanish be an essentialrequirement in the future? And if so, how fluently? Depends on the personality.

President Obama, who experienced a multi-lingual childhood, has beenknown to say a few words in Spanish – to the NALEO conference in Los

Angeles for instance, where he said “gracias” and somethingabout being happy to be there with “tantos amigos.” He

spoke the Spanish words confidently, smiling and slur-ring his words making it sound fluent. A much-

watched Republican presidential prospect isJeb Bush. One of his positives? It is said heis fluent in Spanish; his wife is of Mexican her-itage and his sons often use Spanish in their publicwork. President George W. Bush often used Spanish whentalking to Hispanic groups – especially the Hispanic Chamber ofCommerce. His accent was American, he’d grin sheepishly (as hedid when he at times murdered English). In the words of friends, Bushspoke Spanish “fearlessly.”

DREAMERS SPEAKING ENGLISH – It is a little known fact that legislative require-ments for DREAMer status do not include any criteria for knowing English. To date,over 90 percent of the some 466,000 applicants for prosecutorial discretion are Latinos –Spanish heritage speakers. The applications have now leveled out. One reason more potentialDREAMers haven’t applied, according to a recent study from the University of California, San Diego, isthat application materials have mainly been produced in Spanish and not in the multitude of languages thatAsian and African DREAMer potentials speak. “We need to be as successful with other language groups as weare with Spanish speakers,” say advocates from community groups. This despite the fact that the most appealingpitch for the DREAM Act is that DREAMers came in at so young an age that they “know no other country other than(English-speaking) America.” Should there be an English requirement for DREAMers? According to Audrey Singer, aBrookings Institute advocate for DREAMers, “They can learn English when they are studying for their citizenship exams.”

WHY AREN’T AMERICAN KIDS THE SMARTEST? – In a new book The Smartest Kids in the World, Amanda Ripley pointsout three major differences between the education of the smarties in Finland, Poland and South Korea, and Americans. Theirteachers are highly trained, selected and compete for their high-paying, highly- regarded jobs. The kids live in a culture wherepersistence, hard work and education are the only way to succeed. There are no competitive sports teams in their schools.

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

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Southern Connecticut State University

TENURE-TRACK FACULTY POSITIONSEffective Fall 2014

Located in historic New Haven, a city rich in art and culture, Southern Connecticut State University is an intentionally diverse and comprehensiveinstitution committed to academic excellence, access, social justice, and service for the public good.The University invites applications from individuals who believe in the mission of public higher education in urban/metropolitan settings and arecommitted to excellence in both teaching and scholarship/creative activity. Successful candidates will be collegial, student-centered, experts in theirfields of study, and adept in the use of technology and varied pedagogies in the classroom.The University enrolls approximately 11,000 students in 59 undergraduate and 45 graduate degree programs. Offering degrees primarily at thebachelors and masters levels, Southern also offers a sixth year diploma and two doctoral degree programs. Southern is the flagship of graduateeducation in the Connecticut State Colleges and University System and an institution of choice among undergraduates in the state.

ARTS & SCIENCESBiology Animal Physiology- search #14-004 Assistant

Microbiologist- search #14-005 AssistantChemistry Chemical Genomics- search #14-006 AssistantComputer Science Networks, Security- search #14-007 AssistantGeography Environmental Geography, Sustainability- search #14-008 AssistantMathematics Statistics- search #14-009 AssistantPhilosophy Bioethics- search #14-010 Assistant/AssociatePhysics Bio-Physics or Bio-Nanotechnology, High-Resolution Assistant/Associate

Imaging of Biomaterials- search #14-011Political Science American Politics/Urban Affairs- search #14-012 AssistantPsychology Behavioral Neuroscience or Industrial/Organizational Assistant

Psychology- search #14-013Theatre Technical Direction, Production Management and Assistant

Teaching- search #14-014

BUSINESSAccounting Intermediate Accounting and/or Taxation Rank Open

search #14-001 & 14-026 (two positions)Management/MIS Human Resource Mgmt., Small Business/ Assistant

Entrepreneurship or Operations Mgmt.- search #14-002Marketing Marketing Mgmt., Marketing Strategy, Customer Assistant/Associate

Relationship Management, Logistics– search #14-003

EDUCATIONEducational Leadership Educational Leadership & Policy Studies- search #14-021 Rank OpenExercise Science Anatomy & Physiology- search #14-022 AssistantSpecial Ed & Reading Reading- search #14-023 Assistant/Associate

Grad/Undergrad Spec. Ed Certification Courses, Autism Assistant/AssociateSpectrum Disorders- search #14-024

HEALTH & HUMAN SERVICESCommunications Disorders Speech-Language Pathology- search #14-015 & 14-016 Rank Open

(two positions)Augmentative/Alternative Communication, Voice Assistant/AssociateDisorders, and Fluency Disorders- search #14-027

Nursing Adult Health- search #14-017 Assistant/AssociateMaternal Health- search #14-018 Assistant/AssociateFamily Nurse Practitioner- search #14-028 Assistant/Associate

Recreation & Leisure Recreation and Leisure Studies- search #14-025 Rank OpenRespiratory Care Respiratory Care - search #14-019 Associate/Full Prof.Social Work Social Welfare Policy and Macro Practice- search #14-020 Rank Open

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

Southern Connecticut State University website: http://southernct.edu/faculty-staff/hr/jobs.html All applications should be sent to the appropriate search committee chair at the following address:

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

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

http://www.southernct.edu


Governors State University, University Park, Illinois, is the only public universityin Chicago’s rapidly growing south suburban area, serving approximately 6,000students during the course of a year. GSU provides affordable and accessibleundergraduate and graduate education to culturally and economically diverselife-long learners. The University’s high-quality educational programs areenhanced by its commitment to maintaining and increasing accessibility to itsstudents and the community. About GSU: With bold, new initiatives, 23 bachelor’s, 27 master’s, and fivedoctoral degree programs, GSU excels at providing the quality education thatis essential for success in today’s world. GSU’s exemplary efforts bringunequalled education opportunities to the region’s diverse population. Theuniversity is remarkably inclusive and serves students from a wide range ofsocio-economic and cultural backgrounds. The student body, like the facultyand staff, reflect a rich blend of ideas, perspectives, talents, and life experiences.For more information about Governors State, please visit www.govst.edu.

Current vacancies include:Administrative PositionsAssistant VP of HR and DiversityDirector of Application DevelopmentDirector of DevelopmentDirector of Institutional Research

College of Arts and SciencesArt HistoryBiologyChemistry EducationCommunication StudiesCompositionCorrections and Sentencing Specialist, Criminal JusticeGlobal Studies: Spanish and Latina/o StudiesInorganic ChemistryIT/Computer ScienceMathematics Non-Western Geography and GIS

College of Business and Public AdministrationAccountingEconomicsManagement (2)

College of EducationDean, College of EducationEarly Childhood EducationPsychology and CounselingReading

College of Health and Human ServicesCommunication DisordersCommunity HealthOccupational Therapy Physical TherapyProgram Director, Physician Assistant ProgramSocial Work

For more information about the positions and requirements and to apply, go to:http://employment.govst.edu.

AA/EOE

Multiple Openings

SUCCESS BY DEGREES|Department of Electrical and Systems Engineering

Tenured/Tenure-TrackFaculty Position

The Department of Electrical and Systems Engineering of the School ofEngineering and Applied Science at the University of Pennsylvania invitesapplications for tenured and tenure-track faculty positions at all levels.Candidates must hold a Ph.D. in Electrical Engineering, Systems Engineering,or related area. The department seeks individuals with exceptional promise for,or proven record of, research achievement, who will take a position ofinternational leadership in defining their field of study, and excel inundergraduate and graduate education. Leadership in cross-disciplinary andmulti-disciplinary collaborations is of particular interest. We are interested incandidates in all areas that enhance our research strengths in

1. Nanodevices and nanosystems (nanophotonics, nanoelectronics,integrated devices and systems at nanoscale),

2. Circuits and computer engineering (analog and digital circuits,emerging circuit design, computer engineering, embedded systems),and

3. Information and decision systems (communications, control, signalprocessing, network science, markets and social systems).

Prospective candidates in all areas are strongly encouraged to address largescale societal problems in energy, transportation, health, economic and financialnetworks, critical infrastructure, and national security. Diversity candidates arestrongly encouraged to apply. Interested persons should submit an onlineapplication at http://facultysearches.provost.upenn.edu/postings/40 includingcurriculum vitae, statement of research and teaching interests, and the names ofat least four references. Review of applications will begin on December 1, 2013.

The University of Pennsylvania is an Equal Opportunity Employer.Minorities/Women/Individuals with Disabilities/Veterans are encouraged to apply.

Associate/Full Professor Faculty Position in Teacher Education

The Department of Teaching, Learning and Culture is seeking a tenure trackAssociate/FullProfessor of teacher education in the College of Education and Human Development atTexasA&MUniversity. The candidate must have earned a doctorate in an appropriate fieldwith specialization in teacher education. Expectations include a strong scholarship recordin teacher education or STEM areas related to teacher education and demonstrated successin obtaining external funding. The responsibilities of the position include: teaching teachereducation courses (face-to-face and online) at graduate and undergraduate levels; securingexternal funds; maintaining an active research and publication agenda; advising andmentoring of graduate students; chairing and serving on doctoral committees; workingcollaboratively with P-16 schools, colleagues on and off campus, local, state and globalpartners. The salary is competitive and commensurate with experience. This is a nine-month appointment. Applications are being accepted. A review of applications will beginimmediately for employment beginning Fall 2014 and will continue until the position isfilled. Send electronic and hard copy letters of application, curriculum vitae, two samplearticles and names and contact information of three references to the attention ofDr. Patricia J. Larke, Search Committee Chair at the following address:

Ms. Tammy ReynoldsDepartment of Teaching, Learning and Culture

Texas A&M UniversityCollege Station, TX 77843-4232Email: [email protected]

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

Texas A&M University is an Affirmative Action/Equal Opportunity Employer committedto creating and maintaining a climate that affirms diversity of both persons and views,including differences in race, ethnicity, national origin, gender, age, socioeconomic

background, religion, sexual orientation, and disability; veterans are encouraged to apply.

http://www.upenn.edu

http://www.tamu.edu

http://employment.govst.edu


To build a diverse workforce, the Ohio State University encourages applications from individuals with disabilities, minorities, veterans and women. EEO/AA employer.

PresidentThe Ohio State University Board of Trustees invites inquiries,

applications and nominations for a visionary and transformational leader to become the university's 15th president.

As one of the world’s preeminent public universities, Ohio State is a dynamic communityof diverse resources where opportunity thrives and where individuals transformthemselves and the world.

The university encompasses hundreds of degree programs; research centers and interdisciplinary initiatives; a majormedical center integrated with the Columbus campus; a vibrant cultural life; championship athletic teams; fiveregional campuses and extension o�ces throughout the state; two international gateways; and a long history ofcommunity engagement. The institution's breadth and depth provide an unparalleled capacity to educate, to buildcross-disciplinary teams and to solve complex global issues.

The university's marked upward trajectory builds upon our comprehensiveness; the excellence of our students, facultyand sta�; and our success in stimulating collaboration across disciplines and partnerships with our local and globalcommunities. Ohio State’s next president must be able to articulate and implement a vision consistent with theuniversity's many strengths. For more information about the position and process, please visit:trustees.osu.edu/presidentialsearch.

While applications and nominations will be accepted until the position is filled, interested parties are encouraged tosubmit their materials to our consultant at the address below by December 15 to assure optimal consideration.

Ohio State President Search, R. William Funk & Associates100 Highland Park Village, Suite 200, Dallas, Texas 75205

Email: [email protected] • Fax: 214-295-3312

Economics Department, St. Louis, MO

The economics department invites applications for tenured and untenured positions starting date fall 2014. We areinterested in candidates in all fields. Candidates must have an active research agenda, outstanding publication record,a commitment to excellent teaching and a Ph.D. in a relevant field. Applications should include a CV, three letters ofreference, evidence of excellent teaching ability, and research papers. Priority will be given to applications receivedby November 15, 2013. The position will include teaching duties, research aimed at publication in peer-reviewedeconomics journals, Ph.D. advising, and departmental and university service. Washington University is an equalopportunity employer committed to increasing faculty diversity. We especially welcome applications from women andmembers of minority groups. SUBMISSION OF APPLICATIONS: Please submit the specified materials online athttps://www.econjobmarket.org/

Associate or Full ProfessorChoral Music

The School of Music at the University of Illinois at Urbana-Champaign invites applications for a full-time,Associate or Full Professor of Choral Music beginning August 16, 2014. Candidates must have a provenrecord of accomplishment in choral conducting at the collegiate and/or professional level, and teaching choralconducting and literature classes. This position will also serve as Director of Choral Activities for the Schoolof Music.

An earned doctorate and current rank of Associate or Full Professor is preferred, but not required. Equivalentprofessional experience will be seriously considered. A master’s degree will be considered if accompanied bysignificant choral conducting experience at the collegiate level. A record of scholarly achievement in choralmusic is desirable.

To ensure full consideration, applications must be received byNovember 10, 2013. For a full position descriptionand to apply, please visit http://jobs.illinois.edu. Illinois is an AA-EOE (www.inclusiveillinois.edu).

University of North Carolina at Asheville. TheMusic Department is seeking an experienced theoryand aural skills teacher to teach undergraduatetheory/aural skills sequences and other musiccourses as needed. The position will require theability to support our new BFA program in Jazz andContemporary Music and our well-established BSprogram in Music Technology. The new facultymember will also be expected to contributesignificantly to UNCA’s Integrative Liberal Studies(general education) program. Other duties will beexpected, as assigned by the Chair of the MusicDepartment. Experience in and strong commitmentto teaching theory and aural skills at theundergraduate level is expected. Interdisciplinaryteaching experience is preferred. A workingknowledge of popular and commercial music isimportant, as well as fluency in jazz styles.Candidates with secondary areas of teaching andscholarly specialization in world music, Americanroots music, and related fields are encouraged toapply. A doctorate in music theory, composition,musicology or jazz studies is required.

As UNC Asheville is committed to promotion ofdiversity, the candidate should facilitate a workenvironment that encourages knowledge of, respectfor, and ability to engage with those of othercultures or backgrounds. Consideration will also begiven to candidates with demonstrated experienceor potential for leadership in serving ourinstitution’s efforts in promoting diversity andinclusion, in the areas of pedagogy, programming,and service activity.

Application materials should be emailed [email protected]. Complete applications shouldinclude a cover letter, curriculum vitae, names andcontact information of three references and a brief(no more than 3 pages in total) summary ofresearch, creative and teaching interests. Review ofapplications will begin January 15, 2014 and willcontinue until the position is filled. Inquires may bedirected to Dr. Melodie Galloway, Department ofMusic, [email protected] 828-251-6769.

UNC Asheville, located in the Blue RidgeMountains in Western North Carolina, is thedesignated public liberal arts institution of theUniversity of North Carolina system, committed tostudent-centered teaching and to being an inclusivecampus community. We encourage applicationsfrom women and traditionally underrepresentedminorities. UNC Asheville is committed toincreasing and sustaining the diversity of its faculty,staff, and student body as part of its liberal artsmission. As an Equal Opportunity/AffirmativeAction Employer, UNC Asheville does notdiscriminate in its hiring or employment practices onthe basis of race and ethnicity, age, religion,disability, socio-economic status, gender expression,gender and sexual identity, national origin, cultureand ideological beliefs.

Music Theory Search, Department of Music,One University Heights, CPO 2290, UNCAsheville, Asheville, NC 28804.

http://www.inclusiveillinois.edu

http://www.econjobmarket.org


PROVOSTAND VICE PRESIDENT FOR ACADEMIC AFFAIRS

Western New England University is a private, independent, coeducational institution founded in 1919. Located on anattractive 215-acre suburban campus in Springfield, Massachusetts, the University serves about 4,000 students, including2,500 full-time undergraduates. Undergraduate, graduate, and professional programs are offered through the five Collegesof the University: Arts and Sciences, Business, Engineering, Law, and Pharmacy. Awide range of Bachelor’s and Master’sdegrees, and J.D., LL.M., Pharm.D, and Ph.D. degrees are offered. The University is located within easy access to theBoston, Hartford, Albany, and New York City metropolitan areas.

Additional information is available on Western New England University’s home page at: http://www.wne.edu.

THE POSITIONThis is an opportunity for an energetic and innovative educator to work with an experienced President, dedicated membersof the President’s senior leadership team, and with extraordinary and energized faculty, administrators, and staff members,to build upon the best of the University’s past while moving to yet a higher level of excellence as the University continuesto transform itself, having earned University status in 2011.

The current Provost is retiring after 16 years of outstanding service and dedication to the University.

The Provost and Vice President for Academic Affairs serves as chief academic officer of the University and reports to thePresident. Reporting to the Provost are the five deans of the Colleges, the Dean of First-year Students and Students inTransition, and the directors of the University Library, Academic Scheduling, Student Disability Services, and InstitutionalReview Board. The Provost will have campus-wide responsibilities beyond the academic areas and will work closely withthe President’s senior leadership team in developing institutional goals, policies, priorities, and the University budget.

RESPONSIBILITIES• Provide leadership and oversight for all academic programs;• Guide, lead, motivate, and inspire faculty to be entrepreneurial, creative, and innovative;• Work closely with the President’s senior leadership team to maintain and further advance an environment where

admissions, career development, and student learning are already viewed as the shared responsibility of faculty,students, and staff;

• Ensure the availability and quality of academic support systems throughout the University to address the needsof students: particularly academic advising and support programs offered through the libraries, Colleges, andexisting offices dedicated to providing such support;

• Build programs, including general education, that capitalize on the interrelationship among the disciplines andthe five Colleges of the University;

• Enhance the intellectual and social atmosphere of the University through effective academic programs which aredemonstrably attractive to and effective with a diverse population of students and that have a future demand;

• Assume major responsibility for implementation of the University-wide strategic plan currently in its fifth yearof implementation;

• Shepherd the creation of a University-wide Faculty Senate;• Exercise leadership in grant acquisition and in commercialization of patents to advance the University’s

financial resources for academic development.

QUALIFICATIONS• Earned Ph.D. in a discipline offered at the University;• Holding rank of Full Professor with Tenure;• Record of achievement in academic administration with significant experience at the level of Dean or above;• Significant experience in curricular development and program design of professional and liberal arts curricula;• Demonstrated record of ability to inspire and motivate faculty to be entrepreneurial in program/curriculum

development and creative in course design;• Highly polished communication skills to be able to effectively address with clarity and vigor very large

audiences within and outside of the University;• Demonstrated history of excellence in teaching;• Record of scholarly, peer-reviewed publications;• Record of appreciation and promotion of the importance of a core curriculum supporting undergraduate

programs across all areas of study;• Demonstrated history of effective communication and cooperation with faculty, administration, and staff

throughout the university setting;• Record of a demonstrated commitment to increasing the diversity of faculty and staff;• Demonstrated experience in budgeting and allocation of resources;• Record of grants procurement and administration;• Experience in strategic planning implementation;• Record of participation in professional accreditation and university-wide assessment.

PROCESSNominations and applications are invited. Review of applications by the Search Committee will begin immediately, andwill continue until the position is filled, with campus interviews anticipated for January 2014. The position is availableJuly 1, 2014.

Applications must include: 1) résumé, 2) names with telephone numbers of 5 references (who will be contacted only withapproval of the candidate), and 3) letter addressing fully Responsibilities and Qualifications sections above.

Please send all materials electronically to: [email protected]

Questions may be addressed to Dr. Sharianne Walker, Chair of the Search Committee, at [email protected]

University of UtahTenure-Track or Tenured Faculty

Position in Visualization

The University of Utah’s School of Computing isseeking to hire an outstanding tenure-track ortenured faculty member in visualization. We areparticularly interested in candidates with expertiseand an excellent research record in informationvisualization and visual analysis. These interestareas reflect our strong research reputation inscientific and biomedical visualization, imageanalysis, and interdisciplinary scientificcomputing within the Scientific Computing andImaging (SCI) Institute.

Applicants should have earned a Ph.D. inComputer Science or a closely related field. TheUniversity of Utah is located in Salt Lake City,the hub of a large metropolitan area withexcellent cultural facilities and unsurpassedopportunities for outdoor recreation only a fewminutes drive away. Additional information aboutthe school and our current faculty can be found atwww.cs.utah.edu. Please send curriculum vitae, aresearch goals statement, a teaching goalsstatement, and names and addresses of at leastfour references.

Please go to the following link to apply -https://utah.peopleadmin.com/postings/27729

Applications will be evaluated as received untilthe positions are filled. Applicants areencouraged to apply at their earliest convenience.

The University of Utah is fully committed toaffirmative action and to its policies ofnondiscrimination and equal opportunity in allprograms, activities, and employment.Employment decisions are made without regardto race, color, national origin, sex, age, status as aperson with a disability, religion, sexualorientation, gender identity or expression, andstatus as a protected veteran. The Universityseeks to provide equal access for people withdisabilities. Reasonable prior notice is needed toarrange accommodations. Evidence of practicesnot consistent with these policies should bereported to: Director, Office of EqualOpportunity and Affirmative Action, (801)581-8365 (V/TDD).

The University of Utah values candidates whohave experience working in settings with studentsfrom diverse backgrounds, and possess a strongcommitment to improving access to highereducation for historically underrepresentedstudents.

http://www.utah.edu

http://www.wne.edu


Associate Dean for Undergraduate ProgramsCollege of Business Administration

California State University, Sacramento

A Premier Metropolitan University,the Campus of Choice for Students, Faculty,

Staff, and the Community

California State University, Sacramento invitesapplications for the position of Associate Dean forUndergraduate Programs in the College of BusinessAdministration. The Associate Dean primaryresponsibilities are management and assessment ofthe undergraduate business programs and studentservice activities.

Review of applications begins on January 22,2014, and continues until the position is filled.Finalists will be asked to furnish transcripts of thehighest earned degree. The position will be filledas soon as possible. A complete description ofqualifications and application instructions areavailable at

http://www.csus.edu/about/employment/

EOE/AA

The Andrew Young School of Policy Studies, Department of Economics at Georgia State University has posted jobopportunities. For details and deadlines, please continue to check the following website: https://aysps.gsu.edu/econ/employment-economics. All applications must be submitted through www.academicjobsonline.org.

The Andrew Young School is ranked among the top 20 policy schools in the area of Policy Analysis. The school housesthe Department of Economics and outstanding research centers in health policy, fiscal policy, experimental, andinternational studies, among others. The research centers generate opportunities for funded scholarly research.

Georgia State University, a unit of the University System of Georgia, is an equal opportunity educational institutionand an equal opportunity/affirmative action employer. Candidates must be eligible to work in the United States.

At time of offer, a background check is required.

http://www.csus.edu

http://www.gsu.edu

http://www.gsu.edu

http://www.academicjobsonline.org


505 Ramapo Valley RoadMahwah, NJ 07430, United States

Apply online URL: https://www.ramapojobs.com

Assistant Professor of Social Work - Tenure TrackJob Description:This position requires an instructor who is able to teach in the following area: SocialWork Research Methods. The ability to teach courses offered in a Masters in SocialWork Program starting in fall 2015 is highly preferred. Having knowledge of ChildWelfare, adolescent topics and Social Policy is a plus. The candidate will be requiredto teach three courses per semester. Field liaison work may be part of the workload

Faculty members are expected to maintain active participation in research, scholarship,college governance, service, academic advisement, and professional developmentactivities.

Additional Details:All applications must be completed online. Qualified persons should submit “online”application, cover letter and curriculum vitae including contact information for at leastthree references. Hard copies of resume and/or application will not be accepted.Review of applications will begin immediately and continue until the position is filled.

Qualifications:MSW plus a minimum of 2 years Post-MSW social work practice experience,previous teaching experience, and a Ph.D. in Social Work or related discipline isrequired. Knowledge of CSWE accreditation standards is also preferred.

“New Jersey’s Public Liberal Arts College”Ramapo College is a member of the Council of Public Liberal Arts Colleges

(COPLAC), a national alliance of leading liberal arts colleges in the public sector.

EEO/AFFIRMATIVE ACTION

UNDERREPRESENTED MINORITYDISSERTATION FELLOWSHIP

Middle Tennessee State University announces the availability of the UnderrepresentedMinority Dissertation Fellowship Program whose purpose is to enhance diversity inresearch, teaching, and service at MTSU through the recruitment of underrepresentedminority graduate students who are completing dissertation research.

Fellows will teach one course each semester in an area related to their academicpreparation based on the hosting department need. Fellows are expected to devotesignificant time to the completion of the dissertation, work with a faculty mentor and beinvolved with co-curricular activities including the university’s cultural diversityinitiatives.

Fellows will receive fiscal year appointments to begin August 1, 2014 and are eligible forbenefits including health insurance. Salary is $30,000. Fellows must be eligible foremployment.

Qualifications: Fellows must be dissertation stage doctoral degree candidates studying ina field taught at MTSU.

Review of applications begins January 7, 2014 and continues until the position is filled.

Application Procedures: To apply for any open position, go to http://mtsujobs.mtsu.eduand follow the instructions on how to complete an application, attach documents, andsubmit your application online. If you have questions, please contact MTSU AcademicAffairs at (615) 898-5128.

MTSU is an AA/EOE.

The Imperial Valley Campus of San Diego State University is seeking applicants for twotenure track positions at the assistant professor level. The positions are joint appointmentsto the Imperial Valley campus and their respective departments on the San Diego campus.The primary appointment is to the Imperial Valley campus in Calexico. The ImperialValley campus is located in Calexico, within seven blocks of the United States-Mexicoborder across from Mexicali, Baja California, and 120 miles east of San Diego,California.

Positions Available in: Criminal JusticePsychology

For position descriptions and additional information please visit:http://ivcampus.sdsu.edu/jobs/ or http://hr.sdsu.edu/employment/staffjobs.htm

Salary is commensurate with qualifications and experience. Excellent benefits.Appointment date will be August 2014. Evaluation of candidates will begin December2013 and continue until the positions are filled.

Applicants should send a letter of application, vitae, and contact information for at leastthree references to:

Dean’s OfficeSan Diego State UniversityImperial Valley Campus720 Heber AvenueCalexico, CA 92231

SDSU is an equal opportunity / Title IX employer.

vancouver.wsu.edu

Washington State University Vancouver, a young and growing researchuniversity in the four-campus WSU system, invites applications for thefollowing full-time, tenure-track faculty and administrative positions:

Assistant Professors:• Clinical Accounting• Child Development• Human Development• Education, SS/Diversity• Industrial / Organizational Psychology• Clinical Psychology• Statistics• Sociology

Associate / Assistant Professors:• Education, ELCP• Environmental Hydrology• Nursing

Director:• College of Education

To apply, visit wsujobs.com and search using Vancouver as the locationcriteria. Washington State University is an equal opportunity/affirmativeaction educator and employer. Members of ethnic minorities, women,Vietnam-era disabled veterans, persons of disability, and/or persons age 40and over are encouraged to apply.

http://mtsujobs.mtsu.edu

http://www.ramapojobs.com

http://ivcampus.sdsu.edu/jobs

http://hr.sdsu.edu/employment/sfaffjobs.htm

http://wsujobs.com


Lorain County Community College

LCCC is a comprehensive two-year institution located

25 miles west of Cleveland in Elyria, Ohio. LCCC

invites applications from qualified professionals for

the following positions.

Lorain County Community College is committed to promoting a cultur-

ally diverse environment. An MA is required and the starting salary is

competitive and commensurate with experience, and is supported by a

comprehensive fringe benefits package. Minority candidates are strongly

encouraged to apply. All positions pending budget approval by the Board.

Office of Human Resources, Lorain County Community College 1005 North Abbe Road, Elyria, Ohio 44035

An Affirmative Action/Equal Opportunity Employer

For details about this position visit www.lorainccc.edu/employment

Tenure Track Communication Faculty

Arts and Humanities Division

FACULTY SEARCH

Rutgers-Camden is the southern campus of Rutgers, The State Universityof New Jersey. It is located in a dynamic urban area, just across theDelaware River from downtown Philadelphia. The campus includesundergraduate and graduate Arts and Sciences programs, a School ofBusiness, a School of Law, and a School of Nursing.

Computational and Integrative BiologyOpen Field in Natural Sciences

Assistant Professor

For specific information about this position, including qualificationsand deadline, see our website at

http://fas.camden.rutgers.edu/faculty-research/fas-job-searches.

Rutgers University is an Equal Opportunity/Affirmative Action Employer.The University and our departments seek to attract an active, culturallydiverse faculty and staff of the highest caliber. Women and minorities arestrongly encouraged to apply. In addition, Rutgers University is therecipient of a National Foundation ADVANCE InstitutionalTransformation Award to increase the participation of women in academicscience and engineering careers.

Assistant Vice Presidentfor Institutional Research,Planning and Assessment

California State University, Bakersfield is seeking anindividual to oversee institutional data collection andmanagement and to coordinate strategic planning andassessment activities. The Assistant Vice President forInstitutional Research, Planning and Assessment(AVP-IRPA) will facilitate the use of institutional datain campus-wide planning and decision-making. TheAVP-IRPA will monitor progress toward achievinginstitutional goals, and compliance with CSU, federal,state, and other agencies’ mandates and regulations.This position will coordinate university strategicplanning efforts, and provide leadership for theevaluation and assessment of educational effectivenessand institutional-related outcomes.

For complete advertisement, application instructions,and detailed job description for this position, pleasevisit our webpage athttp://www.csub.edu/provost/MPPSearches.shtml

California State University, Bakersfield is committedto Equal Employment Opportunity. Applicants willbe considered without regard to gender, race,

color, religion, national origin, sexual orientation,genetic information, marital status, disability

or covered veteran status.

Executive Director of College-Wide Graduate ProgramsCollege of Business

Colorado State University

The College of Business at Colorado State University seeks a full time Executive Director of College-WideGraduate programs to provide leadership in student recruitment and enrollment strategies for a team of seniorrecruiting managers. Applications accepted until the position is filled; full consideration deadline isNovember 15, 2013. To view the complete job description, visit: http://biz.colostate.edu/employment/Pages.

CSU is an EO/EA/AA employer. Colorado State University conducts background checks on all final candidates.

The College of Social and Behavioral Sciences invitesapplications for tenure track positions in the followingprograms:Corrections, History, Psychology, School Psychology,

Sociology, Social Work, andUrban and Regional Studies.

MSU and CSBS have a longstanding commitment tocultural diversity and are actively seeking to nurture andexpand the gender, cultural, racial and ethnic diversity ofour university community.Complete information is posted under Employment

at MSU on http://www.mnsu.edu/hr/AA/EOE and a member of the

Minnesota State Colleges & Universities.

The Hispanic OutlookMagazine®

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http://www.camden.rutgers.edu

http://www.lorainccc.edu/employment

http://biz.colostate.edu/employment/pages

http://www.csub.edu

http://www.mnsu.edu/hr


POSITIONS

CALIFORNIA

California State University, Bakersfield 30

California State University, Sacramento 28

San Diego State University 29

Stanford University 6

COLORADO

Colorado State University 30

CONNECTICUT

Southern Connecticut State University 24

GEORGIA

Georgia State University 28

ILLINOIS

Governors State University 25

University of Illinois at Urbana-Champaign 26

MASSACHUSETTS

Western New England University 27

MINNESOTA

Minnesota State University – Mankato 30

MISSOURI

Washington University in St. Louis 26

NEW JERSEY

Ramapo College 29

Rutgers, The State University of New Jersey 30

NEW YORK

St. John’s University 28

St. Joseph’s College 28

NORTH CAROLINA

University of North Carolina, Asheville 26

OHIO

Lorain County Community College 30

Ohio State University 26

PENNSYLVANIA

University of Pennsylvania 25

TEXAS

Texas A&M University-College Station 25

UTAH

University of Utah 27

WASHINGTON

Washington State University 29

FELLOWSHIPS

Middle Tennessee State University TN 29

*To see all our “Employment and other Opportunities,”

including all Web Postings, visit our website at www.HispanicOutlook.com

A D V E R T I S I N G I N D E XAdvertise your adjunct, full-time,

temporary, visiting faculty,and replacement positions in

The Hispanic Outlook Magazine.

With global exposurewe want you to consider

The Hispanic Outlook in HigherEducation Magazine

in your advertising plans.

Digital Ads:sizes from 1/12 to a full spread

On-Line Job Posting:Included with all published ads

on our Web site

Reach an elite targetedaudience of college faculty

and administrators

For more information, call:800-549-8280

or visit our Web site at

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“If you want happiness for an hour – take a nap. If youwant happiness for a day – go fishing. If you want happi-ness for a year – inherit a fortune. If you want happinessfor a lifetime – help someone else.” – Chinese Proverb

Volunteerism can be a sure-fire way to help Latino teensprepare for higher education and get through the chal-lenges of adolescence. There are at least two require-

ments for Latino students in selecting a volunteer venue: itmust be an activity in which they have a genuine interest andit must help others. One requirement for the adults over-seeing the volunteer experience: it must be structured sothat the student can learn and enjoy while being supportedfor his efforts. (No fair using students to work for freedoing isolated grunt work others don’t want to do. Invest inthe student by making the experience meaningful andrewarding).

Think of the benefits.First, if the teen is focused on helping others, he will be

less focused on himself. Volunteering is a good way to helpadolescents veer away from the self-centeredness that con-sumes many. Whether a student is helping at the animalshelter or building a church website, they are needed forsomething greater than themselves. Once they connect withthe activity, the people and the joy of contributing, they willfeel they matter in a way not yet experienced before. (Iadmit, it still is a rather self-centered experience, but hey, ithelps in other ways, too).

Volunteerism puts Latino teens in charge of something towhich they have committed. For those who might have notpreviously shown much initiative or maturity, community-based involvement can help develop skills of followingthrough. With proper structure in the setting (includingrequirements of the time and work expected) and the rela-tionships to back it up, the student cannot simply walk awaywhen something is difficult, inconvenient or “boring.”Instead, the volunteer will learn that every endeavor has itsdrawbacks, but they are outweighed by the satisfaction ofdoing a job that matters.

Taking on a volunteer pro-ject can help a Latino teenplan and manage resources –time, money, energy and rela-tionships with others to complete a project. Setting goals,developing strategies, managing tactics and engaging othersare advanced skills that emerge when a student is makingthings happen. Latino teens with the early experience offamily members helping each other can apply those home-based lessons at their volunteer venue. Students’ peopleskills will develop exponentially as they draw others to helpthem reach their goal despite constraints, including timeand money.

When teachers help students find and structure volunteeropportunities, they can also assure that students will seeacademic concepts put into practice. The “Why do I need toknow this?” question becomes “So this is how it works.”Since many Hispanic students are contextual learners, see-ing theory applied into daily work activity can help them seehow concepts fit together meaningfully, even if those con-nections are not immediately apparent in the classroom.

Broadening horizons and experiencing greater diversityare two additional benefits that Latino students derive fromvolunteering. Experiencing something beyond the walls ofhome and school, meeting people who are different in back-ground, skill and lifestyle, and exploring the possibilities forwork, play, relationships and making a difference can hooka teen for life.

To make the possibilities and benefits of Latino teen vol-unteerism work, though, it must be viewed as an investment– in the student, in the organization and in the people beingserved. A volunteer opportunity cannot be a way to get an“easy A” or something to simply take up one more classperiod. It needs to be an adventure – with good parts andbad – in which a student can commit, persevere, produce,learn, relate to others and enjoy. Those are the things thatcome with higher education, and a Latino teen’s volunteeractivity can be a meaningful sneak preview of things tocome.

THE BENEFITS OF VOLUNTEERISM

PPrriimmiinngg tthhee PPuummpp......

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

Documents

11/04/2013 New Leader at the Helm