HO 09/14/2015 Back to School

SUPPORT FOR UNDOCUMENTED STUDENTS MENTORING FIRST-YEAR STUDENTS

SEPTEMBER 14, 2015 www.HispanicOutlook.com VOLUME 25 • NUMBER 19

BACK TO CAMPUS

HACU’s premier conference on Hispanic higher education will feature a variety of workshops, a Student Track component, Exhibit Hall, HACU College and Career Fair and so much more.

In conjunction with HACU’s 29th Annual Conference, pre-conference events include a PreK-12/Higher Education Collaboration Symposium and a Latino Higher Education Leadership Institute. A post-conference Deans’ Forum will also be offered.

For more information, or to register online, visit www.hacu.netSponsorship, Advertising and Exhibitor Opportunities available.

Championing Hispanic Higher Education Success: Empowering Students, Enhancing Collaboration

H I S P A N I C A S S O C I A T I O N O F C O L L E G E S & U N I V E R S I T I E S

HACU 29th Annual Conference

Fontainebleau Miami Beach HotelMiami Beach, FL

October 10-12, 2015

The Mexican Anti-Hero (Or Hero) El Chapo

Everyone loves a good story where good triumphs over evil and the hero lashes the bad guy into oblivion as the whole world cheers. In Mexico,

people also love a story where the bad guy sticks it to the federales with a sensational jail breakout.

Many times the bad guy is the hero and the gov-ernment agents are looked at as something akin to the gang that couldn’t shot straight which includes dubious integrity.

It does seem that way with the escape in July of Joaquin “El Chapo” Guzman, the world’s numero uno drug lord from his maximum security prison near Mex-ico City, “maximum” in this case being in the eyes of the beholder.

Some federales might want to say pre-El Chapo not even Houdini could escape from their maximum secu-rity prisons but El Chapo has done it twice, some claim with his keeper’s help.

The first was a mundane escape in 2001 when he was wheeled out in a laundry cart by corrupt guards and later went on to resume his mega-millions drug smuggling empire that even the Colombian cartels would envy.

This time his escape was even more extraordinary befitting a legitimate tunnel construction project. It left everyone, particularly prison authorities, dumbfounded by El Chapo’s audacious escape plan and disciplined ex-pert work while they feigned “who would have known?”

It was an engineering feat performed with rudimen-tary tools that dug a tunnel over a mile long leading to a safe house exit. But who was the crew and how did it muzzle the sound of construction activity and get all that dirt out without attracting attention and then ob-scure the disposal of the extracted debris?

The popular theory, as it always is in Mexico, is that public officials, namely penal authorities and compro-mised government agents, were complicit in this ex-traordinary jail escape.

Maybe it was not such an extraordinary escape since this is about Mexico and maybe accusations of the federales’ role in this nefarious act is malicious, the latter having little credibility.

Mexican jails aren’t exactly country clubs. Growing up near the Texas-Mexican border and frequenting the Mexican border towns, I know them to be extraordi-narily bad and corrupt and, as El Chapo has shown in his criminal career, quite malleable to financial persua-sions.

Perish the thought you’d find yourself in one which happily I never have, but I have been subjected to the “mordidas” (bribes) to the local police for an incon-sequential traffic infraction…something like an on-the -street adjudication.

The bribes make it possible to avoid a trip to a Mex-ican jail which people who have been there describe as hell on earth. Some say they would have preferred hell.

From all accounts, it wasn’t that way for El Chapo, who with his drug funds, was afforded a potentate’s life in prison. He only got to the third grade but he earned a PHD in criminality and in drug dealing.

Forbes magazine ranked him as the second most popular man in Mexico after media tycoon Carlos Slim and the country’s 10th richest.

The people may boo Mexican president Enrique Pena Nieto for his government ineptness and suspect-ed complicity but they won’t boo El Chapo if they know what’s good for them. Considering that among many of the common folk he has a Robin Hood image, he’s also known for being a merciless avenger.

I can hardly wait for the movies and Mexican corri-dos on the adventures of El Chapo because the bad guy that he authentically is, he has been consecrated a folk hero who once again outdid the federales.

The U. S. once wanted to take El Chapo and lock him up, but Mexico as a matter of sovereignty and pride, said “no.” Its jails could handle a notorious element like El Chapo and also give it first dibs to his confiscated illicit riches while locking up a public menace.

Not that El Chapo was in jail, per se. Except for free-dom, he had all the comforts that money can buy: in-jail parties, women, booze and a few toots on demand.

We don’t want to glorify El Chapo because he’s as badass as they come, but you have to admit he’s an exceptional character, nefarious he may be and truly a menace to society, but many love his rogue reputation.

He may be back in jail by this reading but if and when he is caught by Mexican authorities or found in some faraway country, my suspicion is that the thinking this time is that he’s better dead than alive; but it won’t kill his image which like a modern day Pancho Villa will live on. •

Carlos D. Conde, award-winning journalist, former Washington and foreign correspondent, was a commu-nications aide in the Nixon White House. Write to him at [email protected]

By Carlos D. Conde

SEPTEMBER 14, 2015 | 3

Contents6

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Giving Undocumented Students Safe Harbor On Campusby Sylvia Mendoza

Shifting from Advising to Mentoring for First-Year Studentsby Frank DiMaria

A Long Time Coming: UNM Establishes Chicano Studies Department by Michelle Adam

College Board Targets Latinos as Part of “All In” AP Campaignby Marilyn Gilroy

Diversity and Governance: Challenges Shared by Higher Ed and Public Schoolsby Yvette Donado

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10

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SEPTEMBER 14, 2015

Departments3

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Latino KaleidoscopeThe Mexican Anti-Hero (Or Hero) El Chapoby Carlos D. Conde

OWN IT!Building The Right Network Is Crucial To Successby Marvin Lozano and Miquela Rivera

Targeting Higher EducationHelping New Students Succeedby Gustavo A. Mellander

Scholars’ Cornerby Lorena Guillén

Book Review:María’s Journey Reviewed by Mary Ann Cooper

Interesting Readsby Mary Ann Cooper


SEPTEMBER 14, 2015

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

Article Contributors Frank DiMaria, Lorena Guillén, Marvin F. Lozano, Sylvia Mendoza, Miquela Rivera, Gary M. Stern,

Yvette Donado

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Editorial PolicyThe Hispanic Outlook in Higher Education Magazine® is a national magazine. Dedicated to exploring issues related to Hispanics in higher education, The Hispanic Outlook in High-er Education Magazine®is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeli-ness of the article, and the potential interest to the readers ofThe Hispanic Outlook Magazine®. From time to time, The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues. The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine. The Hispan-ic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.

PublisherJosé López-Isa

Executive EditorMarilyn GilroySenior Editor

Mary Ann CooperWashington DC Bureau Chief

Peggy Sands OrchowskiContributing Editors

Carlos D. Conde, Michelle AdamContributing WritersGustavo A. Mellander

Chief of Human Resources & AdministrationTomás Castellanos Núñez

Chief of Advertising, Marketing & ProductionMeredith Cooper

Research & Development DirectorMarilyn Roca Enríquez

Art & Production DirectorRicardo Castillo

Director of Accounting & FinanceJavier Salazar Carrión

Cover Image licensed by Ingram Image

By Sylvia Mendoza

Fear can overtake undocumented college stu-dents faced with the daunting tasks of applying for admission or financial aid. Not wanting to

make waves, they don’t know where to go for help without putting themselves or their families at risk.

At the same time, university staff might not know how to help those who are undocumented because they are not aware of resources. Referring them to other departments makes students feel they are getting the run-around. After so many refer-rals and no definitive guidance, they can give up. Between needs and reality, undocumented students can fall through the cracks of the higher education system.

At Northeastern Illinois University (NEIU), there was never a formalized inclusive program

to help faculty and staff prepare undocumented students for their higher education experience, explains Dr. Daniel Lopez, NEIU associate vice president of student affairs. “I’ve always known we have these students under the radar. I thought: What kinds of things can we do to serve students and be more innovative in our approach to them and their situations?”

The question was answered when NEIU Presi-dent Sharon Hahs started a grant program for inno-vative ideas that could improve student success. Of the more than 60 applicants, Lopez’s idea for “The Undocumented Students Project” was one of 13 selected. Lopez clarifies that “undocumented” isn’t just a Latino issue. “We have Korean, East Europe-an, and many others. It is important to know that.”

Training for Undocumented Student Allies at Northeastern Illinois University


HISPANIC OUTLOOK | IMMIGRATION

GIVING UNDOCUMENTED STUDENTS SAFE HARBOR ON CAMPUS

Dr. Daniel Lopez, associate vice president of student affairs, Northeastern Illinois University.

Sharon Hahs, NEIU President →→

The Safe Zone Concept for Undocumented Stu-dents

The goal is to educate and build awareness so that neither students nor employees feel threatened by the situation or each other. The project commit-tee produced the Faculty and Staff Undocumented Student Resource Guide. Mirrored after the LGBT Safe Zone concept, the belief is that undocumented students also deserve a safe inclusive zone. “Some-times they are questioned. Sometimes people say, “You are an undocumented. You shouldn’t be here.”

The students want to be there, to become educated. They just need guidance. The guide aims to educate and set right any misconceptions or inaccuracies in how undocumented students are portrayed. It defines an undocumented student. It explains how staff can become allies to them. It provides stats, data, resources and institutional numbers.

Undocumented isn’t

just a Latino issue.

“We have Korean, East

European, and many

others. It is important

to know that.” Dr. Daniel Lopez, associate vice president of student affairs, Northeastern Illinois University.


IMMIGRATION | HISPANIC OUTLOOK

On the guide’s cover, its vision is stated clearly: “All Students are Welcome Here.” The welcome message explains that the purpose of the guide is to provide resources so that staff can better assist undocumented students and their families at all NEIU campuses, including admissions and finan-cial aid guidelines and processes. Also included is pertinent federal and state legislation. A list of allies and departmental points of contact are part of the safe zone concept and can help make NEIU a more welcoming and inclusive place.

It is a step in the right direction. President Hahs says, “Over the years, the number of undocument-ed students at Northeastern Illinois University has grown. Northeastern has continued to welcome them, improve support for them and celebrate their extraordinary accomplishments.”

At the annual AAHHE (American Association of Hispanics in Higher Education) conference earlier this year, Lopez and colleagues presented the workshop: “Transforming the University Environ-ment to be Inclusive of Undocumented Students: Two Different Institutional Approaches in the Mid-west.” Mostly they shared how being an inclusive campus is the right thing to do.

“Supportive environments in educational set-tings are essential in ensuring the academic success of all students,” said Maria Luna-Duarte, interim director of Northeastern Illinois University El Cen-tro and an Undocumented Students Project com-mittee member. Her doctoral research and teaching experience explores the experiences of undocument-ed and formerly undocumented students’ transition to postsecondary education, and assesses their needs while developing strategies and programs to help them succeed.

“For undocumented immigrant youth this is particularly important because in addition to being first- generation in college, they are dealing with other stressors including the lack of financial re-sources, health and mental health issues, coping every day with their immigration status and the fear of deportation for them and their families.”

Training Staff to Become Allies Makes a Differ-ence

The Undocumented Students Project has proved incredibly successful. Lopez, an undocu-mented student himself in the ’80s, received resi-dency through the amnesty program at the time, but he was lost as to how to navigate the world of higher education. “Even though I was in the Na-tional Honor Society, when it came to applying for college, I didn’t know the process or my options—only that I had to take the SATs and ACTs.”

What Lopez has come to believe is that it only takes one knowledgeable person to influence a life. An advisor helped Lopez enroll in commu-nity college and get a job there, which paid for his education. It was all he needed to get that jump-start. From there he got a full ride for his bachelor’s degree at the University of Illinois, his master’s at

…they (undocumented students) are dealing

with other stressors including the lack of financial resources,

health and mental health issues, coping

every day with their immigration status and

the fear of deportation for them and their families.”Maria Luna-Duarte, interim director of Northeastern Illinois

University El Centro and an Undocumented Students Project committee member

“


HISPANIC OUTLOOK | IMMIGRATION

Loyola, and for his PhD, he worked at Illinois State University.

That’s what he wants for undocumented stu-dents at NEIU. “I know how difficult it is, but I also know once they have guidance and resources, their own drive kicks in.”

Trained staff can offer undocumented students that guidance. The Undocumented Students Project offers a six-hour training program. Approximately 30 participants are trained per semester, especially frontline people so important to the process—in admissions, financial aid, and the Bursar’s Office. Participants earn a certification of completion and a decal that says “I’m an Undocumented Student Ally.” When students see the decal, they know they can come to them specifically for direction, advice, or support on campus.

“Now there is a waitlist for employees who want to be trained,” says Lopez.

The training includes speaker panels—undocu-mented students talk about their stories and chal-lenges so staff can see what they go through on a daily basis. A panel of current allies addresses issues they’ve confronted and resources they’ve found. There is also a panel of community members and organizations that help undocumented students outside of campus, such as immigration attorneys, a Legal Assistance Fund, and notaries.

Comprehensive immigration reform will come, Lopez is convinced. For now, reaching undocu-mented students and helping them believe a safe zone is real can alleviate fears and let them get on with their education.

“I have not heard anyone on this campus say we should not work with undocumented students,” says Lopez. “We are not immigration. We are here to help. Once they are admitted to the school, it is our responsibility to educate them. That is all.” •

Allies and Participants in the NEIU Undocumented Students Project→


IMMIGRATION | HISPANIC OUTLOOK

By Frank DiMaria

SHIFTING FROM ADVISING TO MENTORING

for First-Year Students

At most colleges the role of academic advisor is limited to helping students choose those cours-es that will ultimately lead them to complete a

degree. Morningside College, a small private college in Sioux City, Iowa, has taken the art of academic advising to a significantly higher level.

In 2011 Morningside President John Reynders challenged the school’s academic advisors to redefine their individual roles and the role of academic advis-ing. He assembled a task force and charged it to cre-ate a better way to advise Morningside’s students. For the next 18 months several teams studied academic advising, searching for best practices at a number of other schools. Ultimately the task force recom-mended that Morningside’s academic advisors should spend more time focusing on first-year students and be more like a mentors than advisors.

Reynders accepted the task force’s recommen-dation and created the Krone Advising Center that hosts Morningside’s new mentorship program. To run the program he appointed Lillian Lopez, the school’s first-ever vice president for academic ad-vising. Typically the individual who heads up an advising center carries the title of dean or director. To convey the importance he places on academic advis-ing, both internally and externally, Reynders elevated Lopez’s title to vice president.

Since she came to academic advising from teach-ing – arriving at Morningside in 1990 and becoming a full professor in 1995 – Lopez brings a different sensibility to her position. “We don’t want to talk about advising as scheduling classes. Our approach is a very holistic approach to the experience of a college student at Morningside College,” said Lopez.

Krone Advising Center

10 | SEPTEMBER 14, 2015

HISPANIC OUTLOOK | INNOVATIONS/PROGRAMS

We don’t want you (students) to come here to meet with us just to select classes. We want to get to know you, to understand

who you are and to do a lot

of listening.” Lillian Lopez, vice president for academic advising,

Morningside College

“→ Lillian Lopez - The new (first-ever) vice president for

academic advising at Morningside College in Sioux City, Iowa

Focusing on First-Year StudentsThe transition from high school to college can

overwhelm many freshmen. To put their minds at ease and to meet both their academic and social needs, Lopez assigns each student an academic mentor at summer registration. “Our role is to mentor these students through the transition pro-cess from high school to college. I always say ‘It’s a revolutionary approach to advising,’” said Lopez. “We are working with our first-year students from the beginning to be forward thinking, to consider all the opportunities they will have. We want them to think about their dreams, their ideas and make them a reality,” she said.

Freshmen and their mentors work as a team from registration to the point at which the student declares a major. The goal of the mentors, or as they are sometimes called, first-year advisors, is to help lay the groundwork for a successful and gratifying college experience. Mentors encourage first-year students to explore their interests and to set goals for college and beyond. Lopez believes that first-year students need personalized attention so they can identify and achieve their personal, academic and professional goals.

Listening and MentoringLopez labels what she and her team of first-

year advisors are doing at Morningside College as “teaching.” In other advising models – those in which career services are separated from academic advising – students don’t start meeting with their career counselors until they are juniors or seniors. Lopez encourages Morningside freshmen to start thinking about who they want to be as soon as they set foot on campus. “How do we get them from point A to point B to realize those dreams?” asks Lopez. The answer is simple: listen to them.

Freshmen are young and over the course of their years in college they will change their minds numerous times, said Lopez. Students are constant-ly bombarded with new information and as a result they rethink and revise their original career plans over and over again. “We try not to use the word advising. We talk about mentoring, mentoring,

SEPTEMBER 14, 2015 | 11

INNOVATIONS/PROGRAMS | HISPANIC OUTLOOK

→ Krone Advising Center

mentoring. We help students select a good set of courses for every semester, but it’s a very individual-ized approach. We don’t want you to come here to meet with us just to select classes. We want to get to know you, to understand who you are and to do a lot of listening,” said Lopez.

Because Lopez’s first-year advisors have no other responsibilities on campus they wake up thinking about their current group of students. “The time and energy that they can dedicate to these first-year students is very different. It is their job to work and assist the first-year students,” said Lopez.

At the beginning of their sophomore year Morningside students are no longer mentored by their first-year advisors. From that point on Morningside faculty members rather than first-year advisors guide students through the next three years of their college experience. “Our compromise with the faculty was that we are going to work with these students and have them ready to be good advisees in their departments,” said Lopez.

The Krone Advising CenterCurrently the Krone Advising Center comprises

four professional first-year advisors as well as career

counseling offices and experiential learning. The ad-vising center is one of two new buildings in Morn-ingside’s new Academic Village, which was com-pleted and inaugurated last October. In addition to the advising center, the village has the school’s nurs-ing department, the education department and the newly-created applied agricultural and food studies program. “It’s state-of-the-art technology,” said Lopez. “The nurses have these incredible simulators to go through the whole process of administering to a patient. The building is designed to look and feel like a hospital or a doctor’s office. The education classrooms also are state-of-the-art.”

Almost symbolically, the Krone Advising Center is attached to the education building with a second story walkway. “We really see our advis-ing as teaching. It’s part of the learning process for a young person who is in college,” said Lopez. “I love teaching and I came to this job because I love advising and mentoring. As I look to the future, my main goal is to continue to move this institu-tion into a culture of mentoring,” said Lopez. She plans to apply a holistic approach to the growth and development of the young people who come to Morningside and stay for four years. •

12 | SEPTEMBER 14, 2015


By Michelle Adam

A LONG TIME COMING:

UNM Establishes Chicano Studies Department

Some would argue that the Chicano move-ment began in New Mexico, with Reies López Tijerina and the land grant movement, which

was followed by Cesar Chavez and a fight for farm-worker rights. This political movement of empow-erment for Chicanos then spread to universities in the late 1960s and 70s where students fought on behalf of creating Chicano Studies programs that would incorporate Chicano history, culture, and literature into higher education.

So, when the University of New Mexico (UNM) finally began its Chicana and Chicano Studies Department this fall, it seemed a long time coming. After all, by the late 1960s, the first Chica-no Studies departments were being established on college campuses, with 50 such programs created in California alone between 1968 and 1973, according to Higher Education in the United States by James J. F. Forest and Kevin Kinser. Although the UNM created a Chicano Studies program in 1970, it lagged behind most research universities in estab-lishing a major (which it did two years ago) and a department as it did this year.

An Ecstatic Moment“UNM was one of the first institutions to have

a Chicano Studies program, but it took quite a long time to get the major that other institutions had back in the 1970s. We may have been the last institution to establish a major,” said Irene Vasquez, chair of UNM’s new Chicana and Chicano Studies department. “Most people can’t believe it because of

how prominent the Chicano and Latino population is here in New Mexico. Arizona and California had majors back in the mid-70s. We lagged behind.”

Now that a department finally has been creat-ed, though, Vasquez and others are celebrating this pivotal moment. “The change to departmentaliza-tion was huge. We had community-based organi-zations, people from the NM Land Grant Council, babies, older children, elders, college students, Na-tive American Studies students, and more than 100 people waiting for the Faculty Senate approval,” said Vasquez of the vote that occurred in February of this year. “They were ecstatic!”

We study dynamics of power and oppression, but we also study the cultural production that Mexicans and Latinos have contributed over the centuries through art, politics, history, and economics.”Irene Vasquez, chair of UNM’s Chicana and Chicano Studies department

“

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CURRICULUM | HISPANIC OUTLOOK

Departmentalization: An Important StepWith a department now in place, UNM faculty

is finally able to dedicate more time than before to its Chicano Studies students. Prior to establishing a department, professors had two units of study to re-port to, thus thinning out attention they could give to students and research. For example, Vasquez had been teaching Chicano Studies classes in addition to American Studies classes.

Now, with change in place, one faculty mem-ber, New Mexico Poet Laureate Levi Romero, will move fully into the Chicana and Chicano Studies department, and Vasquez plans to dedicate 100 per-cent of her teaching time in Chicano Studies come the following school year.

“It is a critical time for Chicano Studies at UNM,” said Vasquez. “I think our program pro-vides a critical understanding of the historical and continual development of Mexican and Latino

→ (from left) Levi Romero, associate director, Timmie Escobedo, UNM student, and Mo Maestas (New Mexico House of Representatives), Olivia Romo, a graduating senior, and Irene Vasquez. Chicana and Chicano Studies was recognized on February 12, 2015 by New Mexico House of Representatives.

communities. We study dynamics of power and op-pression, but we also study the cultural production that Mexicans and Latinos have contributed over the centuries through art, politics, history, and eco-nomics. The stories, narratives, and cultures have been shaped by other people, and they have shaped the fabric of the U.S. and North American society. This story is part of everyone’s story.”

And she added, “All of the people who come into our program report knowing very little about the Hispanic population and Native American pop-ulation, even though the majority in this state are from these cultures. They come out of the program saying they’ve gained a deep appreciation for their own history. These classes are oriented toward social justice and creating better communities. Every time we get a new set of students, I see young people seeking the knowledge to help build better societies.”

14 | SEPTEMBER 14, 2015

HISPANIC OUTLOOK | CURRICULUM

Positive Change UNM’s Chicano Studies has come a long way

since Vasquez arrived in 2011 with only 90 students enrolled in merely two regular courses. “That was unbelievable for me coming from California,” she said. Vasquez, whose mother was a domestic and farm laborer, had supported students in a hunger strike that led to UCLA’s Chicana and Chicano Studies program in the early 1990s, and served as chair of the Chicana and Chicano Studies depart-ment at California State University, Dominguez Hills. She helped grow the program to its highest enrollment.

So, when she arrived at UNM, Vasquez set her sights on departmentalization, saying this would help them hire their own tenure-track faculty that could focus fully on research and students. Prior to reaching this goal, though, she established strong relationships with the community and created Chi-cano Studies as a major.

Within only two years of establishing a major, UNM had 20 students majoring in Chicano Stud-ies, and today Vasquez touts an enrollment of 400 students per semester who can choose from among 20 courses. Also, since departmentalization became formal in February, this fall’s enrollment has grown

36 percent from last year. “The fact that people may see us as legitimate because we have a bachelor’s degree impacts students wanting to be a part of the program. And now even more so now that they can take courses affiliated with a department,” said Vasquez.

Her success with the Chicana and Chicano Studies department has inspired other programs, such as Native American Studies, to follow suit. Vasquez has also set her sights on creating a master’s program.

For now, though, establishing a department dedicated to educating students on the crucial role that Latinos and Chicanos have played in society is an important step in empowering students in making a difference that will impact more than this coming year.

“The majority of students who have taken Chicano Studies have high GPAs and come in with leadership experience that they enhance through our program. They report that they come out with stronger communication skills, critical thinking skills, and a desire to be more involved in commu-nity,” said Vasquez. “This will only improve with departmentalization.” •

→First UNM Chicano and Chicana Studies Department Meeting

SEPTEMBER 14, 2015 | 15

CURRICULUM | HISPANIC OUTLOOK

“

College Board Targets Latinos as Part of

“All In” AP CampaignBy Marilyn Gilroy

All In,” a campaign from the College Board to encourage Latino students to enroll in AP courses, is in high gear. The campaign was

developed after an analysis of most recent data showed thousands of Latino students who have demonstrated the potential to do well in AP cours-es are not enrolling in them — even when their schools offer those courses.

Although Latino participation in AP courses has been growing and according to The Education Trust, has almost tripled in the last decade, their rate of enrollment still lags behind white and Asian students. This deficit continues despite years of efforts by educators across the country to steer qual-ified underrepresented and low-income students toward advanced placement work.

The goal of the “All In” program is to dramati-cally increase the number of minority students who participate in advanced placement. It is a multi-year, multifaceted, coordinated campaign aimed at students, parents and educators to boost the per-centage of African- American, Latino, and Native American students enrolled in AP.

“When we say ‘All In,’ we mean it,” said Da-vid Coleman, chairman and CEO of the College Board. “We want 100 percent of students who have demonstrated the potential to be successful in AP to take at least one AP course.”

Hispanics and APThe AP program enables students to take

college-level courses and exams, and to earn college credit or placement while still in high school. The

ANNUAL

TH

THE

AP® Report

to the NationFEBRUARY 11, 2014

program offers 38 courses and exams. At the end of the course, students must get a score of 3 or higher out of 5 in order to have it count as college credit. Some studies show students who take AP classes also do better in college, since these rigorous classes expose students to college-level work.

Among Latinos who take AP work, Spanish language remains the most popular exam. While

16 | SEPTEMBER 14, 2015


performing well on the exam can be a catalyst for Hispanics to enroll in other AP courses, the high rate of passing grades has been attributed to the fact that many Hispanics already speak Spanish when they are tested. Other popular AP courses for Hispanics include English language and literature and history. The greatest deficit in Hispanic AP enrollment is in math and science where 4 out of 10 Latinos who showed potential for success in AP science course work took such classes, as opposed to 6 out of 10 Asian-Americans

The College Board’s campaign comes in rec-ognition of the AP equity gap and need to expand opportunities for students nationwide. It builds on progress at the state level in which 28 states have shown increases in the Hispanic/Latino represen-tation among AP exam takers and those scoring 3 or higher. Latest figures show Illinois is one of the leaders in Latino student participation on AP exams. In 2014, Latinos made up 18 percent of Illinois high school graduates but represented more than 20 percent of graduates who took at least one AP exam. According to the Illinois State Board of Education, the number of Latinos students taking AP courses statewide quadrupled in a decade from 2160 in 2004 to 9287 in 2014.

Targeting Parents and StudentsCollege Board officials caution that enrollment

efforts cannot be a one- shot deal. Instead they advise educators that “repetition is necessary be-cause for many students, taking AP courses is a big and scary step, so you’ll probably have to bring it up more than once.” Most importantly the message must be that AP is linked to college and success. In College Board focus groups and polls, students report they are motivated to take AP classes because they feel the courses give them a “leg up in college” and will make them more successful in the future.

The “All In” campaign encourages educators to use PSAT scores and other tools to help identify African- American, Latino, and Native American students in school who might succeed in AP classes and who otherwise may be overlooked. Once stu-dents are identified, efforts must be made to reach

The greatest deficit in Hispanic AP enrollment is in math and science where 4 out of 10 Latinos who showed potential for success in AP science course work took such classes…out to students and their parents, counselors and teachers.

Here are a few highlights of the “All In” cam-paign recommended strategies:

Meet individually or in groups with every student of color with AP potential to encourage them to take the AP class for which they have shown potential. Students have repeatedly said that “being the only one” is a barrier to their participa-tion and that adult personal contact can make all the difference.

Meet with AP teachers and mention the stu-dents of color who have shown potential in their discipline. Ask them to meet with those students to encourage them to take AP classes.

Reach out to parents by generating letters and making follow-up calls to tell the parents about AP.

Establish a buddy system. For each discipline, arrange meetings between current or former AP students of color and students of color who have shown AP potential.

Monitor which students enroll in AP classes or prerequisites and followup with students who have not enrolled.

SEPTEMBER 14, 2015 | 17


Source: The College Board, 10th Annual AP Report to the Nation

18 | SEPTEMBER 14, 2015


Use all available communication tools such as bulletin boards, school newsletters websites, morn-ing announcements, Twitter, and the school Face-book account.

The campaign also offers a series of videos featuring working- class students such as Luhit Recinos, who took AP courses in high school and encourages other Latinos to enroll.

Responding to Critics The drive toward more AP participation is not

without its critics. John Tierney, a writer for the Atlantic magazine wrote in 2013 that although AP courses were started with good intentions, the concept has been “corrupted” and has become a moneymaking vehicle for the College Board. As someone who taught both high school and college, Tierney argued that the AP high school course “did not hold a candle” to his college-level course. He also said that “the AP curriculum prescribed a plan of study that squelches creativity and free inqui-

Percentage of Public High School Graduates Who Took an AP Exam During High School, U.S Public Schools

ry and covers too much material too quickly and superficially.” Diane Ravitch, a well-known research professor of education at New York University, has posted similar criticisms on her blog, adding that “students know that AP is far more about gaming the college acceptance process than it is learning.”

When rebutting these criticisms, College Board officials offer their own body of research about positive performance outcomes of the AP program. In May 2015, the National Bureau of Econom-ic Research released a study that showed gains in college graduation rates associated with Advanced Placement exams that lead to the granting of college credit.

Although the debate about the value of AP work continues, Trevor Packer, a senior vice presi-dent at the College Board commented that the AP program stands as a tribute to the work of “teachers, students, and college professors to create and attain a much higher standard for secondary schools that has typically been the case.” •

SEPTEMBER 14, 2015 | 19


The following article is an excerpt from Yvette Donado’s address to the National Association of Elementary School Principals

A Demographic TsunamiToday, we are caught up in an unprecedented

demographic “tsunami” for which we are inade-quately prepared. It has monumental implications for educators, parents, students, administrators – for our very democracy. Let me explain.

Demographic change is occurring at a faster pace than at any other time in our history. Califor-nia is a microcosm of that change. In 2014, Cali-fornia was already a majority-minority state, at 57.6 percent (38.8 percent Hispanic; 13 percent Asian/Pacific Islander; 5.8 percent black). Hispanic regis-tered voters in this state grew from 13.9 percent in the year 2000, to 26 percent in 2012.

Nationally, Asians – not Hispanics – are the fastest growing minority. Hispanics, at about 57 million nationally, are also growing rapidly. Bal-timore, Chicago, Houston, Los Angeles, Miami and New York are majority-minority cities. Last year, as I spoke to an audience of business leaders and educators in Madrid, they were intrigued by the fact that the U.S. Spanish-speaking population exceeds the size of their own country at 50 million!

“For if higher education is a valued international commodity, then quality primary education must be recognized as its incubator. As my good friend Loui Olivas, the president of the American Association of Hispanics in Higher Education, reminds me, ‘There is no higher education without quality lower education.’” Yvette Donado, chief administrative officer and senior vice president of Educational Testing Service

Yet, less enlightened leaders here at home would have us deny these realities; and even candidates for our highest office seem clearly out of touch with the need to embrace the current face of America.

Yvette Donado→

20 | SEPTEMBER 14, 2015

HISPANIC OUTLOOK | PERSPECTIVES

Diversity and Governance: Challenges Shared by Higher Ed and

Public Schools

The facts I will cite are certainly not new to you; but for context, allow me to share the follow-ing data:

• In 2013, the U.S. Census stated that “mi-nority” babies were being born at a faster rate than that of whites.

• The Pew Hispanic Center Census predicts that by 2050, non-Hispanic whites will be 47 percent of the population.

• In 2014, the high school graduation rate was 81.4 percent, nearing the 90 percent goal set by President Obama for 2020.

• The number of “drop out factories,” or low-performing schools, dropped to under 1,200.

• Low income students are a majority in our public schools.

• New York’s Latino high school graduation rate is nearly 20 points below the national average for all students

• There are 5.5 million American-born chil-dren of undocumented immigrants, and another 1.5 million who are here and also undocumented.

A few years ago, I led an ETS initiative to address the needs of the nation´s English language learners. We met with experts from across the country, conducted focus groups in several cities, reviewed the research and created an advisory com-mittee. One constant thread that struck me, was the extent to which teachers and principals lament-ed how ill-prepared they were to deal with the 21st century classroom. Although that classroom is increasingly diverse, their training has been largely rooted in the 20th century, highly theoretical, with little real world experience.

Then there’s the digital divide. The problem is not that teachers are inept when it comes to com-puters. It’s that they don’t know how to translate that knowledge into something that can help their students prepare for the future. A San Fernando Valley teacher said in a focus group that she had at least one Hispanic 6th grader who had never seen the ocean or a museum. That lack of exposure is incredibly sad. And we know what the effects are when an educator is discussing the ocean or a muse-um for a student who has seen neither. To her cred-it, that teacher, with the support of her principal, organized weekend beach and cultural excursions.

SEPTEMBER 14, 2015 | 21

PERSPECTIVES| HISPANIC OUTLOOK

Unfortunately, many school boards around the country have not kept pace with demograph-ic change. Some years ago, the Los Angeles Times ran a story about a school board with a majority of African-American members serving a district with a majority Latino enrollment. Now, surely the composition of that board was a vestige of a prior demographic era. We can’t blame the board members. Latinos in that district should have been mobilizing and running for those seats, using them, once gained, to assure a diverse perspective in school administration.

Elizabeth, New Jersey, close to Princeton, where I live, offers a contrast. Its population, at one time largely European in origin, is now about 60 percent

Hispanic. Its school board and its school principals mirror that fact. Now, I am not arguing that equity and opportunity can be assured only by parity rep-resentation on boards and in administration. What I am saying is that children’s needs can be better served by diversity on boards and in administration.

A recent opinion piece in The New York Times described a private school-dominated NY school district, north of Manhattan, whose board is all white, while the public school enrollment is 46 per-cent Hispanic and 43 percent black, or 89 percent minority. About 83 percent are poor and 27 percent are English learners.

Frankly – while I am a proud Latina – I must observe the inescapable truth that some leaders (Latinos included) have simply failed to seize the opportunity to replicate the Elizabeth example and counter the situation in the New York district. Institutional racism, be it conscious or not, does impede change. But the underserved and underrep-resented groups in every community, must work to ensure that they are represented on boards and in elective politics in general.

An Epiphany in EducationI am privileged to gain important insights from

the various non-profits that collaborate with ETS. I serve on the board of the Committee for Hispan-ic Children and Families, a New York City-based group that works in the poorest schools in The Bronx. It serves all students, and all families in the communities where it works. Its current chair is an African-American woman who in her day job runs a nonprofit that provides scholarships to urban minority children.

ETS also supports Dallas-based Parents Step Ahead (PSA). It works to get parents into schools – literally. K-12 enrollment in Dallas public schools is 65 percent Hispanic. PSA teaches parents and their children about risky behaviors, makes them aware of the value of school counselors, and about how to build a college-bound culture in the home. They promote parents reading to their children, and listening as their children read. Now, I could regale you with many anecdotes.

22 | SEPTEMBER 14, 2015

HISPANIC OUTLOOK | PERSPECTIVES

Here’s just one. PSA’s president, Lupita Colmo-nero, wanted to take the program to a suburban school. “They won’t come,” the principal replied. “We’ve invited them; THEY don’t care about edu-cation.” “What if we held the program on a Satur-day morning and provided a meal?,” asked PSA’s founder. “You’d be lucky if you got 75 people,” was the principal’s reply.

The principal acceded, and to her surprise 500 people showed up. McDonald’s sent extra meals, and the principal learned a valuable lesson. Many parents, working two or more jobs, caring for children, often two bus rides away, cannot attend a Thursday evening PTA meeting. Understanding the home environment is a key to educating.

Another example is Hispanics Inspiring Stu-dents’ Performance and Achievement, or HISPA, a New Jersey-based nonprofit that sends Hispanic role models into middle schools to tell their stories of how they overcame challenges to become suc-cessful professionals. Just last month, HISPA held its 6th annual youth conference at Princeton Uni-versity. I go every year, taking care to bring tissues to wipe away tears. The speakers, the role model stories are truly inspirational. And for many kids, it was their first time on a university campus, and the first time they met a successful professional whose success they might emulate.

HISPA arranged for me to be a Role Model speaker at a school in Trenton. The principal was in the room. But the lack of respect, discipline and considerate behavior among the students shocked me. “How can learning advance in such an envi-ronment?” The principal there struggles mightily, seemingly against all odds. I am still troubled by that experience. Having said that, the work YOU do continues to evoke my admiration and respect.

ClosingEach of you could cite similar anecdotes and

data and describe novel approaches to improving teaching and learning that you apply every day. I hope that mine are useful to you. To be explicit, we recognize that on its own, ETS as an institu-tion cannot and will not solve what confounds

The underserved

and underrepresented

groups in every

community must

work to ensure that

they are represented

on boards and in

elective politics in

general.”Yvette Donado

“

our collective efforts to improve education in this nation. That coveted outcome can only be achieved through strong alliances and true partnerships among: community based organizations, parents, educators, administrators, unions and policymak-ers. As leaders, you, we and others must demand the conditions and resources required—or we risk the inconceivable failure of our public school system. America must demonstrate leadership and muster the political will to address these inequities.

Let’s give our vote to those who advocate for our children. •

Yvette Donado is the chief administrative officer and senior vice president of Educational Testing Service in Princeton, N.J

SEPTEMBER 14, 2015 | 23

PERSPECTIVES| HISPANIC OUTLOOK

facebook.com/abrcms twitter.com/abrcms [email protected]

2014 Distribution of Scientific Disciplines

Biochemical - 855 (11%)

Cell Biological - 885 (11%)

Chemical -487 (6%)

Molecular - 496 (6%)

Microbiological - 800 (10%)

Neuroscience - 669 (8%)Physiological - 389 (5%)

Physical Sciences & Mathematics - 362 (5%)

Social & Behavioral Sciences & Public Health - 463 (6%)

Developmental Biological - 588 (7%)

Immunology - 562 (7%)

Cancer Biology - 681 (9%)

Unspecified - 710 (9%)

2014 ABRCMS Exhibitor Types

Educational Institutions 254

Federal/Gov. Agencies 16

Foundations/Research Hospital 3

Associations/Non-profits 45

Industry 4

Washington State Convention Center | Seattle, WA | November 11-14, 2015

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Dime con quien andas y te diré quien eres. – Miguel de Cervantes

Higher education – teachers, administrators, students and owners of enterprises that support it – require

positive, strong community to keep it at its best.How? By providing knowledge, network,

accountability and support. In their seminal work on the entrepreneurial mindset,

Who Owns the Icehouse? (2010), Clifton Taulbert and Gary Schoeniger refer to a Success Network consisting of entrepreneurs (problem solvers), advisors, mentors and friends who share the common drive to succeed. Partners, peers, professionals, mentors, employees (staff and students, in the case of higher education) constitute the network. But unlike a family – an original network into which each person is born by chance– success networks are formed intentionally. That support is developed by choice.

Partners must be chosen carefully, for they provide challenge, focus and accountability. Understanding one’s own strengths and weaknesses is crucial, for partners should be complementary and round out the team in a chosen endeavor. The risk of selecting partners who think alike is that the depth and breadth of problems – their conceptualization and solution – will be lesser than if diverse members question what is being done and why. Partners also bring different skills, abilities and resources to an endeavor. The right combination of people (who might not otherwise be friends) on a higher education team in administration, teaching or research will coalesce with positive synergy to successfully solve problems and strengthen the end product.

Peers – people down the hall or across the globe with similar beliefs, drive, and interests – can have a positive influence on work and the ability to solve problems. Peer pressure, however, often discourages divergent thinking and action, creating a drag on innovation. Peers may not always be the most objective when it comes to someone else’s work, but they still play a crucial role in its acceptance and success. They are also important in creating the social ambiance in higher education in which problem solving stagnates or flourishes.

Professionals in other fields are also an important part of an entrepreneurial problem-solver community, for they provide expertise in areas less understood but crucial to adoption of an approach or innovation. They have alternate ways of questioning and assessing the work that is done and the outcomes produced within

higher education and they might see pitfalls ahead that may not have been considered. Seek the counsel of other professionals even though it may be further afield, for the spread of ideas and their application may go farther than anticipated.

Mentors are part of the success community who provide guidance, insight, accountability and support. They are not always easy to find, for they must be willing to develop a relationship based on mutual respect and trust and invest in the problem-solver’s success. A mentor needs to be a step ahead like an experienced pathfinder. And the problem-solver – whether in teaching or administration – must be willing to heed the guidance offered. A mentor shares and supports success through thought, challenge and resources. They see limitations and celebrate the victories of overcoming them. Essentially they help the mentee stay focused and on track by encouraging self-scrutiny – like an external conscience and benevolent critic. Cherish a good mentor.

Staff and students are part of the success network in higher education. They, too, might question problems or processes and pose alternate ways of thinking. As consumers of both teaching and administration, they know what works well in a system and what doesn’t. Regarded differently than partners, peers or mentors, students and staff are nonetheless an important, valid voice in higher education success.

A success network provides a compass for those adopting an entrepreneurial mindset in higher education teaching and administration. Building and using a success network requires skill in relationships, creativity, resourcefulness, self-awareness, willingness to try something new, determination, and humility. A success network will pose the right questions and hold many of the answers to the problems studied and the solutions sought. Listen to them attentively and handle with care. •

Building the Right Network is Crucial to SuccessBy Marvin Lozano, EdD and Miquela Rivera, PhD

Marvin Lozano, EdD is a faculty member in the School of Business & Information Technology at Central New Mexico Community College in Albuquerque. He is an experienced small business consultant, commercial banker and entrepreneur. He has been honored as a USDA National Hispanic Fellow and as a Sam Walton Fellow.

Miquela Rivera, PhD is a licensed psychologist in Albuquerque with years of clinical, early childhood and consultative experience. Dr. Rivera’s column, “Priming the Pump” appears in each issue of Hispanic Outlook in Higher Education. She lives in Albuquerque.

SEPTEMBER 14, 2015 | 25

Helping New Students SucceedBy Gustavo A. Mellander

A new academic year has begun. There is an air of excitement at our colleges.

A New WorldMany freshmen students face stark academic

challenges or adventures (if you wish). They face a different world from what they encountered in high school. Even good students, well-orga-nized, intelligent ones, will have their moments of despair as they proceed through their new bio-sphere. College is quite simply different from high school. More is expected of students, more ma-turity, more self-discipline and on and on. Young people are expected to assume new responsibility as independent adults. Those who moved more than 100 miles away from home face another set of searing life adjustment problems dealing with mature life decisions as well.

Brains Under ConstructionMost young people can handle it. But upon

further reflection, one wonders how? Adolescent brains, particularly the part that deals with rea-soning and logic are not fully mature, not func-tioning very effectively.

Teenagers are teenagers. They can be illogical, exasperating and unreliable. They are “a work in progress.” Ask any faculty member who teaches freshmen courses.

Teenagers have been a puzzlement to adults from time immemorial. William Shakespeare in The Winter’s Tale had a shepherd lament “there were no age between ten and three-and-twenty, or that youth would sleep out the rest; for there is nothing in the between but getting wenches with

child, wronging the ancientry, stealing, fighting.” Today a high number of automobile accidents

are caused by teenagers. That’s why insurance rates are higher for families that have youngsters under the age of 25.

Recent research indicates one’s brain is not ful-ly mature until the age of 25. Yet, college students, fully unformed as they are, are placed in roles some adults would have difficulty succeeding.

DropoutsOne result? A high dropout rate with all the

attendant negative ramifications. I know some students transfer to other colleges, others take some time off and return to another college, but many don’t. It’s frustrating and a horrible waste of talent.

For students who might have had to struggle to go to college, as is true of many Hispanics, such a “failure” is hard to throw off.

In the bad old days, as recently as 50 years ago, swim or sink was a prevalent academic mind-set. Some confused students were lucky to bump into a caring teacher who would take them aside and help them through a problem or two. But there also was an attitude of superiority among many faculty members. They forgot the anxieties they suffered as students. Students who dropped out were considered less intelligent, less motivat-ed or simply unwilling to make the adjustments and sacrifices needed to earn a college degree.

It was a simplistic approach and very self-serv-ing since virtually all blame was placed on the student and not shared with the institution or its practices.

26 | SEPTEMBER 14, 2015

Dr. Vincent TintoIn the 1970s, Professor Tinto pioneered a dif-

ferent approach which emphasized the need for student integration early on with the institution to avoid alienation and dropping out. That interac-tion was most successful if a student could relate to a particular faculty member or academic disci-pline. At the same time, a favorable student asso-ciation with an ongoing activity such as the drama club, the choir, an athletic endeavor, etc., provided students a sense of participation and thus belong-ing.

Heavy liftingMuch of the early retention projects were as-

signed to student affairs departments and they did a fairly good job. But faculty who are the absolute key to successful retention results did not actively participate. Since they were not truly involved, the programs suffered.

Many faculty either paid lip service or ignored the goal. After all most of them had been privi-leged students and did not need such student-ori-ented programs. Many didn’t see the need for them. Further, many admit in private that their promotions and securing tenure was predicated on receiving grants and publishing, at least at pres-tigious universities. Universities do not hire or pro-mote faculty who have distinguished themselves retaining students. Many a “Teacher of the Year” has failed to receive tenure.

Faculty members are tired of hearing about retention programs and few embrace them. They reason that is a function of student affairs. Furthermore, if the university attracted better students, some say, there would be no need for retention programs.

All of that is unfortunate because most first-generation students which include a major-ity of Hispanics reside, benefit enormously from a personal connection with at least one faculty member. Dr. Mellander was a university dean for 15 years and a

college president for 20.

Some colleges have made retention one of their goals and not just because of an interest in helping their students succeed but many for cold financial reasons. That’s not a sin; but it does not nurture a supportive retention environment.

Community colleges have done a better job. Yet their raw retention figures look pretty sordid. They provide fodder for those who don’t support them. Some legislators and editors harp upon seemingly low completion rates obliviously to the fact that many students pursue short term goals such as accounting, computer skills, etc. Once acquired, they move on. They succeeded even though that might not be clear on a cold compila-tion sheet.

Bottom lineMore, if not all, faculty must become involved

in student retention or, as I prefer student success programs. Faculty must be more accessible to stu-dents especially to freshmen.

This will not happen unless student success becomes part of the fabric of an institution. Not just a goal, even an oft quoted one, but part of the institution’s very culture.

Professor Vincent Tinto, a thoughtful research-er, has studied all levels of higher education and addressed their particular retention realities. He emphasizes the need for committed faculty partic-ipation.

Over the years Tinto has received numerous awards. Recently he received the 2015 Harry S. Truman Award from the American Association of Community Colleges for his pioneering work. (President Truman, who never attended college, was instrumental in establishing the modern com-munity college system.)

I recommend two of Tinto’s books, his ground-breaking Leaving College and his most recent, Completing College. •

SEPTEMBER 14, 2015 | 27

From theScholars’Corner

The American Association for Hispanics in Higher Education is one of the few national organiza-tions working toward the improvement of high-

er education. As a graduate fellow attending the 2015 conference, my eyes were opened to possibilities offered through a supportive organization committed to our Latina/o communities.

From the first welcoming email, I was humbled by the variety of opportunities to listen and learn from peers, faculty, administrators, and the broad-er community of Latinas/os in higher education. A highlight for me was the session, “Social Media and the Academy,” led by Vanessa Monterosa, a 2014 Graduate Fellow and this year’s Social Media Chair. Dr. Monterosa introduced the possibilities as well as critical questions for a public scholarship beyond the boundaries of the ivory tower. Graduate fellows and faculty mentors engaged in a powerful debate around intellectual property and the role of the researcher. I was both inspired and encouraged by the community and the real world dilemmas, the urgency for change in our communities, and the fine line academics and researchers walk.

This was an important discussion for me on several levels. Witnessing an honest dialogue among academics without the baggage of defensiveness and insecurities was profound. This could not have happened without the trust and solidarity developed within our small community of graduate and faculty fellows. It also brought home for me the challenge I confront in my own work as a teacher, educator and researcher interested in learning from and with the

students, families, and communities we serve. The social and intellectual space created by the

program also challenged me to step up my game. To take intellectual risks, we need honest feedback from supportive mentors and peers. This space was quick-ly created during our graduate research symposium as our cohort presented our work to each other and to our alumni mentors. Dr. Nydia Sánchez provided insightful feedback to each of us within the small group with such personalization. It was a relief to hear suggestions for further readings and ways to improve our presentations, especially given the diverse group of scholars from a variety of backgrounds in the room. Hearing the work of my peers and getting feedback was strengthening, reinvigorating, and reenergizing.

Academia can be an isolating space, and the knowledge I gained from the AAHHE community will be something to which I know I will continue to return. Dr. Pedro Nava, my faculty mentor, provided guidance surrounding questions I’d never thought or knew to even ask. He shared practical tips on what to consider when seeking a position in the job market, knowing your own value, and negotiating with integ-rity, both with humor and humility. And conversations with Drs. Rebecca Burciaga and Luis Urrieta were inspiring, uplifting, and food for my soul.

These are only a handful of examples of the social and intellectual spaces and networks AAHHE pro-vides for our communities. The practical workshops, symposia, panels, plenary sessions, and presentations will continue to inform my work in the future, and the friendships made are of the kind that last a lifetime. •

By Lorena Guillén, PhD Candidate, College of Education, University of Washington, Seattle2015 AAHHE Graduate Fellow

28 | SEPTEMBER 14, 2015

The Book of Wantby Daniel A. Olivas. 2011, 144 pp. $16.95, Paper, ISBN: 978-0816528998. University of Arizona Press, www.uapress.arizona.edu.

Daniel A Olivas made his mark in Latino litera-ture through his popular short stories featured in many Hispanic anthologies such as Sudden Fiction Latino and Hate Crimes: Social Issues Firsthand. But Oli-vas says people always wanted to know when he was going to write a novel.

“After writing a novella, three short story collections, and a picture book, I relented,” says Olivas. And it was no easy task. Olivas is an attorney with the California Department of Jus-tice by day. Writing a novel would take a great deal of time and energy to complete. But Olivas’ readers will not be disappointed by his effort. The Book of Want is the story of one family in Los Angeles in the early 21st century. The structure of the novel is unique. Each chapter takes its inspiration from one of the Ten Commandments. The result is a story that spans a wide spectrum of characters and settings from the young and elderly to straight and gay. Ethnic and eco-nomic barriers are crossed. Rich and poor, Mexican and Jewish themes are also addressed.

The tapestry he weaves of religion, love, magic and death is taken from his own experiences. Oli-vas says, “Beyond being the grandson of Mexican immigrants, I am also a husband, father, son, brother, lawyer, urban dweller, Jew by choice, and friend to people from many cultures; the list is long. In other words, my writing reflects all aspects of my life ex-periences.” And because of Olivas’ life experiences, what could have been a hodgepodge of disparate sto-ries and characters fits together like a perfect puzzle.

The main character, who influences all other lives in The Book of Want, is Conchita, a voluptuous, headstrong single woman of a certain age who sees nothing wrong with enjoying the company of hand-some and usually much younger men. She resists pressure from her family to marry. Then she meets a widower with unusual gifts and begins to think about what she really wants out of life.

Julieta, Conchita ‘s younger sister, is much more conventional, but there is more that lurks beneath the surface of her domestic bliss than outsiders know. She and her husband each harbor secrets that could change their marriage and their lives forev-er. Their twin sons, both in college, struggle to find fulfillment. Mateo refuses to let anyone stand in the way of his happiness, while Rolando grapples with his sexuality and the family’s expectations. And from time to time, Belén, the family’s late matriarch, pays a visit to advise, scold or cajole her hapless descen-dants.

The Book of Want reveals the basic humanity, with all its warts and flaws, but the mystical element lifts it from the ordinary with a prologue that nicely sets up the story and an epilogue that ties up loose ends and provides the last morsel of a satisfying read.

Reviewed by Mary Ann Cooper

Clemente! The Enduring Legacy by Kal Wagenheim

Roberto Clemente, the first Latino baseball superstar, died on Dec. 31, 1972, when his plane crashed while he tried to fly relief supplies to earthquake victims in Nicaragua. Clemente’s legacy endures nearly four decades after his tragic death, because he was not only a superb player – one of the best ever – but also a true hero, a passionate advocate for civil rights, and for helping and inspiring others. Those who loved and admired Clemente speak out with touching memories in this moving and affecting book.

2010. 268 pp. ISBN 978-1558-7652-76. $24.95 paper. Markus Wiener Publishers. (609) 921-1141. www.markuswiener.com.

In Search of Duende by Federico Garcia Lorca

The notion of “duende”―a demonic earth spirit embodying irrationality, earthiness, and a height-ened awareness of death―became a cornerstone of Lorca’s poetics. In Search of Duende gathers Lorca’s writings about the duende and three art forms susceptible to it: dance, music, and the bullfight. A bilingual sampling of Lorca’s poetry is also included, making this an excellent intro-duction to Lorca’s poetry and prose for American readers.

2010. 100 pp. ISBN 978-0-8112-1855-9. $9.95 paper. New Di-rections Books. (212) 255 0231. www.ndbooks.com.

The Very Nature of God: Baroque Catholicism and Reli-gious Reform in Bourbon Mexico City by Brian Larkin

At the beginning of the 18th century, baroque Catholicism, with its exuberant ornamentation of sacred space and lavish rituals, dominated both ecclesiastical and lay religious practice in New Spain. During the second half of the 18th century, a group of reforming bishops attempted to remake religious culture, to move the faithful away from baroque Catholicism to a simpler, and in their minds, more interior piety.

2010. 326 pp. ISBN: 978-0-8263-4834-0. $27.95. paper. Univer-sity of New Mexico Press. (505) 277-2346. www.unmpress.com.

SEPTEMBER 14, 2015 | 29

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Loyola Marymount University is currently seeking applications for the following faculty positions to begin Fall 2016. All positions are at the Tenure Track Assistant Professor level unless otherwise specified. Salaries are competitive and commensurate with background and experience.

BELLARMINE COLLEGE OF LIBERAL ARTS

Department of Economics invites applications for Tenure Track Assistant Professor starting in August 2016. We seek candidates in Applied Macroeconomics with a complementary field in International Economics. Loyola Marymount requires a commitment to teaching in a liberal arts environment, where faculty members are expected to achieve excellence in scholarship and teaching and to contribute meaningfully to service. Departmental representatives will attend the ASSA meetings in San Francisco in January 2016, where interviews will be conducted. Loyola Marymount University is a premier Catholic university in the Jesuit and Marymount traditions that provides a transformative academic experience. We benefit from our location in Los Angeles, a dynamic city that provides an ideal context for study, research, creative work, and community engagement. We invite women and men who are diverse in talents, perspectives, and cultural backgrounds to enrich our educational community and advance our mission. Interested candidates should sub-mit a cover letter, curriculum vitae, teaching evaluations (if available), one or more research papers, and three letters of recommendation. All candidates must apply online at http://www.econjobmarket.org. We will begin reviewing files October 16, 2015, and all materials should be submitted by December 1, 2015 to guarantee full consideration.

Department of Psychology invites applications for Tenure Track Assistant Professor (Cognitive Psychology) to begin August 15, 2016. Applicants must have a Ph.D. in psychology with a background in cognitive psychology. Preference will be given to those with related expertise in neuroscience or neuropsychology. The department aims to hire an individual with the potential to develop an ongoing program of research into which undergraduate students/researchers can be integrated. The successful candidate will regularly teach courses in gen-eral psychology and cognition, and should be prepared to teach other courses such as introductory statistics, research methods, and other courses with a neuroscience theme. The LMU community, including the Department of Psychology, is composed of faculty, staff, and students from a wide range of culturally diverse backgrounds and a commitment to Catholic intellectual traditions. Applicants should be committed to working with populations, be committed to the LMU mission, and have a demonstrated commitment to undergraduate liberal arts teaching. Other responsibilities include the advising of students on their academ-ic and professional aspirations and participation in department, college, and university service activities. To apply, please send a letter of appli-cation, curriculum vitae, representative reprints or preprints, research and teaching statements, evidence of teaching ability (e.g., student evaluations), and at least three letters of recommendation by October 31, 2015. Please contact the chair of the search committee, Dr. David Hardy, at [email protected] if you have any questions about the position. Application materials (in pdf format) should be

emailed to [email protected] (preferred) or sent to mailing address: David J. Hardy, Ph.D., Chair Department of Psychology, Loyola Marymount University, 1 LMU Drive, Suite 4700, Los Angeles, CA 90045.

Department of Psychology invites applications for Tenure Track Assistant Professor (Clinical Psychology) to begin August 15, 2016. Applicants must have a Ph.D. in psychology with a background in clinical psychology. Preference will be given to those with expertise in cultural/cross-cultural studies. The department aims to hire an individual with the potential to develop an ongoing program of research into which undergraduate students/researchers can be integrated. The successful candidate will regularly teach courses in general psychology and clinical psychology, and should be prepared to teach other courses such as abnormal psychology, personality, and other courses with a cultural/cross-cultural theme. The LMU community, including the Department of Psychology, is composed of faculty, staff, and students from a wide range of culturally diverse backgrounds and a commitment to Catholic intellectual traditions. Applicants should be committed to working with diverse populations, be committed to the LMU mission, and have a demonstrated commitment to undergraduate liberal arts teaching. Other responsibilities include the advising of students on their academic and professional aspirations and participation in department, college, and university service activities. To apply, please send a letter of application, curriculum vitae, representative reprints or preprints, research and teaching statements, evidence of teaching ability (e.g., student evaluations), and at least three letters of recommendation by October 31, 2015. Please contact the chair of the search commit-tee, Dr. David Hardy, at [email protected] if you have any questions about the position. Application materials (in pdf format) should be emailed to [email protected] (preferred) or sent to mailing address: David J. Hardy, Ph.D., Chair Department of Psycholo-gy Loyola Marymount University, 1 LMU Drive, Suite 4700, Los Angeles, CA 90045. Department of Sociology seeks applicants for Tenure Track Assis-tant Professor beginning Fall 2016. The Department seeks a candidate holding a Ph.D. in Sociology who specializes in African American (Black American) or Latino/a experiences in the U.S. We are particularly interested in candidates who can teach Sociological Theory and/or Quan-titative Research Methods at the introductory undergraduate level. The Department places a high priority on diversity, social justice and inclu-sive pedagogy in fostering academic excellence. Candidates must have an active research agenda and show promise in teaching. If desired, the new faculty member will have the opportunity to contribute to interdis-ciplinary departments and programs, such as African American Studies,

LOYOLA MARYMOUNT UNIVERSITYOpenings for 2016-2017

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Chicano/a Studies, and Asian and Pacific American Studies. Interested applicants are invited to send electronic copies of the following: a cover letter addressing statement of teaching and research interests, curricu-lum vitae, a writing sample, and three letters of reference by October 1, 2015. Please send electronic copies of all materials to: Shannon Toston, Senior Administrative Coordinator, at: [email protected]. The letters of reference should be addressed to: Professor Anna Muraco, Associate Professor and Chair, Department of Sociol-ogy Suite 4314, University Hall, Loyola Marymount University, One LMU Drive, Los Angeles, CA 90045-2659.

Department of Theological Studies seeks applicants for Tenure Track Assistant Professor in Systematic Theology beginning Fall 2016. The Department seeks candidates with substantive training in Catholic systematic theology and who possess broad familiarity with the field of contemporary systematic theology. Subfields may include: ecumenical and interreligious dialogue; race and theology; and spirituality. The po-sition involves teaching in the University Core, the Theological Studies Major and Minor programs, and the Master of Arts programs in Theolo-gy and Pastoral Theology. Applicants must show promise of excellence in both teaching and research. Experience with engaged scholarship and learning among diverse communities is desired. The Ph.D. or equivalent is required. Interested applicants are invited to send: 1) a cover letter (outlining areas of teaching and research interests and resonance with LMU’s mission); 2) a curriculum vitae; 3) a statement of teaching philos-ophy and research interests; 4) a sample of scholarly writing; 5) a copy of Ph.D. transcripts; and 6) three letters of recommendation. Materials 1-5 should be emailed together as a complete package by October 15th to: Dr. Susan Abraham and Dr. Nicholas Denysenko, Co-Chairs of the Systematic Theology Search Committee, at [email protected]. Incomplete application packets will not be accepted. The three letters of recommendation should be emailed directly from recommenders by October 15th to [email protected]. Preliminary interviews will be conducted at the American Academy of Religion annual meeting in Atlanta. Applicants who will not be at the meeting may be requested to have online video interviews. Visit bellarmine.lmu.edu/theologicalstudies/ for additional information.

Department of Women’s and Gender Studies seeks applicants for Ten-ure Track Assistant Professor beginning Fall 2016. The Department seeks a candidate holding a Ph.D. in Women’s Studies, Ethnic Studies, or a social science discipline who specializes in women’s health and sexual-ity in a transnational context. Imperative is the ability to teach feminist research methods, women’s health and sexuality, and women in global communities. Strong candidates for this position should value and be able to conduct community based learning with underrepresented and/or marginalized minority populations. We welcome social science scholars whose research and teaching focus are on one or more of the following through the lens of gender, race, and sexuality: political economy, repro-ductive justice, critical race studies, development and policy, and/or im-migration. In addition, the Department places a high priority on diversity, social justice and inclusive pedagogy in fostering academic excellence. Candidates must show promise in both research and teaching. Experience with or interest in digital pedagogies or integrating technology in teaching in ways that enhance student learning would be considered an asset. In-terested applicants are invited to send a cover letter addressing statement of teaching and research interests, curriculum vitae, a writing sample, and three letters of reference by October 15, 2015 to: Professor Stella Oh, Associate Professor and Chair, Department of Women’s and Gender Studies Suite 4400, University Hall, Loyola Marymount University, One LMU Drive Los Angeles, CA 90045-2659. Please also send elec-tronic copies of all materials to [email protected].

COLLEGE OF BUSINESS ADMINISTRATION

Department of Finance invites applications for Tenure Track Assistant or Associate Professor beginning Fall 2016. Finance specialties desired include some, but not necessarily all, of the following: Applied financial modeling, derivatives, financial economics, and/or investments. Pri-or teaching and industry experience are valued, as well as an interest in teaching the other commonly-offered Finance specialties. Opportunities

exist for summer research grants, additional teaching income (e.g. exec-utive education and summer school), underwritten travel to professional conferences, and other international travel. The college subscribes to stan-dard databases (CRSP, Compustat, Execucomp, etc.) as well as WRDS. The LMU Finance faculty ranks #68 in research contribution to the top 3 finance journals (2012-2015). At the Assistant level, a Ph.D. or DBA in Finance is required along with evidence of teaching effectiveness and research potential. At the Associate level, candidates should also have a record of successful research and publications. While the appointment involves teaching at both the undergraduate and MBA levels, candidates with an interest and/or prior experience in executive education (e.g. our EMBA program) are encouraged to apply. Salary: Competitive. Con-tact: Applicants should e-mail their curriculum vitae, evidence of teach-ing effectiveness, letters of reference and a sample of research work to [email protected]. Finance search committee members: Susan Elkinawy, David Offenberg, Micah Officer, and Joshua Spizman.

Department of Management seeks applicants for Tenure Track Assistant/Associate Professor of Management with a focus on Strategic Management and a secondary interest in International Business. Prior teaching and, especially, industry experience are valued. Opportunities exist for summer research grants, additional teaching income (e.g. exec-utive education and summer school), underwritten travel to professional conferences, and other international travel. At the Assistant level, a Ph.D. or DBA in Management or a related area is required along with evidence of teaching effectiveness and research potential. At the Associate level, candidates should also have a record of successful research and publica-tion. While the appointment involves teaching at both the undergraduate and MBA levels, candidates with an interest and/or prior experience in executive education (e.g. our EMBA program) are encouraged to apply. Contact: Applicants should send their curriculum vitae, evidence of teaching effectiveness, letters of reference and a sample of research work by October 15, 2015 to: Dr. Dong Chen, Chair, Management Depart-ment Search Committee, College of Business Administration, Loyola Marymount University, One LMU Drive, Los Angeles, CA, 90045. Email submissions are encouraged to [email protected].

COLLEGE OF COMMUNICATION AND FINE ARTS

Art History Program invites applications for Tenure Track Assistant Professor in Ancient Art History to begin Fall 2016. The candidate is expected to teach courses dealing with the arts of the Ancient and Classical world with the ability to address visual, verbal and material culture from an interdisciplinary perspective. The course load will consist of survey classes of Art of the Western World, part I (Paleolithic Period through Late Antique Art) and upper division classes focused on Ancient Art. There will be opportunities to teach within the university core curriculum and to cross-list courses in the Department of Classics and Archaeology. Teaching expectations may also include a First Year Seminar and a methodological capstone course. The selected candidate will teach in the area of specialization, advise students, have an active scholarly engagement with the academic world, and participate in de-partmental and university service. A Ph.D. in Art History and 1-3 years teaching experience are required at the time of hire. Preference is given to candidates who demonstrate expertise in interdisciplinary approaches and current methodologies. Evidence of publication and active scholarly engagement will be required. The Art History Program, housed in the Department of Art and Art History, currently consists of three full-time tenure-track/tenured faculty members who are dedicated to supporting a liberal arts curriculum as well as excellent undergraduate training in Art History. A strong candidate for this position will be culturally sensi-tive, will value the university’s mission, and will demonstrate a special concern for the dialogue between faith and culture. To apply, please send a cover letter, curriculum vitae, statement of teaching philosophy, state-ment of research interests and goals, three letters of reference, and teach-ing evaluations (preferably two years of evaluations scanned as PDFs on a disk/flash drive) to Dr. Damon Willick, Associate Professor of Art History. Loyola Marymount University, 1 LMU Drive MS-8346, Los Angeles, CA 90045-2659. Application deadline: November 30, 2015.

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Department of Communication Studies seeks applicants for Tenure Track Assistant Professor in the area of Organizational Communication beginning Fall 2016. Communication Studies is one of the largest under-graduate programs at LMU, with approximately 500 majors. In keeping with LMU’s mission, our department emphasizes the ethical and effective deployment of communication in pursuit of a more just and humane world. We also strive to help students foster the knowledge and skills necessary to develop more satisfying personal and professional relation-ships. Our faculty is committed to scholarship and service projects that support our mission and reflect a critical orientation toward the discipline. We are committed to developing a culturally diverse environment for our faculty and students. This position requires a critical/cultural orienta-tion to the field of Organizational Communication with an emphasis on social justice. We are particularly interested in candidates whose areas of expertise include, but are not limited to, one or more of the following areas of study: corporate communication, strategic communication, crisis communication, organizational ethics, nonprofit organizations, and public advocacy. Qualifications: Applicants must have a doctorate in Communi-cation Studies in hand at the time a contract is offered. Final appointment is dependent on a confirmed terminal degree status. Applicants who have not yet completed their doctorate must demonstrate progress verifiable by evidence and substantive enough to ensure completion of their degree at the time of appointment. Candidates must be able to teach classes in Organizational Communication at lower and upper division levels; they must also be able to teach one or more of the following: Communication Theory, Research Methods, and Advanced Public Speaking/Rhetoric. This position also involves teaching and developing required and elective courses related to the Department’s curricular clusters of “Organizing and Relating,” and “Advocacy, Public Relations and Nonprofit Cul-ture.” Candidates should have at least two years of university teaching experience, which may include graduate teaching experience. Application materials should clearly demonstrate the ability to teach the anticipated course. Preferred candidates should demonstrate an ability to enrich our curriculum through innovative pedagogical approaches, such as commu-nity-based, experiential, applied, or other inventive and critical pedago-gies. The successful candidate will be expected to adopt a teacher-scholar model of professional engagement with a commitment to service and an established, or promise of, a productive agenda of research and scholar-ship. We value a diverse array of professional and practical experience in addition to the required academic qualifications. Application Details: Completed applications will be reviewed beginning on October 1, 2015 and will continue until the position is filled. A complete application portfolio requires: 1) a letter of application; 2) a current curriculum vitae; 3) official transcripts; 4) up to two examples of representative scholarship (such as published article/s, key dissertation chapters, competitively se-lected conference papers, manuscript submissions); 5) complete copies of teaching evaluations (including qualitative comments) reflecting at least two of her/his most recent years of university level teaching; 6) a state-ment of teaching philosophy; 7) sample syllabi related to this position; 8) at least three letters of reference; and 9) if the candidate does not have a doctorate, evidence of timeline and anticipated completion. Application materials should be sent to: Dr. Craig Rich, Search Committee Chair, Department of Communication Studies/Foley Building, 1 LMU Drive – MS 8231, Los Angeles, CA 90045. All materials must be submit-ted in hard copy format; electronic delivery of materials will not be accepted (with the exception of PDF copies of signed letters of ref-erence). Inquiries or comments (including those regarding required materials) should be directed to Dr. Craig Rich by e-mail at: [email protected]. Application Deadline: Materials must be received by October 1, 2015 to ensure full consideration. LMU places value on those who can share and teach differing points of view. Strong candidates will be committed to and effective in supporting and enhancing a cultur-ally rich and diverse learning environment. We also value those who will bring sensitivity to the independent cultural role of religions.

Graduate Department of Marital and Family Therapy seeks applicants for Tenure Track Assistant Professor to contribute to its history of excel-lence in art therapy training. Applicants with expertise and commitment to art therapy’s role in the promotion of social, cultural, and economic justice are invited to consider contributing to an exciting, multi-layered

educational mission. The department is comprised of a master’s degree program (MFT with specialized training in clinical art therapy), an inter-cultural summer exchange program in Mexico, a community outreach art therapy clinic, a journal dedicated to the exploration of clinical art therapy, an institute focused on art therapy inquiry, and a variety of community arts projects. Applicants are expected to have earned a doctorate in Art Therapy demonstrating evidence of the capacity to engage in scholarship and meet institutional requirements for tenure and promotion. At least two years of clinical practice, registration with the American Art Therapy Association, and license, or licensure eligibility in the State of California is required. Applicants should have a strong commitment to family sys-tems theory and experience in clinical work, teaching, community service, and scholarship. We especially value research and clinical interests that cross traditional boundaries of topics and methodology, and we encourage applicants to consider how innovative backgrounds might complement the current strengths and mission of the department. We are looking for a candidate with a background in marital and family therapy and art thera-py, a strong record of clinical excellence, an understanding and record of research, and experience in community service projects; in short a candi-date who envisions future leadership possibilities in the department and its multiple projects.To apply, send a letter of application, curriculum vitae, writing sample, teaching philosophy, evidence of degree/certificates, and the names and addresses of three references to: Debra Linesch, PhD., LMFT, ATR-BC, Professor & Chair, Graduate Department of Marital & Family Therapy, Loyola Marymount University, 1 LMU Drive, Los Angeles, CA 90045. Application Deadline: December 7, 2015.

SEAVER COLLEGE OF SCIENCE AND ENGINEERING

Department of Chemistry and Biochemistry invites applications for two Tenure Track Assistant Professor positions to begin Fall 2016. One position seeks to hire a candidate with an Organic Chemistry background. The second position seeks to hire a candidate with strong evidence of biochemistry training. Both positions seek candidates who are capable of conducting multi-disciplinary research with undergrad-uate research students. A Ph.D. in chemistry, biochemistry, or closely related field is required. In addition to excellent teaching, the successful candidates are expected to establish active research programs that will include undergraduate students, exposing them to current chemistry and biochemistry research techniques. Organic Chemistry Position: The successful candidate is expected to teach Organic Chemistry lecture and laboratory courses, upper divisional electives within the candidate’s area of expertise, and any other courses to fill departmental needs. Complete applications must include a letter of interest, curriculum vitae, a statement of teaching philosophy within an institution such as LMU, a description of proposed research projects, and three letters of recommendation. If you have prior relevant teaching experience you are encouraged to include student and/or peer evaluation information. Apply online at https://jobs.lmu.edu. Letters of recommendation should be emailed to Dr. Jeremy McCallum, Chair of the Organic Chemistry search committee, care of Laura Eklund at [email protected]. Please address ques-tions to Dr. Jeremy McCallum at [email protected] or (310) 338-1785. Review of completed applications will begin October 1, 2015 and continue until the position is filled. Biochemistry Position: The successful candidate is expected to teach Biochemistry lecture and laboratory courses, upper divisional electives within the candidate’s area of expertise, and any other courses to fill departmental needs. Complete applications must include a letter of interest, curriculum vitae, a statement of teaching philosophy within an institution such as LMU, a description of proposed research projects, and three letters of recommendation. If you have prior relevant teaching experience you are encouraged to include student and/or peer evaluation information. Apply online at https://jobs.lmu.edu. Letters of recommendation should be emailed to Dr. David Moffet, chair of the Biochemistry search committee, care of Laura Eklund at [email protected]. Please address questions to Dr. David Moffet at [email protected] or (310) 338-4400. Review of completed applications will begin October 1, 2015 and continue until the position is filled. To learn more about LMU and the Department visit www.lmu.edu and http://cse.lmu.edu/department/chemistry.

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Texas State University is a doctoral-granting Emerging Research University located in the burgeoning Austin-San Antonio corridor, the largest campus in The Texas State University System, and among the largest in the state. Texas State’s 36,739 students choose from 97 undergraduate and 88 master’s and 12 doctoral programs offered by ten colleges (Applied Arts, The Emmett and Miriam McCoy College of Business Administration, Education, Fine Arts and Communication, Health Professions, Honors, Liberal Arts, Science and Engineering, The Graduate College, and the University College). With a diverse campus community including 45% of the student body from ethnic minorities, Texas State is one of the top 15 producers of Hispanic baccalaureate graduates in the nation. In the fall of 2014, there were over 1,240 full-time faculty and nearly 2,000 full-time staff. Research and creative activities have led to growing success in attracting external support. For FY 2015, Texas State had an annual operating budget of $600 million. Texas State’s Research and Development expenditures for FY 2014 were more than $39 million. The Alkek Library has more than 2.4 million titles in its collection. Additional information about Texas State and its nationally recognized academic programs is available at http://www.txstate.edu.

Personnel Policies:Faculty members are eligible for life, disability, health, and dental insurance programs. A variety of retirement plans are available depending on eligibility. Participation in a retirement plan is mandatory. The State contributes toward the health insurance programs and all retirement plans. http://www.hr.txstate.edu/benefits.html

The Community:San Marcos, a city of about 54,000 residents, is situated in the beautiful Central Texas Hill Country, 30 miles south of Austin and 48 miles north of San Antonio. Metropolitan attractions plus outdoor recreational opportunities makes the community an attractive place in which to live and work. Other major metropolitan areas, including Houston and Dallas-Ft. Worth, are within four hours. Round Rock, a city of 109,000 residents is located 15 miles north of Austin in the Central Texas Hill Country.

Some positions may require teaching on the main campus and at the Texas State University Round Rock Campus.

Texas State University, to the extent not in conflict with federal or state law, prohibits discrimination or harassment on the basis of race, color, national origin, age, sex, religion, disability, veterans’ status, sexual orientation, gender identity or expression. Equal employment opportunities shall include: personnel transactions of recruitment, employment, training, upgrading, promotion, demotion, termination, and salary. Texas State is committed to increasing the di-versity of its faculty and senior administrative positions. Texas State University is a member of The Texas State University System. Texas State University is an EOE.

Texas State University is a tobacco-free campus. Smoking and the use of any tobacco product will not be allowed anywhere on Texas State property or in University owned or leased vehicles.

Application Material: Interested candidates should submit a letter of application indicating the position and the posting number for which they are apply-ing, a curriculum vita, a list of three references with addresses,e-mail addresses, and phone numbers, and additional application materials if required. All successful candidates must complete and submit a Faculty Em-ployment Application. Please visit our Faculty Employment Opportunities website for a complete listing of deadlines and application information:http://facultyrecords.provost.txstate.edu/faculty-employment/faculty-employment.html.

Address Replies To: Appropriate Search Committee Chair, Name of Department/School/Program, Texas State University, 601 University Drive, San Mar-cos, Texas 78666.

Duties Common to All Tenure-Track Faculty Positions:Teach undergraduate and graduate level courses in the field of specialization; conduct academic research in the field of specialization; for creative and performing arts disciplines, engage in juried creative activities; undertake assignments normally associated with teaching, scholarship, and service to the University; hold regular office hours; advise students; publish scholarly articles as appropriate to the discipline; present at conferences; participate in depart-mental meetings; and engage in faculty governance by serving on department, school, and University committees.

Additional Duties Common to All Clinical Faculty Positions:Engage in clinical training, supervision, program development and/or other areas of practical application; educate students for professional practice; provide education in the area of client/patient services; share professional expertise with students; and direct educational experiences in practice settings in their particular profession.

Selected candidates will be subject to a criminal background check

COLLEGE OF APPLIED ARTS

AGRICULTURE, CHAIR (2016-8). Required Qualifications: Earned doctorate in one of the disciplines served by the Agriculture Department, i.e., animal science, agriculture education, agricultural systems manage-ment, agribusiness, horticulture, plant and soil science or a closely related field; qualifications for appointment as a tenured Associate Professor or Professor; a record of published research in peer- reviewed journals; a re-cord of external funding and academic program development; and evidence of working with constituencies outside the university. The successful appli-cant will receive the appropriate rank and title based on university and

department established standards. Preferred Qualifications: A minimum of ten years college teaching experience with evidence of excellence; adminis-trative experience in budgeting and personnel; a demonstrated record of ad-ministrative success; experience working with graduate and undergraduate programs. Apply To: E-mail: [email protected]. Additional Application Material: Applicants should electronically submit a letter of application, Faculty Employment Application, curriculum vita, unofficial transcripts, and a list of three references with addresses and telephone num-bers. Search finalists will be required to provide official transcripts from all

TEXAS STATE UNIVERSITYANTICIPATED TENURE-TRACK AND CLINICAL FACULTY POSITIONS

Texas State University is a member of The Texas State University System.

SEPTEMBER 14, 2015 | 33

degree granting Universities. Review of applications begins October 30, 2015.

CRIMINAL JUSTICE, ASSISTANT OR ASSOCIATE PROFESSOR (2016-26). Required Qualifications: Ph.D. in criminal justice, criminology, or related field. ABDs will be considered for appointment at the rank of As-sistant Professor; however, a granted Ph.D. must be in hand at the start of the appointment. Those who hold a J.D. only will not be considered. Ap-plicants must show a strong record of, or potential for, sustained publication in peer-reviewed journals, commensurate with rank. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the School of Criminal Justice and Texas State University. Preferred Qualifications: Strong methodological skills, an ac-tive research agenda, a strong record of, or potential for, effective teaching, and the potential for external funding and the ability to mentor graduate stu-dents will be considered, as they will be an integral part of the successful candidate’s departmental responsibilities. Area of specialization is open and candidates with capabilities in all areas of criminology and criminal justice will be considered, but persons with capabilities in the substantive areas of policing, corrections, law/courts, or crime mapping/crime analysis are par-ticularly encouraged to apply. Apply To: Dr. Scott Bowman, Search Com-mittee Chair. Review of applications begins September 30, 2015.

CRIMINAL JUSTICE, ASSISTANT OR ASSOCIATE PROFESSOR (2016-27). Required Qualifications: Ph.D. in criminal justice, criminology, or related field. ABDs will be considered for appointment at the rank of As-sistant Professor; however, a granted Ph.D. must be in hand at the start of the appointment. Those who hold a J.D. only will not be considered. Ap-plicants must show a strong record of, or potential for, sustained publication in peer-reviewed journals, commensurate with rank. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the School of Criminal Justice and Texas State University. Preferred Qualifications: Strong methodological skills, an ac-tive research agenda, a strong record of, or potential for, effective teaching, and the potential for external funding and the ability to mentor graduate stu-dents will be considered, as they will be an integral part of the successful candidate’s departmental responsibilities. Area of specialization is open and candidates with capabilities in all areas of criminology and criminal justice will be considered, but persons with capabilities in the substantive areas of policing, corrections, law/courts, or crime mapping/crime analysis are par-ticularly encouraged to apply. Apply To: Dr. Scott Bowman, Search Com-mittee Chair. Review of applications begins September 30, 2015.

OCCUPATIONAL, WORKFORCE, AND LEADERSHIP STUDIES, ASSISTANT PROFESSOR (2016-23). Required Qualifications: Earned doctorate in education, human resource development, leadership, or related field by appointment date; teach introductory quantitative and qualitative research methods; evidence of working with diverse populations; a clear and focused research agenda; research agenda and/or academic preparation relat-ed to leadership or occupations and workforce; ability to revise courses and develop new courses. Preferred Qualifications: Higher education teaching experience; experience developing online courses and/or experience teach-ing courses online; submission of journal articles; experience with present-ing at professional conferences; experience with development for proposals for funding and/or working with funded projects. Apply To: OWLS Search Committee Chair, e-mail: [email protected]. Additional Application Ma-terial: A letter of intent describing experience and fit with the position and statement of research agenda. Review of applications begins January 19, 2016 and will continue until position is filled.

OCCUPATIONAL, WORKFORCE, AND LEADERSHIP STUDIES, CHAIR (2016-33). Required Qualifications: Earned doctorate in educa-tion, human resource development, leadership, or related field. A minimum of ten years post secondary teaching experience with evidence of excellence, record of published research in refereed journals, experience in adminis-tering undergraduate and graduate programs, and service appropriate for appointment at the Associate Professor or Professor rank; administrative experience in budgeting, securing external funds, electronic course develop-ment and delivery, and faculty development. The successful applicant will receive the appropriate rank and title based on university and department established standards. Apply To: Dr. Mary Jo Biggs, Search Committee Chair; e-mail: [email protected]. Additional Application Material: A letter of intent outlining professional experience no later than October 30, 2015. Review of applications begins October 30, 2015.

SOCIAL WORK, DIRECTOR (2016-7). Required Qualifications: 1) Master of social work from an accredited program with two years post-grad-uate practice experience; earned doctorate (preferably in social work or so-cial welfare) from an accredited program(s); and at least ten years of expe-rience in undergraduate and graduate social work education. 2) Evidence of successful administrative leadership experience to include: a) strong track

record of supervision and an ethical, participatory, and transparent manage-ment style that encourages, empowers, and develops faculty and staff yet provides critical evaluative feedback; b) demonstrated ability to effective-ly communicate with and promote diversity among faculty, staff, and stu-dents; and c) demonstrated successful experience with strategic planning, budget management, and scheduling of classes. 3) Established track record of scholarship and demonstrated administrative experience developing new revenue streams including resource development, solicitation of grants and contracts to ensure adequate program resources, and demonstrated ability to effectively interact and communicate with stakeholders in the universi-ty and local community, alumni, donors, and external funding sources. 4) Demonstrated knowledge of and experience with Council on Social Work Education reaffirmation of accreditation. 5) An established record of quality teaching, scholarship, and service activities, and evidence of ongoing, cur-rent high-quality activity in these areas at the level of Associate Professor or Professor. 6) The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: 1) Experience with distance education technologies/instruc-tional modalities. 2) Demonstrated commitment to engaging the community and fostering productive relationships with alumni and donors. 3) Evidence of skill working collaboratively with university, and community-based stakeholders, to articulate and accomplish the School’s mission of leadership for change in the public sector. 4) Evidence of administrative experience with an emerging, comprehensive, graduate degree-conferring university. 5) Experience with academic program development. 6) Evidence of knowl-edge about and experience with issues and trends of national importance. 7) Licensure at the LMSW or LCSW level, and/or potential to obtain licensure in Texas. Apply To: E-mail: [email protected]. Additional Application Material: Applicants should electronically submit a letter of application responding to each of the required and preferred qualifications stated above, Faculty Employment Application, curriculum vita, contact in-formation for a minimum of five references, and unofficial transcripts. Re-view of applications begins October 30, 2015.

SOCIAL WORK, ASSISTANT PROFESSOR (2016-24). Required Qual-ifications: M.S.W. and doctorate in social work or a closely related field by June 1, 2016. Show evidence of at least two years of full-time professional social work practice experience or the equivalent in part-time professional social work experience. Hold social work licensure in good standing or agree to attain licensure on hire; and document abilities to work as an effective team member. Preferred Qualifications: Show evidence of high-quality university teaching experience with diverse populations. Provide evidence of skills in quantitative and qualitative methods. Demonstrate an active re-search agenda through scholarly publications. Document evidence of ex-perience or interest in external research funding. Apply To: Dr. Catherine Hawkins, Chair of Search Committee, e-mail: [email protected]. Additional Application Material: Applicants must electronically submit a single pdf attachment that includes the following only, in this order: 1) A letter of application addressing both required and preferred qualifications; 2) Curriculum vita; 3) Statement of teaching philosophy including a brief summary of teaching evaluations (maximum 500 words); and 4) Names and complete contact information for three references. To ensure full consid-eration, title the pdf: YOUR LAST NAME_INITIALS_ASSTPROF and specify in the first sentence of the application letter that you are applying for the assistant professor position. The single pdf must arrive by 5 pm on November 14, 2015. Review of applications begins November 14, 2015.

EMMETT AND MIRIAM MCCOY COLLEGE OF BUSINESS ADMINISTRATION

FINANCE AND ECONOMICS, ASSISTANT OR ASSOCIATE PROFES-SOR (2016-28). Required Qualifications: Ph.D. in finance (or in a related area in which the primary focus of the education, experience, and practice is in finance) from an AACSB-accredited university. Advanced ABDs will be considered if degree completion is expected by the time of appointment. Candidates should exhibit a history of teaching effectiveness and potential for quality research. To be eligible for hire at the Associate Professor rank, candidates must meet the requirements for that rank as established by the de-partment and Texas State University. Preferred Qualifications: Candidates in all finance-related areas are welcome to apply. Preference will be given to candidates with an expertise in corporate finance or investments, especially candidates with a capability to teach these courses at the MBA level. Ap-ply To: Only e-mail applications sent to [email protected] will be accepted and considered. Additional Application Material: Applicants must electronically submit the following: a letter of application, curriculum vita, recent student evaluations of instruction, graduate transcripts (unofficial will be accepted), evidence of research potential, three letters of recommen-dation, and Faculty Employment Application. To ensure full consideration, submit the above materials by September 22, 2015. Review of applications begins September 23, 2015 and will continue until the position is filled.

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MANAGEMENT, ASSISTANT PROFESSOR (2016-13). Required Qual-ifications: Ph.D. in strategic management (or closely related business area) from an AACSB accredited school; ABDs will be considered depending on their program completion date. Preferred Qualifications: Preference will be given to candidates who provide evidence of excellence in teach-ing and scholarly research appropriate for rank. Apply To: Dr. Eric G. Kirby, Strategy Search Chair; e-mail: [email protected]. Additional Application Material: Documentation describing teaching philosophy, in-terests, performance, research interest, and accomplishments. To ensure full consideration, all materials must arrive by September 11, 2015. Review of applications begins September 11, 2015.

MANAGEMENT, ASSISTANT PROFESSOR (2016-14). Required Qual-ifications: Ph.D. in international management (or closely related business area) from an AACSB accredited school; ABDs will be considered depend-ing on their program completion date. Preferred Qualifications: Pref-erence will be given to candidates who provide evidence of excellence in teaching and scholarly management research appropriate for rank, and who can contribute in the area(s) of human resource management, organization-al behavior, or social issues. Apply To: Dr. Rob Konopaske, International Management Search Chair, e-mail: [email protected]. Additional Application Material: Documentation describing teaching philosophy, in-terest, performance, research interests, and accomplishments. To ensure full consideration, all materials must arrive by September 11, 2015. Review of applications begins September 11, 2015.

MANAGEMENT, ASSISTANT PROFESSOR, ASSOCIATE PROFESSOR, OR PROFESSOR (2016-15). Required Qualifications: Ph.D. in manage-ment or entrepreneurship (or closely related business area) from an AACSB accredited school. The successful applicant will receive the appropriate rank and title based on university and department established standards. Pre-ferred Qualifications: Preference will be given to candidates who provide evidence of a distinguished teaching record at both the undergraduate and graduate levels, outstanding research record with an ongoing research agen-da in entrepreneurship, demonstrated leadership in the profession and busi-ness community, and an exceptional service record. Apply To: Dr. James Bell, Entrepreneurship Search Chair; e-mail: [email protected]. Addition-al Application Material: Documentation describing teaching philosophy, interests, performance, research interest, and accomplishments. To ensure full consideration, all materials must arrive by September 11, 2015. Review of applications begins September 11, 2015.

COLLEGE OF EDUCATION

COUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGY, CLINICAL ASSISTANT OR ASSOCIATE PROFESSOR (2016-11). Required Qualifications: Doctorate (conferred on or before August 1, 2016) from a recognized school psychology program approved by NASP or accredited by the American Psychological Associa-tion (APA). Applicant must be eligible for Texas licensure as a psychologist and as a Licensed Specialist in School Psychology (LSSP); with a minimum of three years school-based psychology practice experience including clini-cal supervision experience. To be eligible for hire at the Associate Profes-sor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: University teaching experience, demonstrated competence in teaching in a variety of areas, experience conducting ASD assessments, working in university-based clinics, proficiency in Spanish, ex-perience working with English Language Learners including Spanish-speak-ing students, supervision of practicum and internship students, student ad-vising and mentoring, and certification from the National School Psychology Certification Board. Apply To: Dr. Jon Lasser, Chair, Faculty Search Com-mittee, Department of CLAS-ED 4030. Additional Application Material: Applicants must submit the following in one envelope via hard copy mail: a letter of application that specifically addresses the qualifications and re-sponsibilities noted in this posting, curriculum vita, three reprints of recent publications and/or examples of professional/practice activities, names and contact information for three references, and Faculty Employment Appli-cation. Review of applications begins November 1, 2015 and will continue until position is filled.

COUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGY, ASSISTANT PROFESSOR (2016-16). Re-quired Qualifications: Earned doctorate in counselor education or a related field by employment date of Fall 2016; a record of, or the potential for, re-search and publication at the national or international levels; and be licensed, or eligible for license, as a Texas LPC and/or LMFT. Preferred Qualifica-tions: Doctorate from a CACREP accredited program, experience teaching core courses in a CACREP accredited program (such as Research, Diag-nosis, Career and Assessment), experience providing clinical supervision,

and evidence of scholarship at the national or international level. Apply To: E. A. Schmidt, Ph.D., Search Committee Chair; Department of CLAS-ED 4032. Additional Application Material: Send via postal mail a letter of interest that specifically addresses the qualifications and responsibilities noted in this posting (include job posting number in the letter), names and contact information of five references, and reprints of no more than three recent publications. Review of applications begins November 15, 2015 and will continue until position is filled.

COUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGY, ASSISTANT PROFESSOR (2016-17). Re-quired Qualifications: Earned doctorate in counselor education or a re-lated field by employment date of Fall 2016; a record of, or the potential for, research and publication at the national or international levels; and be licensed, or eligible for license, as a Texas LPC and/or LMFT. Preferred Qualifications: Doctorate in counselor education from a CACREP accredit-ed program, experience teaching MCFC core courses in a CACREP accred-ited program (such as MCFC Theory and MCFC Assessment), experience providing clinical supervision, and evidence of scholarship at the national or international levels. Apply To: E. A. Schmidt, Ph.D., MCFC Search Com-mittee Chair; Department of CLAS-ED 4032. Additional Application Ma-terial: Send via postal mail a letter of interest that specifically addresses the qualifications and responsibilities noted in this posting (include job posting number in the letter), names and contact information of five references, and no more than three reprints of recent publications. Review of applications will begin on November 15, 2015 and will continue until position is filled.

COUNSELING, LEADERSHIP, ADULT EDUCATION, AND SCHOOL PSYCHOLOGY, ASSISTANT OR ASSOCIATE PROFESSOR (2016-18). Required Qualifications: Earned doctorate in counselor edu-cation by employment date of Fall 2016; demonstrable evidence of schol-arship or potential for scholarship at the national or international levels (as evidenced by refereed publications, refereed presentations, grants, current research, etc.); and university teaching experience in a graduate counseling program. For appointment at the Associate Professor rank, the applicant must document a sustained record of research and publication at the nation-al and/or international levels commensurate with department policy. Pre-ferred Qualifications: Experience working as a school counselor; demon-strated leadership in program, university and professional service activities (as evidenced by service reflected on vita); experience supervising practi-cum/internship; experience teaching courses in school counseling and devel-opment and career counseling; certified as a school counselor in the state of Texas; clinical experience with diverse populations; and an earned doctorate from a CACREP accredited program. Apply To: Dr. Eric Schmidt, Chair, School Counseling Faculty Search Committee; Department of CLAS-ED 4032. Additional Application Material: Send via postal mail a letter of ap-plication addressing the qualifications and job responsibilities noted in this posting (include posting number in the letter) and a sample of no more than three recent publications. Review of applications will begin on November 15, 2015 and will continue until position is filled.

HEALTH AND HUMAN PERFORMANCE, ASSISTANT OR ASSOCI-ATE PROFESSOR (2016-5). Required Qualifications: Earned doctorate in athletic training or related field prior to appointment date; demon-strated potential for scholarship (as evidenced by publications, presen-tations, grants, etc.); demonstrated potential for effective instruction in athletic training; current BOC certification and eligibility for athletic training licensure in Texas; and evidence of programmatic organization and leadership ability. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Pre-ferred Qualifications: Experience or participation in grant writing and obtaining external funding for athletic training/sports medicine-related research projects; research area that is congruent with existing lines of research within the division of Athletic Training; experience with grad-uate education and the ability to contribute to master’s programs; ability to integrate a diverse and multicultural perspective into teaching; work history that includes at least three years of athletic training clinical practice; and prior experience as a preceptor in a CAATE-accredited athletic training program. Apply To: Dr. Rod Harter, Search Committee Chair, c/o Marcus Hendry, A129 Jowers Center, e-mail: [email protected]. Additional Ap-plication Material: Cover letter, evidence of research and scholarship, e.g., reprints of recent publications, names and contact information of three refer-ences, and a copy of official terminal transcripts. Review of applications will begin on November 6, 2015 and will continue until position is filled.

COLLEGE OF FINE ARTS AND COMMUNICATION

ART AND DESIGN, ASSISTANT OR ASSOCIATE PROFESSOR (2016-32). Required Qualifications: M.F.A. or M.Des. in communication design,

SEPTEMBER 14, 2015 | 35

visual communications, graphic design, interactive design, or related disci-pline completed before September 2016. A record of professional accom-plishments in research/creative activity within the area of communication design. Strong design mechanics and conceptual skills. Demonstrated expertise in typography. Excellent oral and written communication skills. Knowledge of and experience with computer-mediated technologies and core software applications relevant to the communication design disci-pline (e.g., Macintosh OS, Adobe Creative Suite). To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: One or more years of successful university-level teaching in communication design. Curriculum development in communication design courses. Experience teaching ty-pography/typographic design; demonstrated engagement in curriculum de-velopment in foundations. Demonstrated knowledge in interactive, UX and UI design, or in motion graphics. Service within academic, professional, and community environments. Successful funding procurement and grant activity. Graduate-level research/theses supervision and advising experi-ence. Online and hybrid teaching experience. Apply To: E-mail complete application file to [email protected] with job number 2016-32 and your last name in the subject line. Additional Application Material: Ap-plicant must include: 1) Letter of application stating how experience and credentials fulfill the requirements for this position (not to exceed two pag-es); 2) Curriculum vita; 3) Up to 20 digital files (multi-page, single pdf) representing ten (10) personal creative works (may include time-based excerpts no longer than five minutes each); 4) Digital files (multi-page, single pdf) of ten (10) student works created under your direction; 5) An annotated list for both personal and student files. For personal work, state title, media, and date. For student work, provide course title, media, date, and assignment; 6) Statement of teaching philosophy (one page maximum); 7) Statement addressing current creative work (one page maximum); and 8) Contact information (e-mail address, phone numbers) for three current references. Electronic application procedure: 1) All application materials must be submitted in a multi-page, single pdf file in the order they are listed above (1-8). Limit pdf file size to 10MB or less and title the file as follows: last name_first name_CDsearch.pdf; 2) Examples of web/video/animation/motion graphics must be listed as hyperlinks within the pdf file and link to portfolio web sites or video sharing sites such as Vimeo. Do not e-mail motion graphic files; 3) E-mail complete application file to [email protected] with job number 2016-32 and your last name in the subject line; 4) All correspondence regarding the search will be conducted via e-mail. Please send any inquiries to [email protected] and include job num-ber 2016-32 in all correspondence; and 5) Only complete applications will be eligible for consideration. Review of applications begins December 1, 2015 and will continue until position is filled.

COLLEGE OF HEALTH PROFESSIONS

COMMUNICATION DISORDERS, ASSISTANT PROFESSOR (2016-9). Required Qualifications: Ph.D. in communication sciences and dis-orders or related area, however, ABD candidates near completion will be considered. Candidates must have a commitment to excellence in teaching and research in the areas of adult neurogenics, swallowing, or closely re-lated area. Desired candidates must be eligible for licensure in Texas, and the ASHA Certificate of Clinical Competence. Preferred Qualifications: Individuals with teaching and research expertise in aphasia, motor speech disorders, voice, augmentative or alternative communication, or other closely related areas are strongly encouraged to apply. Apply To: Renee Wendel, M.S., CCC-SLP, Search Committee Chair; e-mail: [email protected]. Additional Application Material: Letter of application describing teaching and research interests. Review of applications in progress and will continue until position is filled.

ST. DAVID’S SCHOOL OF NURSING, ASSISTANT PROFESSOR, AS-SOCIATE PROFESSOR, OR PROFESSOR (2016-10). Required Quali-fications: Earned doctorate in nursing or related field, B.S.N. or master’s degree in nursing; eligible for Registered Nurse (RN) licensure in Texas; and at least five years of clinical experience as a registered nurse. Expe-rience in program development, curriculum design, informatics and com-munications systems, and teaching in undergraduate general nursing as well as graduate level courses. Commitment to excellence in teaching and learning consistent with the nursing program’s vision, mission and goals as evidenced by a presentation during the campus visit with faculty. Re-cord of accomplishments in scholarship, teaching, and service appropriate for appointment at the rank of Assistant Professor (less than five years teaching), Associate Professor (minimum five years teaching), or Profes-sor (minimum ten years teaching) in a School of Nursing. The successful applicant will receive the appropriate rank and title based on university and department standards. Preferred Qualifications: Demonstrated success in faculty cooperative support and team development. Demonstrated leader-

ship supporting diversity in nursing education and professional develop-ment. Strong collegial leadership qualities. Experience in higher education including accreditation, program review, and assessment. Proven record of, or potential for, grantsmanship and extramural funding. Certified in one or more nursing specialties. Experience with formats of distance education, to include on-line instruction. Recent experience with clinical teaching and simulation instruction. Apply To: Dr. Pamela Willson, 1555 University Boulevard, Round Rock, TX 78665, e-mail: [email protected]. Addi-tional Application Material: A letter of application to reference the posi-tion qualifications. Review of applications in progress and will continue until position is filled.

ST. DAVID’S SCHOOL OF NURSING, ASSISTANT PROFESSOR, AS-SOCIATE PROFESSOR, OR PROFESSOR (2016-34). Required Quali-fications: Earned doctorate in nursing or related field, B.S.N. or M.S.N.; certification as a Family Nurse Practitioner; eligible for Advanced Practice Registered Nurse (APRN) licensure in Texas; and at least three years of clinical experience as a family nurse practitioner. Commitment to excel-lence in teaching and learning consistent with the nursing program’s vi-sion, mission and goals as evidenced by a presentation during the campus visit with faculty. Record of accomplishments in scholarship, teaching, and service appropriate for appointment at the rank of Assistant Professor (less than five years teaching), Associate Professor (minimum five years teaching), or Professor (minimum ten years teaching) in a School of Nurs-ing. The successful applicant will receive the appropriate rank and title based on university and department standards. Preferred Qualifications: Demonstrated success in faculty cooperative support and team develop-ment. Demonstrated leadership supporting diversity in nursing education and professional development. Experience in program development, cur-riculum design, informatics and communications systems with simulation experience, and teaching in a Family Nurse Practitioner Program. Record of accomplishments in scholarly/creative (grantsmanship and extramural funding) and service. Experience in higher education including accredita-tion, program review, and assessment. Experience with formats of distance education, to include on-line instruction. Experience in building and pro-moting community relationships. Apply To: Dr. Shirley Levenson, 1555 University Boulevard, Round Rock, TX 78665, e-mail: [email protected]. Additional Application Material: A letter of application to reference the position qualifications. Review of applications begins February 1, 2016 and will continue until position is filled.

ST. DAVID’S SCHOOL OF NURSING, ASSISTANT PROFESSOR, AS-SOCIATE PROFESSOR, OR PROFESSOR (2016-35). Required Quali-fications: Earned doctorate in nursing or related field, B.S.N. or M.S.N.; eligible for Registered Nurse (RN) licensure in Texas; and at least five years of clinical experience as a registered nurse. Experience in program devel-opment, curriculum design, informatics and communications systems, and teaching in undergraduate general nursing as well as graduate level special-ty areas. Commitment to excellence in teaching and learning consistent with the nursing program’s vision, mission and goals as evidenced by a pre-sentation during the campus visit with faculty. Record of accomplishments in scholarship, teaching, and service appropriate for appointment at the rank of Assistant Professor (less than five years teaching), Associate Professor (minimum five years teaching), or Professor (minimum ten years teaching) in a School of Nursing. The successful applicant will receive the appropri-ate rank and title based on university and department standards. Preferred Qualifications: Demonstrated success in faculty cooperative support and team development. Demonstrated leadership supporting diversity in nurs-ing education and professional development. Strong collegial leadership qualities. Experience in higher education including accreditation, program review, and assessment. Proven record of, or potential for, grantsmanship and extramural funding. Certified in one or more nursing specialties. Ex-perience with formats of distance education, to include on-line instruction. Recent experience with clinical teaching and simulation instruction. Ap-ply To: Dr. Barbara Covington, 1555 University Boulevard, Round Rock, TX 78665, e-mail: [email protected]. Additional Application Material: A letter of application to reference the position qualifications. Review of applications begins November 1, 2015 and will continue until position is filled.

COLLEGE OF LIBERAL ARTS

GEOGRAPHY, ASSISTANT PROFESSOR (2016-30). Required Qualifi-cations: Ph.D. in geography, or a related field, by time of appointment; and a demonstrated record of excellence in teaching and research. The ability to teach courses in support of our undergraduate and graduate programs, in-cluding introductory and advanced courses in urban geography. Preferred Qualifications: Preference may be given to applicants with additional ex-pertise in health/medical geography or economic geography and to candi-dates demonstrating evidence of seeking/securing external research grants. Apply To: Dr. Alberto Giordano, e-mail: [email protected]. Ad-

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ditional Application Material: Applicants must electronically submit the following no later than October 1, 2015: 1) A letter of application outlining teaching experience, career goals, and fit within department; 2) Curriculum vita; 3) At least two samples of published scholarship; 4) Course teaching evaluations (if available); and 5) Three letters of reference. Only complete applications (including all three letters of reference) received by October 1 will be considered. Please indicate “Urban Geography Assistant Professor Position” in the subject line of all e-mails related to this search. Review of applications begins October 1, 2015.

GEOGRAPHY, ASSISTANT PROFESSOR (2016-31). Required Quali-fications: Ph.D. in geography, or a related field, by time of appointment; and a demonstrated record of excellence in teaching and research. The ability to teach courses in support of our undergraduate and graduate pro-grams, including introductory and advanced courses in cartographic design, cartographic theory, and geovisualization. Preferred Qualifications: Pref-erence may be given to candidates demonstrating evidence of seeking/se-curing external research grants. Apply To: Dr. Alberto Giordano, e-mail: [email protected]. Additional Application Material: Applicants must electronically submit the following no later than October 1, 2015: 1) A letter of application outlining teaching experience, career goals, and fit within department; 2) Curriculum vita; 3) At least two samples of published scholarship; 4) Course teaching evaluations (if available); and 5) Three let-ters of reference. Only complete applications (including all three letters of reference) received by October 1 will be considered. Please indicate “Cartography Assistant Professor Position” in the subject line of all e-mails related to this search. Review of applications begins October 1, 2015.

POLITICAL SCIENCE, ASSISTANT PROFESSOR (2016-4). Required Qualifications: Earned Ph.D. in political science, or ABD in political science (degree must be earned by the beginning of Fall 2016 semester); research agenda focusing on American political development or political theory; and ability to teach a variety of courses in American national gov-ernment and political theory. Preferred Qualifications: Ability to teach courses in constitutional law; demonstrated potential for exceptional schol-arly research and publication in area of specialization; demonstrated poten-tial for exceptional teaching in relevant areas; and effective interpersonal skills. Apply To: Dr. Kenneth Ward, Search Committee Chair, c/o Jo Ellen Korthals, e-mail: [email protected]. Additional Application Material: Applicants may submit the following materials electronically, using Micro-soft Word doc or rtf, or pdf files: Letter of application addressing required and preferred qualifications, all college transcripts, samples of scholarly work (presentations and/or publications), syllabi (if available), and three letters of recommendation. Applicants are strongly encouraged to submit materials before the review of applicants begins. Review of applications begins October 1, 2015 and will continue until the position is filled.

PSYCHOLOGY, ASSISTANT PROFESSOR (2016-12). Required Qual-ifications: Ph.D. in developmental psychology or a closely related field by the time of appointment. Preferred Qualifications: Active research program in developmental psychology involving students; experience or interest in seeking external research funding; and university teaching expe-rience. Apply To: Developmental Psychology Search Committee, e-mail: [email protected]. Additional Application Material: Appli-cants must electronically submit a cover letter, curriculum vita, statement of research interests, copies of representative published work, and statement of teaching philosophy. Please arrange for three letters of reference to be sent via e-mail. To ensure full consideration all materials must arrive by October 1, 2015. Review of applications begins October 1, 2015 and will continue until the position is filled.

SOCIOLOGY, ASSISTANT OR ASSOCIATE PROFESSOR (2016-29). Re-quired Qualifications: Ph.D. in sociology, applied sociology, social geron-tology, gerontology, applied gerontology or aging studies by August 2016. Demonstrate ability to teach online sociology courses in gerontology and/or aging, and provide evidence of scholarly potential commensurate with the tenure expectations of our department. Required areas of specializa-tion are gerontology and/or aging. A background in sociological knowledge and perspectives. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: An active research agenda in dementia studies, a special-ization in quantitative methods, and the ability to obtain external funding. Apply To: Dr. Toni Watt, Search Committee Chair; e-mail: [email protected]. Additional Application Material: Applicants must electronically submit a cover letter, a statement on research, a statement on teaching and example of recent or suggested syllabus, curriculum vita, and the names of three references. Review of applications begins October 1, 2015 and will continue until the position is filled.

COLLEGE OF SCIENCE AND ENGINEERING

COLLEGE OF SCIENCE AND ENGINEERING, DEAN (2016-19). Required Qualifications: Earned doctorate; a record of intellectual and academic accomplishments sufficient for a tenured appointment at the rank of Professor in an academic unit within the College; and university admin-istrative experience at the level of department chair, school director, dean or higher (including experience with budgets, the tenure and promotion process, faculty and staff hiring, and program development or assessment). Preferred Qualifications: Leadership and interpersonal skills necessary to promote and balance the interests of the varied units within the college, a strong record of funded research, a strong record of scholarly achievement, a commitment to promoting and embracing diversity, and experience work-ing with industry and/or other external partners. Apply To: Dr. Michael Hennessy, Dean, College of Liberal Arts, e-mail: [email protected]. Additional Application Material: To ensure full consideration, candidates should electronically submit the following materials no later than November 1, 2015 with the subject line “COSE Dean Search Applica-tion”: faculty application, curriculum vita, letter of intent addressing how the candidate meets the required and preferred qualifications, and a list of five references (with contact information). Review of applications begins November 1, 2015 and will continue until position is filled.

INGRAM SCHOOL OF ENGINEERING, ASSISTANT PROFESSOR (2016-2). Required Qualifications: Earned doctorate in industrial engineering or a closely related discipline; strong track record in research demonstrated by publications in internationally recognized journals and conferences; proven ability as an effective teacher in an academic environment; and excellent oral and written English language skills. Preferred Qualifications: Expertise in operations research, sustainable manufacturing, reliability/quality, healthcare, energy, transportation, and/or data analytics; industrial, commercialization, or post-doctoral experience; ability to work across multiple specialties within industrial engineering; and prior experience writing and securing grants and/or contracts. Apply To: IE Search Coordinator via the Ingram School of Engineering website at http://www.engineering.txstate.edu/Contact/positions.html. Additional Application Material: Statements of teaching and research interests. Review of applicants will begin December 1, 2015 and will continue until the position is filled.

INGRAM SCHOOL OF ENGINEERING, ASSISTANT PROFESSOR (2016-3). Required Qualifications: Earned doctorate in electrical engi-neering, computer engineering, or a closely related discipline; strong track record in research demonstrated by publications in internationally recog-nized journals and conferences; proven ability as an effective teacher in an academic environment; and excellent oral and written English language skills. Preferred Qualifications: Research specialization in computer en-gineering, computer networks and distributed systems, digital electronics, or analog and mixed signal electronics; industrial, commercialization, or post-doctoral experience; ability to work across multiple specialties with-in electrical engineering; and prior experience writing and securing grants and/or contracts. Apply To: EE Search Coordinator via the Ingram School of Engineering website at http://www.engineering.txstate.edu/Contact/positions.html. Additional Application Material: Statements of teaching and research interests. Review of applications begins December 1, 2015 and will continue until the position is filled.

ENGINEERING TECHNOLOGY, ASSISTANT OR ASSOCIATE PRO-FESSOR (2016-21). Required Qualifications: Doctorate in any of the fol-lowing disciplines: civil engineering, construction management, geology, materials science or chemistry (with a materials emphasis), business or a closely related field that focuses on concrete, aggregates, and cemetitious materials, and/or business practices in the concrete and construction ma-terials industry. An undergraduate degree in civil engineering, construc-tion management, or a field closely related to the concrete and construction materials industry. Excellent English speaking and writing skills. To be eligible for hire at the Associate Professor rank, candidate must meet the requirements for that rank as established by the department. The successful applicant will receive the appropriate rank and title based on university and department established standards. Preferred Qualifications: Professional licensure or certification, the qualifications to secure professional licensure, field experience in the concrete industry, and prior teaching experience. Research interests in one or more of the following areas: concrete durabil-ity, concrete pavements, modeling of concrete performance and advanced concrete and cemetitious materials, engineering economics, supply chain management and inventory control, project management, and other busi-ness practices in the concrete and construction materials industry. Apply To: Dr. John Schemmel, Search Committee Chair, RFM 2240F, e-mail: [email protected]. Additional Application Material: Statement of teaching philosophy and research interests. Review of applicants will begin November 9, 2015 and will continue until the position is filled.

SEPTEMBER 14, 2015 | 37

2015-16 Tenure Track Recruitmentwww.csulb.edu/aa/personnel/jobs

California State University, Long Beach (CSULB) is one of the largest and most comprehensive public universities in the nation, enrolling approximately 37,000 students. CSULB is located in Long Beach, the seventh largest city in California, on a beautifully landscaped 320-acre campus near the ocean and in close proximity to the thriving downtown Long Beach area. CSULB is a diverse and ambitious institution that is proud to be among the nation’s premier comprehensive universities. The faculty and staff of CSULB are engaged in a broad array of high-quality undergraduate and graduate programs, significant research and creative activities, and a wide range of community and professional service activities. CSULB seeks outstanding, publicly engaged leaders to join a dedicated leadership team that is committed to advancing the University's broad and forward-seeking mission. Read more at www.csulb.edu.

CSULB is committed to creating a community in which a diverse population can learn, live, and work in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual, without regard to race, color, national origin, ancestry, religious creed, sex, gender identity, sexual orientation, marital status, disability, medical condition, age, Vietnam era veteran status, or any other veteran's status. CSULB is an Equal Opportunity Employer.

College of Engineering• Biomedical Engineering• Computer Engineering Computer Science

(Computer Engineering)• Computer Engineering Computer Science

(Computer Science)• Chemical Engineering (Process Integration,

Optimization, and Automation)• Mechanical and Aerospace Engineering

(Thermal-Fluids Engineering)• Mechanical and Aerospace Engineering

(Mechanical Engineering Design)

College of Health and Human Services• Criminology, Criminal Justice, and Emergency

Management (Criminal Justice)• Family and Consumer Sciences (Gerontology)• Family and Consumer Sciences (Child

Development and Family Studies)• Health Care Administration (Health Care

Operations and Operations Research)• Health Care Administration (Managed Care and

Risk Management)• Health Science (Environmental Health)• Health Science (Epidemiology)• Kinesiology (Exercise Psychology)• Nursing (Adult-Gerontology Acute Care Nurse

Practitioner)• Nursing (Family Nurse Practitioner)• Nursing (Nursing and Health Systems Executive

Management/Healthcare Policy Specialist)• Nursing (Public Health Nursing/Epidemiology/

Global Population Health)• Physical Therapy (Sports Orthopedic

Rehabilitation)

College of the Arts• Art (Illustration/Animation Program)• Art (Drawing and Painting Program)• Dance• Design (Industrial Design)• Design (Interior Design)• Film and Electronic Arts (Screenwriting)• Music (Music Education: Choral/Vocal)• Music (Music Education: Instrumental)• Theatre Arts (Department Chair)• Theatre Arts (Theatre Management)

College of Liberal Arts• American Indian Studies• American Studies• Chicano & Latino Studies (Chicano/a History)• Communication Studies (Communication Technology)• Economics (Macroeconomics, International Finance)• Geography• Human Development• Journalism and Mass Communication (Public Relations)• Psychology (Community Psychology)• Psychology (Behavioral Neuroscience / Biological

Psychology)• Romance, German, Russian Languages and Literatures

(German)• Sociology (Social Psychology)• Sociology (Sociology of Education)• Women’s, Gender, and Sexuality Studies

College of Natural Sciences and Mathematics• Chemistry and Biochemistry (Inorganic or Physical

Chemistry)• Mathematics and Statistics (Mathematics Education)• Mathematics and Statistics (Applied Mathematics)

38 | SEPTEMBER, 14 2015

For more detailed job announcements, please visit the following website: http://education.indiana.edu/about/jobs/faculty/index.html

The School of Education at Indiana University invites applications for five faculty positions to begin August 2016. All five positions are full-time academic year positions. Candidates for all positions should have an earned doctoral degree in the field appropriate to each listing or a related field before the start date and should include in their application materials: 1) a letter of application describing research and teaching interests, 2) a curriculum vitae, 3) a transcript of graduate work, 4) up to three samples of your scholarly writing, 5) evidence of teaching effectiveness, and 6) contact information for three professional references. References will be contacted only after applicant has been notified. Also, please include additional materials specified for each position. Please upload all materials to https://indiana.peo-pleadmin.com/. Mailing address: School of Education, Indiana University, 201 North Rose Avenue, Bloomington, IN 47405. Date of review of applications for all positions is October 1, 2015 and will continue until the positions are filled.

Open Rank position in Adult Education: The successful candidate for this tenured/tenure track position will be expected to teach, con-duct and publish research, seek opportunities for internal and external grant funding, and supervise graduate students. The required qual-ifications are evidence of successful online and face-to-face teaching and scholarly activity, such as grants or publications in professional journals and presentations at international and national conferences. Highly desirable qualifications include: 1) research and teaching experience in the field of adult education, 2) knowledge of instructional technology and/or related areas, 3) commitment to collaborative models of learning and leadership, and 4) experience in advising graduate students or experience working in other situations where the applicant has worked with adult learners. Three additional (total of six) references will be needed for appointments at the associate or professor level. For additional information, please contact the Chair of the Search Committee, Frank Di Silvestro, [email protected], 812 855 6520.

Assistant Professor in Counseling—School Counseling Emphasis: The successful candidate for this tenure track position will have an earned doctorate from a counselor education or counseling psychology program with appropriate program accreditation, and expertise in school counseling. Desired qualifications: 1) expertise in African American psychology, health psychology, women’s issues, interpersonal skills training, multicultural counseling, or cognitive and personality assessments; 2) success or strong potential for seeking external re-search funding; 3) licensure or eligibility for licensure as a counselor or psychologist; and 4) interest in and potential for program leader-ship. For additional information, please contact Chair of the Search Committee, Dr. Y. Barry Chung, [email protected] 812 856 8009.

Open Rank position in Educational Leadership: The successful candidate for this tenured/tenure track position will have research and teaching interests related to K-12 leadership, politics, and education policy. Preference will be given to candidates eligible for the rank of professor or associate professor and to those with strong quantitative research skills. Three additional (total of six) references will be needed for appointments at the associate or professor level. For additional information, please contact the Chair of the Search Commit-tee, Dr. Janet Decker, [email protected] 812 856 8375.

Open Rank position in Educational Research Methodology—Quantitative Emphasis: The successful candidate for this tenure track assis-tant or associate professor position will have expertise in advanced quantitative methodologies and a broad and critical understanding of inquiry methodologies in educational contexts and the ability to work collaboratively with colleagues in the department and in the school. For additional information, please contact Chair of the Search Committee, Dr. Phil Carspecken [email protected] 812 856 8356 or Dr. Barbara Dennis, [email protected] 812 856 8142.

Lecturer in Educational Research Methodology, Introductory, Integrative, Research with Expertise in Qualitative and Quantitative Approaches and Broad Theoretical Understandings of Core Methodological Concepts: The successful candidate for this lecturer posi-tion will be able to engage in dialogues across qualitative and quantitative areas of expertise with a broad and critical understanding of inquiry methodologies and will have a successful university teaching record and ability to work collaboratively in the department and the school. The position will teach a 3-3 load of graduate introductory courses in research methodology. Include with your materials samples of scholarly writing including those related to teaching and relevant course evaluations. For additional information, please contact Chair of the Search Committee, Dr. Barbara Dennis [email protected] 812 856 8142.

Indiana University is an equal employment and affirmative action employer and a provider of ADA services. All qualified appli-cants will receive consideration for employment without regard to age, ethnicity, color, race, religion, sex, sexual orientation or identity, national origin, disability status or protected veteran status.

FACULTY POSITION OPENINGS

SEPTEMBER 14, 2015 | 39

The University of Texas at Austin seeks applications and nominations for the position ofExecutive Vice President and Provost. The University of Texas at Austin is one of thepremier research universities in the world, and the flagship institution of the University ofTexas system. It is situated in Austin, the capital of Texas, a beautiful and growing city witha vibrant economy and a diversely engaged citizenry.

The University of Texas at Austin, a member of the AAU, is home to numerous renowneddepartments, centers and programs, and an award-winning faculty. It has a 431 acre maincampus with 18 colleges and schools, 1945 tenure/tenure-track faculty and 1126 non-tenuretrack faculty, and about 12,000 staff. The approximately 51,000 students comprise 39,500undergraduates and the remainder graduate and professional students.

The Executive Vice President and Provost reports to the President, and provides strategicvision and leadership for the entire academic mission of the university. In partnership withthe President, the Provost is responsible for defining and pursuing institutional, educational,research, and funding priorities, with operating authority over the academic budget of theuniversity. Additionally, the Executive Vice President and Provost has authority over facultypersonnel policies, maintains advisory oversight for curriculum and instruction, and isresponsible for oversight and development of colleges and schools, and the quality andoperation of these academic units.

The ideal candidate will be a strategic and visionary leader, with a demonstrated commitmentto academic excellence, innovative undergraduate education and interdisciplinary studies,graduate education, world-class research, faculty development, and diversity in the faculty,staff and student body. He or she should have a distinguished record of scholarship, withacademic credentials commensurate with an appointment as a full professor in a majorresearch university. Strong interpersonal skills and the ability to work with a variety ofconstituent groups, across the full range of academic disciplines will be essential.

Interested parties are encouraged to visit the dedicated search website for a detailed positiondescription, including information about the University of Texas at Austin(http://president.utexas.edu/the-office/executive-searches/provost/). All candidateinformation will be held in strict confidence until the final stage of the search, at which timethe express permission of finalists will be obtained before making their candidacy public.

Inquiries, nominations, and applications are invited. All nominations and applications willbe treated with the strictest confidence. Interested candidates should submit in electronicform a curriculum vitae or resume and a bullet point summary of accomplishments inleadership roles, plus any supporting materials that they deem relevant to:

Ilene H. Nagel, Ph.D.Consultant to the Search CommitteeLeader, Higher Education PracticeRussell Reynolds Associates, [email protected]

The University of Texas at Austin is an Equal Opportunity Employer with a commitment todiversity at all levels. All qualified applicants will receive consideration for employment

without regard to race, color, religion, gender, national origin, age, disability, or veteran status.

EXECUTIVE VICE PRESIDENT AND PROVOST

Hispanic Outlook2/3 pageIssue 9-7-15

The Division of Epidemiology in the Department of Biostatistics and Epidemiology at the University of Pennsylvania Perelman School of Medicine, seeks highly qualified candidates for several positions in the tenure, clinician-educator (non-tenure), and research tracks (non-tenure) at the Assistant, Associate or full Professor level. Academic rank and track will be commensurate with credentials and experience. Applicants must have a Ph.D. or M.D. degree and have demonstrated excellent qualifications in and commitment to education and research. The successful candidate will have experience conducting research as principal inves-tigator or co-investigator, teaching, and publishing peer reviewed manuscripts. The primary faculty appointment will be in the Department of Bio-statistics and Epidemiology, Department of Med-icine, or other School of Medicine department, as appropriate.

Clinician Educator track faculty will typically be focused on collaborative research as co-investiga-tors.

Tenure track faculty will be principal investigators of extramurally funded research projects.

Research track faculty typically work on extramu-rally-funded research within the research group led by a tenured faculty member.

Responsibilities include participation in Penn’s Center for Clinical Epidemiology and Biostatistics training programs, teaching and patient care ac-tivities in the faculty member’s clinical specialty (if relevant), and development of a research pro-gram.

We are seeking faculty with research interests in biomedical informatics, patient-centered out-comes research, and comparative effectiveness research. We are also seeking those with specific interests in genetic or molecular epidemiology, pharmacoepidemiology, pharmacogenetics, ad-herence, dermatologic epidemiology, renal epi-demiology, cardiovascular epidemiology, repro-ductive epidemiology, obesity, pulmonary critical care epidemiology, social/behavioral epidemiol-ogy, and epidemiology of gastrointestinal diseas-es. Applicants with an interest in global health are also solicited. Applicants in other research areas will also be considered. Both clinicians and non-clinicians are invited to apply.

The expected start date is July 2016, or after.

We seek candidates who embrace and reflect di-versity in the broadest sense. The University of Pennsylvania is an affirmative action/equal oppor-tunity employer. Qualified applicants should send a cover letter indicating the specific position to which they are applying, curriculum vitae, three letters of reference, and a statement of research interests via the web to:

For Clinician Educator (CE) track please apply at: https://www.med.upenn.edu/apps/faculty_ad/index.php/g303/d3596

For Tenure track please apply at:https://www.med.upenn.edu/apps/faculty_ad/index.php/g303/d3598

For Research track please apply at: https://www.med.upenn.edu/apps/faculty_ad/index.php/g303/d3597

EPIDEMIOLOGY

UNIVERSITY OF PENNSYLVANIA PERELMAN SCHOOL OF MEDICINE

40 | SEPTEMBER, 14 2015

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HISPANICUPDATED WITH US

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[email protected]

(201) 587 8800

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MAGAZINE

Named as one of the nation’s “Best Colleges to Work For” by TheChronicle of Higher Education, CSUSB is committed to providinglearning opportunities that are driven by teaching and researchexcellence, intellectual interaction, creativity and diversity. We invitecandidates who share this commitment and dedication to thedevelopment of the next generation of students to apply. California State University, San Bernardino is recruiting for tenure-track positions. Salaries are competitive and dependent uponqualifications and experience. To apply for any of the positions listedbelow, please visit our website at http://agency.governmentjobs.com/csusb/default.cfm?transfer=1

COLLEGE OF ARTS AND LETTERSCommunication Studies: Organizational Communication

(Assistant Professor)English: Creative Writing-Fiction (Assistant Professor)Music: Director of Bands (Assistant Professor)Theatre Arts: Technical Theatre (Assistant Professor)COLLEGE OF BUSINESS AND PUBLIC ADMINISTRATIONManagement: Human Resources (Professor)Management: Entrepreneurship (Professor)Management: Business Communications (Professor)Management: Strategic Management (Professor)Public Administration: Public Administration (Assistant Professor)COLLEGE OF EDUCATIONSpecial Education, Rehabilitation: Special Education

(Assistant Professor)Special Education, Rehabilitation: Rehabilitation Counseling

(Associate Professor)Special Education, Rehabilitation: Counseling and Guidance

(Assistant Professor)Teacher Education and Foundations: Open (Professor/Chair)COLLEGE OF NATURAL SCIENCESChemistry & Biochemistry: Bioanalytical, Biomaterials or

Environmental Chemistry (Assistant Professor)Computer Science and Engineering: Computer Engineering

(Assistant Professor)Geological Sciences: Environmental/Engineering Geology

(Assistant Professor)Kinesiology: Generalist/Motor Behavior (Assistant Professor)Mathematics: Mathematics (Assistant Professor) (2 Positions)

COLLEGE OF SOCIAL AND BEHAVIORAL SCIENCESCriminal Justice: Geographic Information Science (Assistant Professor)Economics: General Economics (Assistant Professor)Economics: Feminist Economics (Assistant Professor)History: U.S. History (Assistant Professor)History: South Asian History (Assistant Professor)Political Science: International Relations/National Security (Assistant Professor)Psychology: Biopsychology (Assistant Professor)Psychology: Early Childhood Studies (Assistant Professor)Psychology: Learning Psychology (Assistant Professor)Sociology: Open (Professor)

California State University,San Bernardino, acomprehensive regionaluniversity, is one of 23California State Universitycampuses. It servesapproximately 18,000students, employs 475 full-time faculty and offers 47undergraduate, 30graduate, one doctoraldegree programs and has13 academic programswith nationalaccreditation. Theuniversity consists of fiveacademic colleges – Artsand Letters, Business andPublic Administration,Education, NaturalSciences, and Social andBehavioral Sciences. Theuniversity also operates abranch campus in PalmDesert. CSUSB is situated70 miles east of LosAngeles, offering easyaccess to beaches,mountain and desertresorts. The rapidlyexpanding metropolitanarea offers a wide varietyof cultural andrecreational opportunities.Housing costs averagesubstantially below thoseof nearby Los Angeles andOrange counties.

TENURE-TRACK POSITIONS FOR2016-2017 ACADEMIC YEAR

California State University, San Bernardino is an Affirmative Action/Equal Opportunity Employer. We consider qualifiedapplicants for employment without regard to race, religion, color, national origin, ancestry, age, sex, gender identity, genderexpression, sexual orientation, genetic information, medical condition, disability, marital status, or protected veteran status.

Hispanic OutlookSize: 2/3 page islandIssue: 9-7-15 back to school issueDeadline: 9-1-15

SEPTEMBER 14, 2015 | 41

SUBSCRIBE FOR FREETO OUR DIGITAL MAGAZINE

FOR MORE INFORMATION VISITWWW.HISPANICOUTLOOK.COM

Hispanic Outlook Issue 9-7-15Deadline 9-1-152/3 page

DEAN OF THE SCHOOL OF NURSINGAnn Arbor, Michigan

The University of Michigan invites applications and nominations for Dean of the School ofNursing. For more than 120 years, the University of Michigan School of Nursing (UMSN) hasled other education institutions in research, practice, and education. The UMSN offers a fullrange of accredited educational programs and is consistently ranked among the top nursingschools in the country.

The new Dean will be an accomplished academic leader who will advance the School’s goal ofleading the nation and influencing the world by making UMSN graduates the most qualified,most sought-after professionals in their fields: superb practitioners, able scholars, leaders, andagents of change. She or he will have a nuanced understanding of rapid changes in health careand higher education, as well as the extraordinary challenges and opportunities within thenursing profession and the academic institutions responsible for preparing the next generationof nurses. The Dean will be a scholar of national prominence who brings clear communicationskills and a collaborative leadership style. She or he will have a deep commitment to diversityand to interdisciplinary and interprofessional education, research, and care delivery. The Deanis responsible for identifying, in conjunction with the faculty, priorities and the allocation ofresources to meet those priorities. In this regard the new Dean will do the following:

• Recruit, retain, and support diverse and talented faculty who will lead UMSN into newventures and develop new solutions to advance health and healthcare delivery.

• Promote state-of-the-art research and scholarship that advances quality of care and healthoutcomes.

• Expand and diversify revenue sources, including cultivating private donors and leadinginnovative initiatives.

• Maintain strong working relationships across the University and health system, taking fulladvantage of opportunities to collaborate.

• Preserve and expand upon strong working relationships with clinical, research, andeducational partners, including deepening the School’s global engagement.

• Attract the best and brightest students and provide active learning models that foster greaterunderstanding, more advanced clinical judgment, and the development of leadership skills.

• Represent the School as a key thought leader in local, national, and international circles,including in policy-making realms of healthcare delivery and reform.

Nominees and applicants must be a registered nurse (RN), hold a graduate degree in nursing,and a doctoral degree. She or he must demonstrate scholarly distinction appropriate for atenured appointment as a full professor at the University of Michigan. Significant experiencein nursing leadership, education, and research is expected.

The University is dedicated to the goal of building a culturally diverse and pluralistic universitycommunity committed to excellence in teaching and learning in a multicultural environment.Potential applicants who share this goal are encouraged to apply.

The University of Michigan has engaged Isaacson, Miller, a national executive search firm, toassist in the search. Nominations, inquiries, and applications (including a CV and cover letter)should be sent in confidence to:

Stephanie Fidel ([email protected]) or Amy Segal ([email protected])www.imsearch.com/5460

The University of Michigan is an Equal Opportunity/Affirmative Action Employer.

42 | SEPTEMBER, 14 2015

The School of Tourism and Hospitality Management is soliciting applicants for multiple tenure track positions in Tourism and Hospitality Management. This is an opportunity to help shape the future of a large and dynamic program. Our preference is for applicants who will conduct quality research and teach graduate and advanced undergraduate courses in the areas including Hospitality Financial Management; Hospitality Strategic Management; Service Management, as well as other foundational Tourism and Hospitality courses. Candidates who will help us develop excellence in new and innovative areas are also encouraged to apply.

Positions are open with regard to rank (assistant/associate/full professor). Rank and salary will be based on qualifications and experience. Ph.D. in tourism and hospitality management or a related field is required. The appointments begin the fall semester 2016.

The School is seeking scholars who have an established record of, or the potential for, excellence in scholarship, teaching and service. Faculty members will be expected to develop an active research program that is consistent with the broad areas of focus within the School. Preference will be given to applicants who have a strong publication record, an established record in sponsored research projects, and have teaching experience in both graduate and undergraduate academic programs.

Temple University is a large urban university located approximately 2 miles north of Center City Philadelphia, the heart of the local tourism industry. Philadelphia’s extensive tourism, hospitality, sport, and recreation venues make the city ideal for teaching and learning experiences. The Tourism and Hospitality Program offers three degree programs: Bachelor’s and Master’s degrees in Tourism and Hospitality Management, as well as the nation’s first MBA program concentration in Hospitality Asset Management. The School of Tourism and Hospitality Management is a self-standing school, affiliated with Temple University’s Fox School of Business and Management, where a Ph.D. in Business Administration with a Tourism/Sport concentration is offered.

Review of applications will begin immediately and will continue until the positions are filled. Questions regarding these positions should be directed to Dr. Aubrey Kent ([email protected]). Applicants should send a letter of application, curriculum vitae, list of references, sample publications, available teaching evaluations, and other supporting materials to: Dr. Aubrey Kent, School of Tourism and Hospitality Management, Temple University, 371 Speakman Hall, 1810 North 13th Street, Philadelphia, PA 19122 (215-204-3810, 215-204-8705 [fax], [email protected]). Electronic applications are preferred.

Temple University is an Affirmative Action/Equal Opportunity employer.Women and minorities are encouraged to apply.

TEMPLE UNIVERSITYSCHOOL OF TOURISM AND HOSPITALITY MANAGEMENT

Philadelphia, PA

MULTIPLE POSITIONS—RANK OPEN

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i Faculty PositionsTo be considered, education and research/professional experience/expertise

are required in at least one of the following units:

Accounting and Management: financial reporting and analysis, management accounting, performance measurement and management control systems. Closing date: 29 November 2015.Business, Government & the International Economy: economic, political, historical, and legal environment in which business operates. Closing date: 1 November 2015.Entrepreneurial Management: entrepreneurial leadership and organization; emerging industries and technologies; innovation; or financing ventures and growth. Closing date for applicants with background in management, organization theory, sociology, psychology, or strategy: 1 November 2015 (indicate “Entrepreneurship (MOS)”). Closing date for applicants with background in economics or finance: 29 November 2015 (indicate “Entrepreneurship (ECF)”). Finance: corporate finance, capital markets, investments, behavioral finance, corporate governance, and financial institutions. Closing date: 30 November 2015. Negotiation, Organizations and Markets: negotiation, decision making, incentives, the motivation and behavior of individuals in organizations, and the design and functioning of markets. Closing date for applicants with a background in judgment and decision making, negotiation, social psychology, and/or organizational behavior: 9 October 2015 (indicate “NOM - Behavioral Sciences”). Closing date for applicants with a background in economics: 20 November 2015 (indicate “NOM - Economics”).Organizational Behavior: micro- and macro-organizational behavior, leadership or human resources management. The unit welcomes diverse theoretical and disciplinary perspectives, including organizational behavior, organization studies, human resource studies, industrial relations, sociology, psychology, economics, and networks, among others. Closing date: 30 September 2015.Strategy: competitive strategy, corporate strategy, global strategy, firm organization and boundaries, strategy and technology, strategy implementation and process, non-market strategy, and the economics of competitive interactions. Closing date: 13 November 2015.Technology and Operations Management: operations management in manufacturing and service contexts, new product development, management of technological innovation, supply chain management/logistics or information technology. Candidates should submit a current curriculum vitae and a job market paper abstract by 9 October 2015. A complete application packet is due by 16 November 2015.

Harvard Business School recruits new faculty for positions entailing case method teaching at the graduate and executive program levels. Applicants for tenure and tenure-track positions should have a doctorate or terminal degree in a field specified above, or related discipline, by the time the appointment begins and strong demonstrated potential and interest to conduct research at the forefront of their fields.

Candidates should submit a current CV, copies of publications and current working papers, description of courses taught, and three

letters of recommendation.

Materials should be submitted online to: http://www.hbs.edu/research/faculty-recruiting/

Materials that can only be submitted in hard copy may be sent to the address below.

Harvard Business School, Faculty AdministrationAttn: UNIT NAME Application

Morgan Hall T25, Soldiers Field Road, Boston, MA 02163

Recommenders may submit letters directly at: http://www.hbs.edu/research/faculty-recruiting/

We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex,

national origin, disability status, protected veteran status, or any other characteristic protected by law.

SEPTEMBER 14, 2015 | 43

Inquiries to Leon Balents ([email protected])

The Kavli Institute for Theoretical Physics (KITP) seeks applicants for Moore Postdoctoral Scholar positions in quantum materials theory. This postdoctoral program is part of the Gordon and Betty Moore Foundation’s Emergent Phenomena in Quantum Systems initiative (EPiQS). The successful applicants will be independent researchers appointed as Associate Specialists at the postdoctoral level, starting September 1, 2016. Due to UC policies, the appointment is made for an initial two years, with the possibility of renewal for a third year, contingent on continued funding and a reasonable level of research performance.

The KITP’s purpose is to contribute to the progress of theoretical physics, especially in areas overlapping the traditional subfields, in ways that are not easily realized in existing institutions. The scientific work is carried out by approximately 70 members, including the director, deputy directors, 5 permanent members, 15 researchers at the postdoctoral level, and 60 visiting senior members. KITP permanent members and postdoctoral fellows are active in all areas of theoretical physics, including condensed matter and materials physics. Most visiting members are participants in programs that last 2-4 months; there are at least ten programs per year. Current and future programs include Synthetic Quantum Matter (Fall 2016), Symmetry Topology, and Quantum Phases of Matter: From Tensor Networks to Physical Realizations (Fall 2016), Universality in Few-Body Systems (Fall 2016), and Recurrent Flows: The Clockwork Behind Turbulence (Winter 2017). Interactions are also encouraged with other related efforts on campus, including UCSB Materials Research Lab, the Physics Department, and Microsoft’s Station Q research center. Minimum requirements: Completion of Ph.D. degree by the start date; outstanding research in theoretical condensed matter physics appropriate to level of position. Desired requirements: Ability to identify and pursue research problems independently while working well in an interactive and dynamic setting.

Applications for postdoctoral (Associate Specialists) positions should be made electronically via the Academic Jobs Online website: https://academicjobsonline.org/ajo/jobs/5984

The application must consist of a curriculum vita, publication list, statement of research interests, and names of three references.

Inquiries regarding scientific and/or programmatic issues may be addressed to Professor Leon Balents ([email protected]) The deadline for applications and all materials is November 15, 2015. Later applications will be considered only as long as openings exist.

About the Gordon and Betty Moore Foundation and EPiQS Initiative

The Moore Foundation believes in bold ideas that create enduring impact in the areas of science, environmental conservation and patient care. Visit Moore.org or follow @MooreScientific. The foundation’s $90-million EPiQS initiative promotes discovery-driven research in the field of quantum materials (http://www.moore.org/programs/science/emergent-phenomena-in-quantum-systems). Through a variety of funding approaches, EPiQS aims to enable a community of leading experimentalists, materials synthesis experts and theorists to maximize their potential to explore, discover and understand emergent behavior of complex quantum matter. EPiQS supports theoretical research by focusing on postdoctoral and visiting scholars at several leading institutions in the field. The Moore Postdoctoral Scholars in Theory of Quantum Materials program supports some of the most promising theoretical physicists at an early stage of their careers. The Moore Postdoctoral Scholars are provided with a significant independence in selection of their research directions within their departments and can acquire a breadth of expertise by working with multiple faculty members.

The department is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching and service.

The University of California is an Equal Opportunity/Affirmative Action Employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin,

disability status, protected veteran status, or any other characteristic protected by law.

Moore Postdoctoral Scholars (Associate Specialists) in Quantum Materials Theory

KAVLI INSTITUTE FOR THEORETICAL PHYSICSKohn Hall

University of California, Santa BarbaraSanta Barbara, CA 93106-4030

44 | SEPTEMBER, 14 2015

The purpose of this program is to offer a unique opportunity for a select group of physics graduate students to spend a semester at the KITP, participate in KITP research programs and broaden their understanding of physics in areas of current research.

The KITP Graduate Fellows will be selected from nominations from participants in the programs and from other graduate advisors nationwide. Since we wish to make sure that the students admitted are fully able to benefit from the program, and that it will not harm the normal progress of their graduate education, we require that the student’s advisor nominate the candidate student. Students cannot apply to the program directly.

Students who wish to participate should convince their advisors to nominate them. The nominator should describe the student, and explain why she/he is suitable for such a program. Additional letters of support would be useful, but are not necessary.

The Graduate Fellows will be reimbursed for local expenses during their stay at the KITP, at a rate of approximately $2100/month plus travel support.

Further information about the fellowship and about our current and upcoming programs is available on our web site: http://www.kitp.ucsb.edu. Nominations should be made by completing the form at http://www.kitp.ucsb.edu/for-scientists/fellowships/graduate-fellows/nomination-form or by writing to:

Professor Lars Bildsten, DirectorKavli Institute for Theoretical Physics

University of CaliforniaSanta Barbara, CA 93106-4030

For participation in the fall of 2016, nominations must be received by February 1, 2016.For participation in the spring of 2017, nominations must be received by September 1, 2016.


The University of California is an Equal Opportunity/Affirmative Action Employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity,

national origin, disability status, protected veteran status, or any other characteristic protected by law.

KITP GRADUATE FELLOWSHIPS

The Kavli Institute for Theoretical Physics supports visiting researchers in theoretical physics who are faculty at teaching intensive U.S. colleges. Applicants need to be from non-Ph.D.-granting institutions and from institutions with greater emphasis on teaching (as measured, for example, by teaching load). Ongoing research activity is also a criterion.

Each award funds a total of three round trips and up to six weeks of local expenses, to be used over a period of up to three years, usually 2 weeks per year. Approximately 6-8 scholars are chosen each year.Scientists interested in this program should apply via the web page link below and upload a vita together with a statement describing their research interests and teaching requirements before November 1, 2015. Each applicant must arrange for at least one letter of recommendation to be submitted by this date. Awards will be announced by December 15, 2015.

Apply online: http://www.kitp.ucsb.edu/for-scientists/fellowships/kitp-scholars

Further information about our current and upcoming programs is available on our web site: http://www.kitp.ucsb.edu.

Professor Lars Bildsten, DirectorKavli Institute for Theoretical Physics

University of CaliforniaSanta Barbara, CA 93106-4030


The University of California is an Equal Opportunity/Affirmative Action Employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or

any other characteristic protected by law.

KITP SCHOLARS

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Paper: Hispanic OutlookIssue: 9/21

Central Pennsylvania ConsortiumDICKINSON COLLEGE

FRANKLIN & MARSHALL COLLEGEGETTYSBURG COLLEGE

Affirmative Action, Equal Opportunity Employers

Three highly selective Pennsylvania liberal arts colleges, Dickinson, Franklin & Marshall andGettysburg, invite applications for the following Fall 2016 tenure-track positions. Because of the relativeproximity of the three colleges, these positions may be of particular interest to academic couples. Allpositions require Ph.D. or appropriate terminal degree in hand or near completion. For furtherinformation and search schedules, interested candidates may consult institutional web pages. Please notethat additional positions may be added to the web sites.

DICKINSON COLLEGE, Carlisle, PA 17013www.dickinson.edu https://jobs.dickinson.edu/

Classics: Greek History; English: Global Anglophone; International Business and Management:Finance; Psychology: Developmental

FRANKLIN & MARSHALL COLLEGE, Lancaster, PA 17604www.fandm.edu/jobs - Faculty opportunities

Earth & Environment: Environmental Studies; Economics: Value and Distribution; Government:Public Law and American Politics; Mathematics & Computer Science: Computer Science;Mathematics & Computer Science: Software; Public Health: Public Health

GETTYSBURG COLLEGE, Gettysburg, PA 17325www.gettysburg.edu/about/offices/provost/academic_positions/

Chemistry: (Inorganic or Analytical Chemistry); French: (Twentieth and twenty-first century film andmedia studies); Management: (Organizational studies with a specialization in ethics – David LeVan Chairin Ethics); Philosophy: (2 positions) 1. Open, except for areas of continuing department strength (logic,philosophy of science, philosophy of mind, philosophy of language, political philosophy, Americanphilosophy). 2. Global Philosophy, Critical Philosophy of Race, Human Rights, or Post-Colonial Studies,with an emphasis in Peace and Justice Studies; Sunderman Conservatory of Music at Gettysburg College:Orchestra Director

POST A JOB TODAY!

CALL (201) 587 8800

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The Kavli Institute for Theoretical Physics expects to appoint independent researchers as Associate Specialists in theoretical physics at the postdoctoral level, beginning September 1, 2016. Minimum requirements: Completion of Ph.D. degree by the start date; outstanding research in theoretical physics appropriate to level of position. Desired requirements: Ability to identify and pursue research problems independently while working well in an interactive and dynamic setting. Due to UC policies, the appointment is made for an initial two-years, with the possibility of renewal for a third year, contingent on continued funding and a reasonable level of research performance.

A detailed list of the KITP programs for 2016/2017 is available at: http://www.kitp.ucsb.edu/for-scientists/programs-conferences

Applications for postdoctoral (Associate Specialists) positions should be made electronically via the Academic Jobs Online website: https://academicjobsonline.org/ajo/jobs/5987

The application must consist of a curriculum vita, publication list, statement of research interests, and names of three references.

The deadline for applications and all related materials is November 15, 2015.Later applications will be considered only as long as openings exist.


The University of California is an Equal Opportunity/Affirmative Action Employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or

any other characteristic protected by law.

ASSOCIATE SPECIALISTS

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FACULTY SEARCH

Rutgers University–Camden is the southern campus of Rutgers, The State University of New Jersey. It is located in a dynamic urban area, just across the Delaware River from downtown Phil-adelphia. The campus includes undergraduate and graduate Arts and Sciences programs, a School of Business, a School of Law, and a School of Nursing.

PsychologyAssistant Professor (Tenure-track – Full-time)

For specific information about this position, including qualifica-tions and

deadlines, see our website at:

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

Rutgers, the State University of New Jersey, is an Equal Opportunity/Affirmative Action Employer. Qualified applicants will be considered for employment without regard to race, creed, color, religion, sex, sexual orientation, gender identity or expression, national origin, dis-ability status, genetic information, protected veteran status, military service or any other category protected by law. As an institution, we value diversity of background and opinion, and prohibit discrimina-tion or harassment on the basis of any legally protected class in the areas of hiring, recruitment, promotion, transfer, demotion, training, compensation, pay, fringe benefits, layoff, termination or any other terms and conditions of employment.

LEHMAN COLLEGE CELEBRATES

HISPANIC HERITAGE MONTHHonoring the achievements of

our students and alumni for all they have accomplished and

all they will accomplish in the years ahead.

“It is immigrants who brought this land the skills of their hands and brains, to make of it a beacon of opportunity and hope for all men.”

— Herbert H. Lehman, Governor, Senator, Statesman

(left) Katherine Mateo (’11), graduate of Stanford Law;(right) Elias Alcántara (’08), Associate Director of Intergovernmental Affairs, The White House

www.lehman.edu

SEPTEMBER 14, 2015 | 47

Save The Date!

AAHHE proudly announces its 11th Annual National Conference

Latino Attainment: Meeting America’s Equity & Talent Imperatives

Logro Latino: Realizando Nuestras Metas de Igualdad y Talento

March 10-12, 2016 Hilton Costa Mesa Hotel Costa Mesa, California

4 actions YOU can take today!

1) Nominate a colleague for one of five 2015 Awards. 2) Nominate graduate students for the Graduate

Fellows Program - includes conference attendance.

3) Nominate Hispanic, non-tenured faculty for the Faculty Fellows Program - includes conference attendance.

4) Submit a proposal for a conference concurrent session.

Deadline: September 25, 2015

Please refer to the AAHHE website for more information about the conference: www.aahhe.org

48 | SEPTEMBER, 14 2015

Documents

HO 09/14/2015 Back to School