08/26/2013 Reverse Transfer Student Mobility

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Thetrial of GeorgeZimmerman inthe killing of

Trayvon Martin is over but notthe street arguments about thecontroversial verdict whichthe black community and itssupporters want to turn into anational referendum over ablack man’s civil rights. Theyclaim justice has failed thevictim from this minoritygroup that they argued – anddemonstrated – was victim-ized by the white man’s law.If President Obama’s

Department of Justice has itsway, Zimmerman might yetstill face punishment andAttorney General Eric Holderis revisiting the issue againover civil rights violations.The public demonstrations

were led, of course, by thelikes of the egocentric, the Rev.Al Sharpton, who has nevermet a civil rights issue he did-n’t like or didn’t turn into anopportunity for demagoguery.As has been happening moreand more in civil rights anddiscrimination issues like this,he again upstaged the Rev.Jesse Jackson, once a pillar ofsuch activities, to the point ofmaking the Chicago preachertoday seem irrelevant.Predictably, Sharpton labeled

America a racist society still

waddling in all the sins of itspast particularly when itinvolved the shooting of a young17-year-old armed with an icetea bottle and a bag of Skittles.Zimmerman was found

not guilty by the six-personpanel – all women includingone black – in a Floridacourtroom near the site ofthe gated community inSanford, Fla., where the con-frontation took place.Martin was no angel as his

academic years showed, butit went no further than truan-cy and school rebellion.Zimmerman was a frustratedwannabe cop attending col-lege whose ambition was tobe a judge.It created a call to civil

rights arms in which the blackcommunity, and some whites,but few, if any Latinos, onceagain claim the white man’slaws still hold them in bondageand prosecute the black victimbut defend the white man’scrimes just like in the old days.Everyone who is anyone

seemed to choose up sidesbefore and after the verdictand the biggest perpetuatorwas President Obama whowasn’t any help in temperingthe issue when he said afterthe shooting that young Martincould have been his son.President Obama further

spurred the racial jingoism byan unusual appearance in theWhite House press roomwhere he told reporters he alsocharacterized himself as a vic-tim of the white man’s discrim-ination and racial malevolence.In his much heralded

remarks, denounced by somefor fanning racial unrest, thepresident told reporters in

his 19-minute impromptuappearance in which theZimmerman-Martin issue wasthe only topic that black peo-ple to this day are still dispar-aged by white society.“There are very few

African-Americans who haven’thad the experience of walkingacross the street and hearingthe locks click on the doors ofcars. That happened to me –at least before I was a senator.“There are very few

African-Americans whohaven’t had the experience ofgetting on an elevator and awoman clutching her pursenervously . . . That has hap-pened often.”Interestingly, the Latino

community had little responseto the trial or the verdict treat-ing it as just another telenov-ela incident and not even allthe racial drama would rousethem from their apathy.The Congressional Hispanic

Caucus silence was deafeningwhich indicated that likeLatinos, it considered theevents and the issues regret-table, but it preferred not toattach itself to the Sharptonprotests which to many wereself-aggrandizing events forone particular individual,Sharpton.The national organization

for U.S. Latinos, the NationalCouncil of La Raza, waitedtwo days before its president,Janet Murguía, issued a state-ment calling the tragedy “ateachable moment; we mustcontinue to educate our fel-low Americans on what racialprofiling really is and the tollit takes on all communities ofcolor in this country.”Its spokeswoman Lisa

Navarette, was more pointed.“The fact that Zimmerman

is Hispanic is irrelevant to hisactions. Everything has to fitinto a narrative or paradigm.Initially, it was a white guywho shot a black kid. Nowthey split the difference.”Antonio González, president

of the William C. VelasquezInstitute, a non partisan Latinoadvocacy group, said thatalthough this was indeed atragedy, it was not a sufficientlycompelling case to attract sup-port from Hispanic leaders.“When there is a clear ethni-cally-based perception thatsomeone is being wronged,Hispanics will rally. This islike a square peg in a roundhole. It just doesn’t fit.”Only one point they felt

needed clarification and thatwas regarding the term ofracial identity. Zimmerman isthe offspring of a white Anglofather and a Peruvian motherwhose maternal grandparentwas Afro-Peruvian, or black.Another clarification not

germane to the homicide butstill interesting. There is nosuch thing as “of mixed race”and Hispanic or Latino is nota race but an ethnicity. Mostof us are white in descriptivesocial terms but not “whiteHispanics” in racial identity.

Yes, No, Maybe.Is Zimmerman One Of Us?

PoliticalBeat

Carlos D. Conde, award-winning journalist and com-mentator, former Washingtonand foreign news correspon-dent, was an aide in theNixon White House andworked on the political cam-paigns of George Bush Sr. Toreply to this column, [email protected].

by Carlos D. Conde


Page 11

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MAGAZINE®

CONTENTS

AUGUST 26, 2013

Understanding the ReverseTransfer Studentby Frank DiMaria

8

CCRC Reports Online Course Outcomesby Angela Provitera McGlynn

Changing the Old Credit HourWaysby Michelle Adam

PhD Project CreatesTitle of Dr. Cuatroby Jamaal Abdul-Alim

Study ExploresWhy Many High SchoolGraduatesAre Not Ready for Collegeby Gary M. Stern

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11

14

18

20

Hispanics:NewAwareness,New Forcefor Progress byYvette Donado

17

DEPARTMENTSPolitical Beat by Carlos D. Conde

Yes, No, Maybe. Is Zimmerman One Of Us?3

Book Review by Mary Ann Cooper

MORE: The Vanishing of Scale in anOver-the-Top Nation

7

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

Knowing the Difference Between Wants and Needs

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ere we are on the verge of another school year. For those in the world of higher education, it is a chance to regroup,reinvent and reaffirm a commitment to excellence. And nowhere is this type of self-reflection more needed than it is atschools with large Hispanic populations. As the Hispanic population continues to grow, their numbers will also continue toswell in colleges and universities. The question is: will they succeed once they get there? This time of year presents all of usan opportunity to re-examine the most basic ideas that have formed our theories of higher education to give every studentthe best possible chance to succeed. For instance, why do we measure learning in terms of course “credits”? In this issuewe review Cracking the Credit Hour, a 2012 report on the status of the credit hour and its impact on higher education.And just as we are re-examining how we measure learning, we should also continue to examine the effectiveness of onlinelearning, which has gone from the fringes of higher education to an integral element of our institutes of higher learning. Inthis issue we review the Community College Research Center’s report on online learning. With 6.7 million students nowtaking online courses, the CCRC has come up ways to measure success rates and provides suggestions for improving studentoutcomes. It’s a must-read for those who want to make sure their students and institutions are changing and improving inthe times in which we now live. Resolutions are usually reviewed for the new year – and we say it can apply to a newacademic year, not just a calendar year. Let’s resolve to do better.

Esquina Editorial

¡Adelante!Suzanne López-IsaManaging Editor

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Global Learning inCollege:Asking Big Questions,Engaging Urgent Challenges

Transforming STEMEducation:Inquiry, Innovation, Inclusion,and Evidence

General Education and Assessment:Disruptions, Innovations,and Opportunities

Diversity, Learning,and Student Success:

Policy, Practice, Privilege

Providence, Rhode IslandOctober 3–5, 2013

San Diego, CaliforniaOctober 31–November 2, 2013

Portland, OregonFebruary 27–March 1, 2014

Chicago, IllinoisMarch 27–29, 2014

Network for Academic Renewal:Exploring together the latest advances in teaching and learning; faculty roles and leadership; general education and outcomes assessment; diversity, equity, and inclusive excellence; and strategies for student success in undergraduate education.

NETWORK FOR ACADEMIC RENEWAL

AAC&U Working Conferences for 2013–2014

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When you read the headlines ofcorporate greed and excessyou’re apt to ask, “How much

money do these people need?” In MORE:The Vanishing of Scale in an Over-the-Top Nation communications professorand former journalist Ronald Bishopmakes the case that the insatiability ofthe upper crust is only the tip of the ice-berg. Avarice is embedded in society atall levels – and the media encourages this behavior by beingobsessed with the trivial and celebrating exaggerated behavior. As Bishop explains, “To succeed and to be happy in today’s

society we must abandon the idea of scale – the amount ofeffort, intensity, and significance with which we live. It’s all ornothing. Be the biggest, the best, the top, or you’ve failed! Goneare the days of enjoying life’s simple pleasures for pleasure’ssake. Twenty-first-century Americans are on a mission to cramevery second of their earthly existence with significant accom-plishments and momentous events. Even the most mundaneundertaking must be approached with zeal, gusto, expertiseand complete focus, or so the media want us to believe.”Think about the evolution of fast food in our society.

Burgers have gone from snack-sized novelties to super-sizedmonstrosities. And ordering a “small” popcorn in a movie the-atre will feed a family of four. And it doesn’t end there. In thissociety, where the ordinary is seen as inferior, Americans areconditioned to have the sexiest cars, the most lavish weddingsand the latest and most expensive electronic toys. The motto ofthis society, as Gloria Vanderbilt once said, is “You can neverbe too rich or too thin.” Bishop includes examples from televi-sion shows, news stories, editorials, advertisements, books,and movies, to demonstrate how media promotes the idea thatthe notion of scale must be abandoned to achieve success andhappiness in modern society. Bishop raises the question, arewe capable of doing anything casually anymore?Bishop makes the case that American audiences are

assaulted with messages that the ordinary, and often private,aspects of our lives – family, childhood, parenting, education,food, sports, home improvement – must be showcased pub-licly and with extreme passion. MORE is a must-read foranyone obsessed with being obsessed and for othersinterested in media’s contribution to society’sout-of-scale behavior.

Reviewed by Mary Ann Cooper

MORE: The Vanishing of Scalein an Over-the-Top Nationby Ronald Bishop2011. 288 pgs. ISBN: 978-1-60258-258-3. $24.95 cloth. BaylorUniversity Press.

IInntteerreessttiinngg RReeaaddss

Hispanic Caribbean Literature of Migration:Narratives of DisplacementBy Vanessa Pérez Rosario

Hispanic Caribbean Literature of Migration:Narratives of Displacement is a collection of 13chapters that explores the literary tradition ofCaribbean Latino literature written in the UnitedStates beginning with José Martí and concludingwith 2008 Pulitzer Prize- winning novelist Junot

Díaz. The chapters consider the way their literature serves asa metaphor for gender, sexual, racial, identity, linguistic, andnational migrations.2012. 256 pgs. ISBN: 978-1137008077. $30.00. Palgrave

Macmillan; Reprint edition, New York. (646) 307-5151.http://us.macmillan.com.

Hispanics In The U.S. Criminal Justice System: TheNew American DemographyBy Martin Guevara Urbina

Most studies that have explored the experiencesof criminal defendants in the American criminaljustice system, whether it is in the area of policing,courts, or corrections, have focused almost exclu-sively on race. Hispanics have resided in theUnited States since 1598 and recently bypassed

African-Americans in the general population. Hispanics inthe U.S. Criminal Justice System is written for law profes-sionals and students of criminal justice.2012. 418 pgs. ISBN: 978-0398088163. $59.95. Charles

C. Thomas Pub Ltd., Springfield, Ill., (800) 258-8980.www.ccthomas.com.

Gran Cocina Latina: The Food of Latin AmericaBy Maricel E. Presilla

Maricel E. Presilla has gathered more than 500recipes for the full range of dishes, from the founda-tional adobos and sofritos to empanadas andtamales to ceviches and moles to sancocho anddesserts such as flan and tres leches cake. Detailed

equipment notes, drink and serving suggestions, and color pho-tographs of finished dishes also are included. This is a one-of-a-kind cookbook to be read as much for the writing and informa-tion as for its introduction to heretofore unrevealed recipes. 2012. 912 pgs. ISBN: 978-0393050691. $45.00. Cloth. W.

W. Norton & Company, New York, (212) 354-5500.www.wwnorton.com.

http://us.macmillan.com

http://www.ccthomas.com

http://www.wwnorton.com

UUnnddeerrssttaannddiinngg tthhee RReevveerrssee Transfer StudentFinding comfort as a college student is not always easy. A

school that seemed a perfect fit during a campus visit inthe spring of junior year might feel quite different 18

months later. When interests and academic goals change,some students have no choice but to transfer to a differentschool, with a more appealing program and a different feel. The National Student Clearinghouse has been studying stu-

dent transfer and has issued three Signature Reports on the

topic, with some curious statistics. In its second report, calledTransfer and Mobility: A National View of Pre-DegreeStudent Movement in Postsecondary Institutions, it indicat-ed that one-third of all first-time students who began at four-year institutions transferred to or enrolled at a different insti-tution at least once within five years after their initial enroll-ment. That’s not surprising. What is surprising is that morethan half of those students went to a two-year institution. Theydid what admissions calls a “reverse transfer.” To betterunderstand the reverse transfer student the National StudentClearinghouse studied them in more detail and published its

third Signature Report called Reverse Transfer: A NationalView of Student Mobility from Four-Year to Two-YearInstitutions. According to the report, within six years, 14.4 percent of

the 1.2 million first-time students who started at a four-yearinstitution in the fall of 2005 subsequently enrolled at a two-year institution for one or more terms outside of summermonths. An additional 5.4 percent enrolled at a two-year insti-tution for summer courses only. Part-time students transferredat a rate of 16.4 percent, while full-time students had a 13.1percent transfer rate. Students at public four-year institutionshad a transfer rate of 15.8 percent. Those at private nonprofitfour-year institutions transferred at a rate of 11.4 percent, andthose at private for-profit four-year institutions had a rate of10.8 percent.“When we say transfer student as researchers or policy

makers, it’s more common to think about the students whotransfer from two-year to four-year institutions,” says AfetDundar, associate director of the research center at theNational Student Clearinghouse. But transferring from a four-year to a two-year is more common than she thought, and thatsurprised her. Researchers tracked the subsequent enrollments of reverse

transfer students to determine if they returned to their originalinstitutions. They found that over 80 percent of those whotransferred for just the summer session returned to their orig-inal four-year institution. But only 16.6 percent of those whoenrolled at a two-year school outside of summer monthsreturned to their original four-year institution. Nearly twice asmany (28.3 percent) returned to the four-year sector but to adifferent institution. And more than 55 percent of reversetransfer students did not return to any four-year institution bythe end of the report’s study period.These numbers show that some students are on their sec-

ond transfer. “They enrolled in a four-year school then went toa two-year school and then went to another four-year schoolthat was not their original,” says Dundar. “This was theemphasis we wanted to make by looking at the subsequentenrollment pattern of the reverse transfer student.” To understand the role two-year institutions play in the aca-

demic trajectories of students - in particular completion rate,it is important to study the timing of a reverse transfer. To thatend the report’s researchers compared completion rates at theinstitution of origin for students with enrollment pathways thatdid or did not include enrollment at a two-year institution.They found that those four-year starters who enrolled at a two-year institution just for the summer then returned to theirinstitution of origin had a completion rate of 77.5 percent.Those students who never enrolled at a two-year institutionhad a completion rate of 58.4 percent at the students’ institu-tion of origin, almost 20 percentage points lower. In contrast,

ADMISSIONS/ENROLLMENT/RECRUITMENT


Afet Dundar, associate director of the research center at the National Student Clearinghouse

the completion rate was lower among reverse transfer stu-dents who returned to their institution of origin after enrollingat a two-year institution outside of summer months, from 40percent to as low as 33 percent, depending on the length oftheir stay in the two-year sector.Dundar says those students who attended a two-year school

during summer months and returned to their original institu-tion are higher performing students who have characteristicsthat were not observed by the clearinghouse researchers. “Inthe summertime they are taking extra credits and that’s whythey are showing this high completion rate,” says Dundar.Transferring to a four-year institution from a two-year insti-

tution is an essential component of the community collegemission and considered a successful outcome. The opposite isnot. Although the report will not qualify reverse transfer aseither a negative or a positive, its findings suggest, saysDundar, that a reverse transfer is an obstacle to degree attain-ment. Students who are the truereverse transfer students –those who severed ties withtheir four-year institutions toenroll at a two-year institutionthen went back to a four-yearschool – have an extended timeto degree attainment and havelower rates of degree comple-tion. On a positive note, reversetransfer students have moreacademic and labor market outcomes than similar studentswho drop out of postsecondary school altogether.The report indicates that part-time students reverse transfer

at higher rates than full-time students, and full-time studentstend to use two-year institutions for summer course-taking.This suggests that two-year institutions play a vital role in thepostsecondary pathways of part-time students at four-yearinstitutions, while full-time students attending four-year institu-tions might be using two-year institutions to supplement theirprogress toward a bachelor’s degree.The goal of institutions, states and college students is degree

completion. Sadly the report offers discouraging news on thereverse transfer student and college completion. By the end ofthe study period, among all four-year starters who enrolled at atwo-year institution, even for just one term, only 17.8 percentreturned and completed a degree at a four-year institution, and16.1 percent were still enrolled at a four-year institution. Two-thirds of all reverse transfer students neither had a credentialfrom nor were still enrolled at a four-year institution. However, one-third of reverse transfer students in the fall

2005 four-year beginning cohort either completed from orwere still enrolled at a two-year institution at the end of thestudy period. While conventional retention studies would cate-

gorize them as non-persisters, these findings neverthelessshow that they continued their postsecondary career andearned credentials in the two-year sector. Completion rates were lower among reverse transfer stu-

dents who returned to their original institution after enrollingin two-year institutions outside of summer months, for bothsingle- and multiple-term reverse transfer students. Thosewho enrolled at a two-year institution in non-summer monthsfor only one term and returned to the institution of origin hada completion rate of 40.1 percent at their institution of origin.For those who stayed at a two-year institution for more thanone term before returning to the institution of origin, the com-parable completion rate was the lowest (33 percent).These findings point to ways in which two-year enrollment

might play differing roles in four-year students’ academic tra-jectories. In addition, they suggest different factors that mightbe associated with students’ attainment of educational goals. It

is important to keep in mind,nevertheless, that these out-comes do not capture the fullacademic trajectory of studentswho might take longer than sixyears to complete a degree orwhose educational goals mightchange as they seek a two-yearcredential instead. According to the report 16.6

percent of those who enrolled ata two-year institution for one or multiple terms returned to theirinstitution of origin. Of those, 60 percent either completed(36.8 percent) or remained enrolled (23.3 percent) at theinstitution of origin by the end of the study period. Moreover, anadditional 10 percent subsequently left their institution of originand completed or were still enrolled at a different four-yearinstitution. The remaining 30 percent did not stay in the four-year sector. In other words, out of all students who left theiroriginal four-year institution to enroll at a two-year institution,only one in 10 completed a degree or was still enrolled at theoriginal four-year institution by the end of the study period.The phrase reverse transfer has had a negative connotation.

“We tried to show to the four-year students that if your goal isbachelor degree completion this is going to have implicationsfor time to degree. In the best case it’s going to probably addto time to degree. Or we showed that more than half neverreturned to earn their four-year degree. Students should beaware that this has implications for bachelor’s degree attain-ment, but on the other hand we wanted to emphasize howcommunity colleges have multiple role,” says Dundar.


Understanding the Reverse TTrraannssffeerr SSttuuddeenntt by Frank DiMaria

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CCRC ReportsOnline Course

Outcomesby Angela Provitera McGlynn

Onething we know for sure is that online collegecourse enrollment is on the rise. There ismuch controversy about the benefits versus the

costs of online education but whether one sees it as the greatequity enhancer for college students or the demise of qualityeducation, more and more colleges are offering whole cours-es online and/or blended courses that include both face-to-face contact and web involvement.The Community College Research Center (CCRC), the lead-

ing independent authority on two-year colleges in the UnitedStates, conducts research on the issues affecting communitycolleges and works with colleges and states to improve stu-dent success and institutional performance. The CCRC recently published a practitioner packet summa-

rizing its findings on student outcomes for fully online com-munity college courses. The packet, consisting of three parts,offers insights and recommendations based on both qualita-tive and quantitative research for instructors and administra-tors who are committed to improving online student out-comes. Part one of the packet, entitled, What We Know About

Online Course Outcomes, is a synthesis of outcome datagleaned from a series of CCRC studies of online student per-formance in two statewide community college systems, one ina southern state and one in a western state. Retention andcompletion rates vary between the two state systems. In thesouthern state, the system is more rural and low-income andin the western state system, the population is more urban witha higher proportion of white students.Part two, entitled, Creating an Effective Online

Environment, offers recommendations for college adminis-trators seeking to improve retention and completion rates fortheir institutions’ students enrolled in online courses.The last part of the practitioner packet, entitled, Creating

an Effective Online Instructor Presence, suggests insightsfor online instructors on how to create “a more robust pres-ence” in their online courses to improve student engagement,retention, and completion rates.The rapid expansion of online courses, which have

increased 29 percent since 2010, makes an analysis of out-comes imperative. With 6.7 million students (approximately

one-third of all college students) enrolled in online courses,there must be strategies to measure success rates and sugges-tions for improving student outcomes. Community colleges have been in the forefront of online

course offerings as an attempt to serve large numbers of non-traditional students who often juggle multiple roles andresponsibilities in addition to their education. To put this inperspective, in 2008, 97 percent of two-year colleges wereoffering online courses compared to two-thirds of all postsec-ondary institutions.In the two state systems analyzed, CCRC found that online

courses were more popular among community college stu-dents who had relatively strong academic backgrounds; thesestudents were more likely to be academically prepared to docollege-level work, were more likely to be fluent in the Englishlanguage, and were more likely to come from higher incomeneighborhoods. Additionally, community college students tak-ing online courses were more likely to be white and weremore likely to be balancing various life demands. For exam-ple, they were more likely to be age 25 or older, more likely tohave dependent children, and more likely to be employed fulltime.Interestingly, nearly half of the students in these two state

systems took at least one online course during their first fouror five years of college enrollment but few students took alltheir courses online. In fact, correlating with national data ononline college enrollment, fewer than 5 percent of studentstook all their courses online in their first semester – mostonline students enroll in a mix of online courses and face-to-face courses throughout their college education in these twostate systems and nationwide.CCRC’s research shows that students are more likely to

withdraw or fail online courses than face-to-face classes.Students paid full tuition for the online course but did notearn college credits for it because they either withdrew orfailed. In both states studied, failure and withdrawal rateswere significantly greater for online courses compared toface-to-face courses. When CCRC researchers analyzed the southern state system

where students were more likely to be minorities, low-incomeand from rural areas, they looked at what are known as “gate-

COMMUNITY COLLEGES


keeper” courses, that is, the courses that often prevent stu-dents from advancing in their higher education pursuits. Onceagain, the findings show failure and retention rates for thesegatekeeper courses were significantly higher than rates forface-to-face gatekeeper courses.The research further showed that students who actually com-

pleted online courses were three to six percentage points lesslikely to receive a C or better than students who completed face-to-face course sections. Moreover, students who took theirdevelopmental courses online did particularly poorly in bothstates – the failure and withdrawal rates were dramaticallyhigher in online developmental courses. In fact, in online devel-opmental English courses, failure and withdrawal rates weremore than twice as high as the rates in face-to-face courses.

The news gets worse for students who took developmentalcourses online. They were significantly less likely to enroll infirst-level gatekeeper math and English courses, and thosewho took developmental courses online were far less likely topass the first-level gatekeeper courses than those studentswho had taken developmental courses face-to-face. It isworth noting that Hispanics, blacks, and low-income studentsare more likely to take developmental courses than their bet-ter prepared white, higher income peers. The CCRC data clearly shows that community college stu-

dents who take online courses are less likely to completethem and do well in them. So for those who looked to onlineeducation as the great equity equalizer, the results show justthe opposite: Online courses might actually widen persistentachievement gaps between students coming from differentdemographic backgrounds.Part two of CCRC’s practitioner packet is aimed at adminis-

trators motivated to improve student outcomes in onlinecourses. CCRC did extensive research at one community col-lege system relying on interview data. The researchers firsttried to answer two important questions: 1) what are the rea-

sons students perform more poorly in online courses? and 2)why do students take online courses?First, students might perform more poorly because online

courses require a technological proficiency for both studentsand instructors. Additionally, students might be required tohave a host of well-developed non-academic skills to navigatethe course. Students would need to be motivated and engagedand instructors would need to have a strong online presence.Students would need to manage their time well, stay organizedand on schedule, and know when and how to ask for help.Secondly, almost all students who were asked why they took

online courses cited flexibility of online learning in helpingthem to manage their busy lives. However, most studentsclearly indicated a preference for face-to-face courses

because of relationships with instructorsand with their peers. Students chose which courses to take

online based on the suitability of thesubject area, the course difficulty level,and the level of their interest in thecourse and how important they thoughtthe course would be to them. The inter-views showed students’ decisions aboutwhether or not to take a course onlinewere largely driven by their perceptionsof course difficulty since they believedifficult courses are harder to learnonline.Apart from their agreement that

online courses were far more time-con-suming than they had expected, studentsand instructors had very different expec-tations for online courses. These widelydiscrepant perceptions could have

caused high frustration levels for both students and theirteachers and might contribute to higher attrition rates foronline courses.The area of greatest student-teacher perceptual discrepan-

cy had to do with the notion of responsibility. Instructorsoften expected that their online students would be self-moti-vated independent learners with strong time-managementskills. Students agreed with the importance of these traits butthey expected their instructors to motivate and inspire themthrough active engagement in the teaching and learningprocess.Administrators should work toward fostering greater align-

ment in student-teacher expectations and get faculty to becrystal clear about their course expectations. Administratorsshould prepare online instructors through faculty develop-ment training to offer greater instructor presence and usemore engaging pedagogical strategies. CCRC research sug-gests that these basic expectations-related factors might play acrucial role in student outcomes.CCRC’s recommendations for maximizing the effectiveness

on online course student outcomes cover three main areas:


improving student preparation and support, improving thequality and design of online courses, and providing onlineinstructors with enhanced faculty development training.Recommendations flowing from the CCRC data include:

• Readiness activities for students as a requirement to takinga course online that would spell out not only the technologicalskills needed to succeed but also delineate the behaviors andresponsibilities required to be successful in completing thecourse. Colleges should also integrate into their orientationsto online course-taking the learning skills that facilitate acade-mic success, that is, time management, organization compe-tencies, and reading strategies.• There should be a screening process so that only studentslikely to succeed should be admitted to online courses. Onepossible approach would be to offer online courses only tostudents who meet a certain GPA threshold.• Just as in face-to-face courses, there should be built in earlywarning signs for at-risk students and early interventions.• Colleges should make sure that students have support ser-vices available to them during non-traditional school hoursand these supports should be available online.Online course offerings should be driven by what courses

are in the best interests of students to take online (develop-mental courses should not be offered online unless there issome way to change the very poor outcomes shown thus far).Additionally, there should be quality control where coursedesigners work with faculty members to create a course thatfollows some successful online course template.

Web designers and instructors should be given time to cre-ate valuable course offerings and this involves professionaldevelopment for instructors. Undoubtedly, the haphazard waysome courses have been created and offered online con-tributes to poor retention and success rates. Faculty membersneed sufficient training and support to do a quality job incourse design and online pedagogy with a focus on increasinginstructor presence within the course, facilitating studentengagement, and enhancing student-student interactionsonline.Part three of CCRC’s practitioner packet, Creating an

Effective Online Instructor Presence, makes the case for anenhanced instructor presence to increase retention and com-pletion rates in online courses. CCRC analyzed 23 onlinehigh-demand, entry-level courses at two community colleges.Researchers observed these online courses, reviewed thecourse materials, and conducted interviews with the 23instructors and 46 students who were enrolled in at least oneof the courses. The findings suggest that instructor engagement with stu-

dents in the teaching and learning process is just as importantas it is in face-to-face courses, and in fact, might be even morecritical in online courses. Interestingly, not only did onlinestudents say they placed a greater value on interaction withtheir instructors, quantitative data supported the interviews:

The data showed that higher levels of interpersonal interactionwere correlated with better student performance in onlinecourses. Quantitative analysis showed that interpersonal interaction

is the most important variable when measuring all the manyfactors that could affect course quality, and was the one factorthat most consistently predicted students’ grades. StudentGPAs in these online courses were directly correlated withlevel of student-faculty online interaction. “Establishing ameaningful instructor presence through the effective use ofinteractive technologies appears to be a particularly powerfulstrategy for enhancing student outcomes,” states the report.CCRC suggests that as instructors design their online cours-

es, they should take into account the following observationsbased on their research:

• Students perceive instructors as responsive when theyencourage student questions through multiple venues andreply to questions promptly. • Students make distinctions between technology tools inte-grated into a course with a clear and valuable purpose andthose with no purpose. Instructors can establish this sense ofpurpose by integrating the technology into regular courseactivities and by explicitly telling students when and how touse a technology-based resource.• Infusing audio and video throughout lectures provides mul-tiple ways for students to engage with content and creates astrong instructor presence. • Live weekly chat sessions allow for personalized instructionand give students the opportunity to get to know their instruc-tor. However, participation in live chats tends to be low.Instructors can establish a flexible schedule of chat sessionsand require students to attend at least a minimum number. • Giving students a clear rubric and incentives for discussionboard postings helps to stimulate more meaningful interac-tion. • If instructors do not maintain an ongoing presence on dis-cussion boards, students might feel that their participation is awaste of time. • Students expect and appreciate detailed instructions forassignments and clear, actionable feedback in addition tonumeric grades. • Instructors can improve their online courses and engendera sense of caring by soliciting student feedback about thecourse and using that feedback to enhance the course. CCRC’s online learning practitioner’s packet is a must read

for anyone engaged in online course offerings dedicated toimproving student success rates.

Angela Provitera McGlynn, professor emeritus of psy-chology, is an international consultant/presenter on teach-ing, learning, and diversity issues and the author of severalrelated books.


Changing the OldCredit-Hour Ways

by Michelle Adam

Fordecades, credit hours have defined student suc-cess and achievement in higher education andhave played an important role in determining how

much financial aid is awarded to students and colleges. Yet,this system, which uses time as a measurement of learningrather than learning itself, has failed to provide an accuratereflection of student learning and institutional effectiveness,and if anything, has possibly hindered true student success,according to a report from the New American Foundation.

“The credit hour was never meant to be a proxy for studentlearning. We built all these structures and systems around itand it became the building block for financial aid,” said AmyLaitinen, deputy director for higher education at the NewAmerican Foundation and author of Cracking the CreditHour a 2012 report on the status of the credit hour and itsimpact on higher education. The history of the credit hour dates back to the late 1800s,

when the National Education Association endorsed the con-cept of a “standard unit” of time as a way of measuring howmuch time students were to spend on each subject. But it was-n’t until Andrew Carnegie, who sought to create a system bywhich college professors could receive pensions, that a time-based standard unit (the “Carnegie Unit”) became official forhigh school graduation and college admissions requirements.It was determined that faculty members who taught 12 credithours, with each unit equal to one hour for contact with stu-dents per week over a 15-week semester, would receive full-time pension benefits.According to Laitinen’s report, this credit hour system

became the standard for determining student learning-and thebasis for financial aid formulas-but was never designed tomeasure student success. If anything, it has often done theopposite, since two people can spend the same amount oftime in the same course and come out with very differentresults. “We have stagnating completion levels as higher education

becomes even more necessary and expensive. We have emerg-ing evidence of low-quality graduates who can’t do basicthings such as comparing two opposing views in editorials,”said Laitinen. “Students with good grades don’t necessarilyknow that much and don’t know how to do that much.” That concern is not new. In 1938, the Carnegie Foundation

published the results of a comprehensive 12-hour examadministered to about 5,000 students at 10 Pennsylvania col-leges to explore the relationship between time and learning inacademia. The exam covered areas of general culture, generalscience, foreign literature, fine arts, history and social studies.The results showed that four years in college didn’t necessarilyproduce graduates with baccalaureate- level knowledge. In addition, a more recent 2011 study, Academically

Adrift, found that 45 percent of students completing the firsttwo years of college and 36 percent completing four years ofcollege showed no statistically significant improvement over

CURRICULUM/ INNOVATIONS & PROGRAMS


Amy Laitinen, deputy director for higher education at the New American Foundation

time on a test of critical thinking, complex reasoning, andcommunication skills. Also, a 2006 study by the U.SDepartment of Education’s National Center for EducationStatistics determined that the majority of college studentslacked the basic skills needed to summarize opposing news-paper editorial arguments or compare credit card offers withvarying interest rates.As student outcomes seem to have suffered under the credit

hour system, policymakers have re-evaluated this systemunder two growing trends: the for-profit higher education sys-tem and the online platforms for higher learning. According toCracking the Credit Hour, “non-traditional online coursesand programs are an awkward fit with the ‘seat time’ basis ofthe credit-hour clock. As more students enroll online, thismisalignment between the way higher education is regulatedand actually conducted has become increasingly problematic,particularly for the federal government.”According to Laitinen’s report, the Department of

Education (ED) has relied on a voluntary peer-reviewedaccreditation process to assess how institutions award creditto determine eligibility for financial aid. But in 2009, itsinspector general discovered that three major accreditors,who account for more than 70 percent of all federal aidawarded, were exercising inadequate oversight. As a result,the department attempted to recreate a consistent, standarddefinition of a credit hour. The department came up with thefollowing definition: “A credit hour is an amount of work rep-resented in intended learning outcomes and verified by evi-dence of student achievement that is an institutionally estab-lished equivalency that is not less than an hour of classroomor direct faculty instruction and a minimum of two hours ofout of class work for each week for approximately 15 weeksfor one semester... of the equivalent amount of work over adifferent amount of time.”Despite the department’s efforts at including evidence of

student achievement and its attempt to move beyond seat timeas a means of measuring credit, most institutions have notmoved forward. As Laitinen pointed out in her report, “Noconsensus definition exists of what those outcomes are orshould be.” She argues that it is time for federal policy tothink differently “about how to deliver and award credit forlearning and also create a space for nontraditional institutionsand organizations to prove their ability to help studentsachieve real, objectively verified learning outcomes.” She out-lines three tools that can be used in this endeavor.The first tool is involves innovations within an existing

frame of the credit hour. To this end, Laitinen says the ED canhelp institutions and accreditors translate alternative mea-sures of learning into the equivalent credit-hour frameworkthat people already use and understand. Recently, the WesternGovernors Association, a nonpartisan group of governorsfrom 19 western states, worked with the federal governmentto come up with a different way of awarding financial aid, onethat would bypass the credit-hour. Due to this work, Congresscodified “direct assessment” into law. But WGU chose not to

use this authority, and instead, with the federal government,translated its competencies into credit hours.According to Laitinen, another tool at the department’s dis-

posal is its ability to support experimentation. In other words,it can create what she describes as a “small, controlled, vol-untary virtual laboratory of ‘experimental sites’ on which ittests particular learning-based financial aid policies to see ifthey work, how they work, for whom they work, and underwhat conditions they work.”

She suggests three types of experiments the federal govern-ment could support: 1) Pay to assess learning that occurs out-side of a classroom toward a degree/credential, in the workplace or in non-credit college courses. 2) Pay students someor all of their financial aid after learning outcomes aredemonstrated 3) Pay for learning toward a degree acquiredoutside of traditional faculty and institutional boundariesSome innovative models don’t use faculty in traditional waysor don’t use faculty at all. The final tool available through the department is an alter-

native to the credit hour, direct assessment. This method ofaccountability was created for WGU and made available forcolleges-but not used by WGU or any others, until recently. AsLaitinen states: “If crafted well, direct assessment could openspace for high-performing, innovative institutions and accredi-tors to create a model for how we measure and pay for learn-ing. Financial aid would be made available to students basedon successful assessment of their actual learning.”While the federal government has opened doors for these

alternative accountability measures to be used, only oneschool, Southern New Hampshire University’s (SNHU) Collegefor America, obtained official approval last April to use directassessment for receiving financial aid. An innovator in educa-tion, SNHU added a three-year competency-based bachelor’sdegree to its regular course offerings. In order to shorten thetime required to obtain a degree, the faculty identified corecompetencies students needed to have upon graduation andthen wove these into their course offerings.Then, in 2011, it created the Innovation Lab, described as

“an educational incubator that is working to reduce costs,increase access, and provide transformational experiences forstudents who have been marginalized by traditional highereducation.” The outcome of this is SNHU’s College forAmerica, an online competency-based associate of art degreethat allows adult students to move at their own pace to earn adegree based on demonstrated mastery of skills and knowl-edge, rather than on what students were expected to learn anddo. This program, which will move beyond its incubationstage and become an official class with low tuition and finan-cial aid available, opens its doors this September.“I’ve been in education for a long time but we are doing

something nobody has done before,” said Cathrael Kazin,chief academic officer for College for America(CfA). “We werethe first school to be approved by the U.S. Department ofEducation to provide federal financial aid even though we arecompetency-based.”


According to Kazin, all learning will be on-line, at a nomi-nal fee ($2,500 a year with financial aid available if needed),and will be competency-based. The college has partnershipswith employers and community organizations who work withCfA to teach their employees/members specific skills andcompetencies they need. The traditional teacher is more like acoach that helps students decide on a path to pursue, whilethe technology lets students know where they are in theirlearning and how many more competencies are needed.“Time is irrelevant. Learning is what is defined, which is the

opposite of what normally happens,” said Kazin. “We havetasks students work through, not courses, and then theydemonstrate their competency. “Our students are mostly working adults and at the lower

end of the wage scale and this will make a huge difference forthem. Students perform tasks that demonstrate competencyand this is rewarded by trained evaluators. Students get feed-back within 48 hours and if they haven’t satisfied all the ele-ments of the rubric they can work on this and resubmit this.In this system you can always work toward mastery. You can’tfail as long as you keep trying.” In order to create its agreement with the Department of

Education, CfA needed to figure out equivalencies of credithours to competencies. It also translated tasks students dointo courses. In addition, when students complete their work,they will receive two transcripts: one, which shows competen-cy mastered and evidence to show mastery; and another con-ventional transcript to be used for transfer purposes.“I think higher education is out of the reach for so many

people, especially if you don’t want to be in debt for the rest of

your life or you are an adult and have a life. The problem withthe credit hour is that it is an administrative convenience andnot about learning,” said Kazin. “When we focus on studentsand are learning-centered than a lot of things become possi-ble. For folks who might not have as much money, or first-generation students, it offers a lot more options. And employ-ers are looking for competency and skills, and are less inter-ested in credits.” When more schools like CfA begin to shift into competency-

based learning and accountability, more students-especiallyadult students or first-generation, low-income, Hispanic stu-dents-will have the opportunity to receive the skills and learn-ing needed to do well in the workplace, as well as the finan-cial assistance to make that possible. “We’ve had had a lot of schools contact us. There is a lot of

excitement about this,” said Kazin. “By the Department ofEducation approving this, a lot of innovation can happen.Many are saying they want to do this too.”While CfA is paving the way for a new way of measuring

learning and student achievement, it is only the first step in thejourney. “Institutions, the Department of Education, states, andothers need to be willing to risk together and know that it is awork-in- progress. Unless we grapple with these tough prob-lems, we won’t see the type of improvements our studentsneed,” said Laitinen. “I think the genie is out of the bottle at thispoint. Everyone is trying to figure out how to deal with costs butalso how to deal with quality. Southern New HampshireUniversity is the first out of the gates, but there are many wait-ing. I feel we are going to see a whole lot more of this.”


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Hispanics: New Awareness,New Force for Progressby Yvette Donado

Morethan 10 million Hispanicvoters are credited ingreat measure for

President Obama’s re-election. Thatmilestone event launched a buzz thatcontinues today. What does the height-ened attention mean for us and ournation?Our top challenge: harnessing Latino

political and economic power toaddress the most pressing issues, espe-cially education and the related issues ofimmigration reform, jobs, health careand housing. No matter how immigration reform

pans out, as a society we must marshalthe talents, resiliency and aspirations ofnewly enfranchised residents and newcitizens. The sheer number of HispanicAmericans – those learning to speakEnglish and second-generation youngpeople now in college and entering theworkforce – requires a national will tointegrate them fully into our society. Thismeans increased educational opportuni-ties, job training and capitalizing ontheir work ethic and entrepreneurialspirit. If we can do it, our economy willgrow and the numbers consigned to anenduring underclass will decline.Education for Latinos shows promise:

reduced dropout rates, increased highereducation enrollments, greater aware-ness of students’ needs, and valuablenew research on positive aspects ofHispanic children’s social and languageskills. But challenges remain.Replicating successes on a larger

scale remains a hurdle. Many nonprofitslack resources to expand their pro-grams beyond the populations they nowserve. Parents Step Ahead (PSA), forexample, a model organization that edu-cates parents about their children’s edu-

cation, is extending its program from itsbase in Dallas to San Antonio. Like PSA, countless Hispanic organi-

zations are doing amazing work with fewresources. The challenge is how to applytheir best practices and take the bestprograms to scale. I don’t have theanswers, but publicizing their successesis a critical first step. The Association of Latino

Administrators and Superintendents(ALAS) and its executive director, for-mer Mexican American Legal Defenseand Educational Fund attorney VerónicaRivera, represent Hispanics and otherson the front lines of education. It ispreparing the next generation of schoolsystem leaders with the skills and com-mitment necessary to narrow achieve-ment gaps and address the needs ofEnglish-language learners and othermarginalized groups. ALAS merits ourattention and support.The high cost of higher education is

another challenge. Many work to forge acollege-bound culture in Latino homes.Yet some Latinos – as other Americans– question the value of postsecondaryeducation as tuition costs rise and jobsaren’t there. Tuition debt, especially forworking class families, remains a bur-den that cries out for remedies.The American Association of

Hispanics in Higher Education(AAHHE), Excelencia in Education, andthe Hispanic Association of Colleges andUniversities (HACU) are among the lead-ers in this area. AAHHE, for example,has conducted an annual outstandingdoctoral dissertation competition for sixyears, helping to meet a critical need. Increased awareness of Latino power

means opportunity. The challenge, andthe sad reality, is that stereotypes, dis-

torted perceptions, negativism and evenhostility survive. Hard work lies ahead ifwe are to make our Hispanic communitytruly transformative, enduring, morepowerful and respected, a strongerforce for good in our society. Despiteour numbers and commitment, the tasksahead seem daunting. Ever the optimist, and with my focus

on equity and opportunity in education,and with encouraging trends for Latinos,I hope our Hispanic leaders will coa-lesce, find the resolve and wield theinfluence our concerns demand. TheNational Hispanic Leadership Agenda, acoalition of 34 organizations, is wieldingits influence more and more. This is avery promising sign. Together we canhelp build a better nation.

Yvette Donado is senior vicepresident of People, Process andCommunications and chief adminis-trative officer of Educational TestingService, Princeton, N.J.

ORGANIZATIONS

Yvette Donado

PhD ProjectCreates Title

of Dr. Cuatro

by Jamaal Abdul-Alim

Whenthe PhD Project helped double and triplethe number of doctorate-holding minoritybusiness professors in the United States,

the individual PhDs who represented those milestones weredubbed “Doctor Double” and “Doctor Triple,” respectively.But when the number of the minority business began to

reach fourfold, Bernard Milano, president of the PhD Project,said he didn’t want to use the nickname “Dr. Quadruple.”“I thought, ‘Dr. Quadruple’ doesn’t quite roll off the

tongue,” Milano said.So the PhD Project held a contest among minority doctoral

students to decide on a nickname for the person who wouldofficially quadruple the number of doctorate-holding minoritybusiness professors in the U.S.Ultimately, they selected “Dr. Cuatro.”“I thought, ‘I hope (the person) is a Hispanic-American,”

Milano said, explaining that it would be fitting since “cuatro”is a Spanish word.And as fate would have it, the person who would become

known as Dr. Cuatro is in fact Hispanic.His name is James “Jim” Álvarez Mourey, 30, and earlier

this year he brought the number of doctorate-holding minoritybusiness professors in the United States to 1,176, four timesthe 294 that existed when the PhD Project began in 1994.

“I said ‘alright,’” Milano said, recalling his elation over thefact that “Dr. Cuatro” ended up being Hispanic.Mourey, who graduated this May with a PhD in business

administration from the Stephen M. Ross School of Business atthe University of Michigan, is similarly excited about his new

tenure-track position as an assistant professor at DePaulUniversity in Chicago, where this fall he is set to teach two sec-tions of a course in consumer behavior.“I couldn’t have planned it any better,” said Mourey during

a recent interview. “DePaul is a great place to be.”Mourey credits the PhD Project with helping to catapult him

from the world of business to the world of business academia.“The support provided by the community and family within thePhD Project ranges from personal support to professional sup-port,” he said. “It’s simply a genuine, caring group of peoplewho provide advice on keeping your sanity and balance whilecompleting a PhD while also engaging you in the intellectuallystimulating conversations expected in academia. “In short, I guess you could say they’re like family mem-

bers who ‘get it.’They get what you’re going through, what youneed to do to finish, and what support you need along the wayto nudge you in the right direction.”The seeds of Mourey’s career in academia were actually

planted the day he earned his undergraduate degree in mar-keting in international business from Washington University inSt. Louis, where he graduated summa cum laude in 2005.“One of my professors, the day of graduation, after the cer-

emony he said: What are your plans? What are you thinkingabout doing?’” Mourey recalled. “That professor was the onewho said: Maybe go get your PhD.”A week or so later over lunch, the professor encouraged

him to earn a PhD as soon as possible.“Being a first generation college student, I thought you had

to have a master’s before a PhD,” Mourey recalled.

GRADUATE SCHOOLS & PROGRAMS


He figured he would work first, earn a master’s degree, gointo management and then earn a PhD “later in life.”Mourey ultimately went in the world of work, first as an

account executive for Twist Communications in St. Louis, Mo.,where he specialized in regional campaigns for luxury brandsand internationalizing local brands. His accounts includedTiffany & Co., The Ritz-Carlton, Build-a-Bear, and Bissinger’s.Later, he went to work as executive director of the

Greenlight Research Institute at Ferrazzi Greenlight, a research-based consulting and training company in Los Angeles.While there Mourey handled the General Electric, Aon, and

Thomson Reuters accounts. He also co-wrote, “Who’s GotYour Back?” a No. 1 New York Times Bestseller, with FerrazziGreenlight founder and chairman, Keith Ferrazzi.Ferrazzi gives Mourey, who was

known as “Data” at the company, aprominent shout-out in the acknowl-edgements section of the book.“He led the research effort and pro-

vided tireless insight and support,”Ferrazzi wrote of Mourey.Mourey said he believes his corpo-

rate experience will serve him well inthe classroom. “A lot of professors don’thave real-world experience,” Moureysaid. “I think my experience workingwith real companies will be very helpful. I’ve seen it in the classes I’ve taught

already,” he said, adding that his experi-ence tends to enrich the classroom dis-cussion.Based on Mourey’s professional

experience, it’s a small wonder that hebecame connected to the PhD Project,which seeks to attract minorities fromthe world of business to pursue careersin academia.“They reached out to me during the

application process,” Mourey recalled.So he attended the PhD’s annual conference in November.“The difference, to me, was that this group didn’t just pro-

vide information, it also consisted of members from all back-grounds who were genuinely interested in seeing one anothersucceed,” Mourey said. “It was – and is – a support group forvery caring people, which made a huge difference in what isotherwise an often isolated experience.”Milano says the PhD project has targeted the program to

individuals in other careers with a focus on recruiting African-Americans, Hispanics and Native Americans.“Our bottom line purpose is that there are few students of

color studying business,” said Milano. “We believe and nowhave demonstrated after 19 years that if you have minority fac-ulty, you attract minorities to study business and the minoritiesperform better because they are now in an environment wherethey’re convinced they belong.“All the research says if you have students in the classroom

and if they are different from all the other students and professor,

their performance suffers because they’re constantly aware thatthey’re different.It causes people not to study in certain areasbecause the environment is not comfortable and should theystudy in those areas they don’t perform to their potential becausethey’re constantly processing what others think about them.”Mourey, who says diversity among faculty during his experi-

ence as a student was limited. expounds upon the benefits ofdiversity at the faculty level.“Having professors from diverse backgrounds, particularly

those that are unrepresented, provides even more learningand understanding given the different perspectives and histo-ries that are then brought into the classroom, whether directlyor indirectly,” he said. “Even if you don’t share the exact samebackground, I like to think that constant interaction with

diverse colleagues and students keeps usaware that we must consider differentperspectives, different learning styles,and different approaches. “Thus, I think what’s actually impor-

tant is not ‘ethnicity matching’ or ‘diver-sity for diversity’s sake,’ but rather theheterogeneity that having people with somany rich, different backgrounds pro-vides for the classroom.”Mourey’s dissertation at the University

of Michigan was titled “Like a Cold Glassof Water on a Hot Summer Day: EssaysExploring Differential Sensitivity toNonconscious Cues in ConsumerContexts.” The dissertation is comprisedof three essays that “explore how sensi-tivity to subtle cues varies as a functionof an individuals’ internal state and hiscontext, revealing implications for con-sumer behavior.”Mourey will expound on the concept

in a forthcoming edition of thePsychological Science journal. Amongother things, the article will explore how

people from “collective” cultures make choices as consumersversus people from more “individualistic” cultures.As an example, he said, at clothing stores, people from col-

lective cultures tend to want an entire set of items they pickedout more than people from individualistic cultures, who aremore apt to acquiesce when one item from the set of itemsthey selected is not available.Mourey was born in southern Illinois. His mother’s side of

the family is from Spain. His father’s lineage is French. While growing up, Mourey’s father drove a delivery truck

and delivered court papers while his mother provided childcare and cleaned homes and an office building on the side. Now, his father owns his own business as a private investi-

gator. Interestingly, his father made the transition fromemployee to business owner when Mourey and his three sib-lings – now a lawyer, teacher and nurse – were all in college.


“I thought, ‘Dr. Quadruple’ doesn’t

quite roll off the tongue”Bernard Milano, president of the PhD Project

Study Explores Why Many High SchoolGraduates Are Not Ready for Collegeby Gary M. Stern

Therecently released ACT National CurriculumSurvey: Policy Implications on Preparing forHigher Standards explores the gap between what

high schools in the U.S. teach and what college professorsexpect. The discrepancy reveals why many high school gradu-ates aren’t prepared to handle college courses, and why manystudents must take developmental or remedial courses to han-dle college-level curriculum. What’s at stake here is the abilityof high school graduates to advance and handle postsecondarywork, graduate from college, and then succeed in their career.The report’s main conclusions include: 1) continuing lack

of alignment between K-12 and postsecondary educationrestricts the ability of high schools to prepare college-readystudents; 2) in order to prepare students better for college,high schools must intensify the use of computers for studentsas part of the curriculum and ensure access by students to useand incorporate digital research; and 3) states have improvedstandards, but not enough higher education instructors arefamiliar with them.ACT’s report cites that 89 percent of high school teachers

said their graduating students were well-prepared to handlecollege-level work in their respective content areas. In con-trast, only 26 percent of college instructors reported thatincoming students were adequately prepared to handle credit-bearing courses in their area. Hence, most high school teach-ers think they are doing an excellent job while few collegeteachers think students are equipped to perform postsec-ondary academic assignments. That disparity lies at the crux ofthe gap between what high school teachers are achieving withstudents and the apparent lack of preparation and perfor-mance by a vast majority of undergraduates.ACT (whose acronym once stood for American College

Testing but no longer does), an Iowa City, Iowa-based non-profit organization, specializes in research and assessmentservices, explains Paul Weeks, vice president for ACT’s Careersand College Readiness. The goal of the national survey is tomake recommendations to further college and career readi-ness and is targeted to policymakers, decision-makers andcurriculum specialists.Despite the fact that 46 states have adopted core standards,

only 67 percent of college-level instructors of first-year devel-opmental courses were aware of them. On the other hand, 91percent of high school teachers had some degree of familiaritywith them. Hence, communication between the states setting

these standards and first-year instructors is lacking. Since somany high school graduates take developmental or remedialcourses as freshmen to catch up to what they don’t know andto improve their math and English skills, the standards aren’tstringent enough or having the desired effect.The report underscores the importance of the “skills that

are most essential and associated with career and collegereadiness,” Weeks says. Since many secondary school teach-ers aren’t familiar with the skills that have been identified asthe most essential to succeed in college, high school educa-tors cover a breadth of skills. “Postsecondary instructorswould rather see more depth, not a broad range that are onlyan inch deep,” asserts Weeks.ACT’s National Survey has heightened the issue of college

readiness, raised awareness and is slowly taking effect. “Wesee more and more college readiness programs that areincorporated into K-12 curricula,” notes Weeks. Working inconcert with ACT, 12 states including North Carolina, Kentuckyand Illinois, administer ACT tests to all 11th- grade students aspart of statewide assessments. Taking those tests raises aware-ness of college readiness and helps students become betterprepared for college, he suggests.Weeks says once students graduate from high school and

are accepted into college, most high school teachers believethey have done an effective job. They have helped the studentgain college acceptance and usually have little or no follow-upwith students after they graduate. Gaining admission isn’t thesame as earning an undergraduate degree and most secondaryschool teachers don’t get much feedback on college readinessof their former students.“What’s missing is a better understanding and more consis-

tency from classroom to classroom, and state-to-state, of whatmakes a rigorous course in the content area,” says Weeks. For example, two students can pass algebra but have vastly

different experiences and their knowledge can vary greatly.Colleges review class titles but rarely evaluate the essential skillsmastered in the class. “Now we know what skills lead to collegeand career readiness,” suggests Weeks. “And the more highschool teachers are aware of those skills and can teach them, thebetter their graduates will perform in postsecondary education.”Many Latino and other minority students who attend large,

underfunded, urban high schools, and stem from lowersocioeconomic families where parents haven’t graduated fromcollege, face a series of obstacles that make college readiness

REPORTS


difficult. But Weeks stresses that college readiness programsare having incrementally positive effects on Latino and otherunderrepresented students, though much progress stillremains to be achieved. In the past 117,000 Latino studentswere tested for college readiness, but in 2012, more than234,000 were tested. The bad news was that the rate of collegereadiness remained at about 50 percent for all Latino students.Clearly that number needs to rise if Latino students are going tothrive in college and require fewer developmental courses.To improve minority and Latino achievement, Weeks sug-

gests there must be renewed emphasis on “innovation, accessand opportunity, curriculum improvement and course-levelinitiatives.” Engaging Latinos earlier in the college applicationprocess can also increase their access to college and admis-sions into higher education. The more support parents canmuster while monitoring student performance in high schoolalso can yield positive results.But it’s not just teachers, parents and students who are

responsible for college readiness. The missing link has beenactive involvement from colleges. Most public high schoolteachers manage five classes a day, instruct from 100 to 150students daily, have responsibilities such as cafeteria duty andhave little free time. Weeks says an increasing number of col-leges are providing professional development for high schoolteachers to assist them in teaching the skills required for col-lege readiness. “How to deliver professional development in aformat that high school teachers have the time for is a majorconcern,” Weeks says.Some states have been leaders in spearheading college

readiness. For example, the Oklahoma Board of Regents hasdeveloped a series of after school workshops to ensure thatteachers are aware of college readiness and incorporating theprogram into the curriculum.“What works most effectively is when teachers understand

which skills in their respective content areas are most associatedwith college readiness,” says Weeks. Those skills are then woveninto the curriculum and don’t stand alone. Hence, understandingcomplex reading assignments is essential for students to do wellin English in college. Once English teachers weave those skillsinto the curriculum, college preparedness rises.Karen Cheser, chief academic officer and deputy superin-

tendent at Boone County Schools in Florence, Ky., collaboratedwith ACT on college readiness. She says, “Our vision for ourschool district is that every student be college, career and lifeready.” Students in that district strive to score 24 to 27 on ACTtests, which reveal mastery in basic skills of English grammar,math and critical thinking. ACT research says that if studentsscore 24 or more, they are likely to earn a B in entry level col-legiate courses.One way that Boone Country has encouraged collaboration

between secondary school and college instructors is by pro-viding dual credit courses. University instructors are teachinghigh school classes, and high school teachers are gaining cer-tification to lead college-level classes. Principals participate inuniversity councils to help facilitate dialogue between sec-ondary schools and colleges.But school administrators in Boone County, which has seen

an increase in advanced manufacturing jobs, are also talking

to employers who have noted a lack of critical skills in highschool graduates. “Our job is to prepare our students for jobsin the workplace, not just to graduate them,” Cheser says.To insure that students are college and work ready, Boone

County has instituted a series of interventions. Students in the bot-tom 20 percentile of mastering skills receive notification of theirlack of progress. At the beginning of the school day from 7:40a.m. to 8:20 a.m., they receive one-on-one instruction, groupinstruction or online assistance. Students who score higher onbasic skills receive more advanced and sophisticated assistance. In addition, the district has launched a “bring your own

technology initiative” to encourage more students to use com-puters for research and upgraded its tech infrastructure sostudents can access the net more easily.Boone County has learned that high school grades are only

one indicator, but not the final arbiter of college readiness.Cheser says working with ACT enables schools to use nationalassessments to gauge student achievement, mastery of skillsand critical thinking to determine college readiness.Preparing students to do well in college requires “listening toemployers, talking to colleges, and a district-wide commit-ment and endorsement to monitor implementation,” she says.The goal is to get every student by 2023 to attain mastery ofskills via ACT assessments.Boone County schools also are collaborating with Northern

Kentucky University to develop basic math programs. “Wewant to make sure that every student is at that level of mastery.It drives everything we do,” Cheser says. To prepare studentsto be college ready, it requires “conversations, transparency,and a willingness to put out data. It takes community-will andproviding resources,” she remarks.After considering its survey results, ACT made these recom-

mendations:• Prepare high school teachers for what professors expectfrom freshmen• Intensify communication between high schools and col-leges to ensure that high school teachers have a strongerknowledge of what instructors require from freshmen.Increasing professional development for high school teachersto explain exactly what is required from a professor’s view-point would go a long way to bridging the gap • Heighten collaboration between secondary and K-12 teach-ers and postsecondary educators. ACT recommends that K-12teachers and postsecondary teachers communicate more toensure that the high school curriculum teaches students tomaster the skills required to succeed in college. The reportstates that “If teachers don’t change their curricula and prac-tices to reflect college and career-ready standards, then simplyimplementing these standards will not be enough to improvestudent readiness for postsecondary education.”• Increase access of high school students to technology.Graduating high school without the ability to use computersand conduct research on the web makes it difficult to succeedin college. Still, the technology gap makes it difficult for poor,working class and immigrants students to have access to com-puters on a regular basis. Occasional visits to overcrowdedurban libraries are not a sustaining solution.



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The University of Chicago Booth School ofBusiness is seeking to appoint outstanding scholarsto the tenure-track position ofAssistant orAssociateProfessor of Behavioral Science. We will considercandidates with interests in the areas of decision-making, negotiations, social psychology andorganizations, all broadly defined. Candidates musthave earned a PhD (or equivalent) or expect toreceive a doctorate in the near future.

We are looking for candidates with strongdisciplinary training in any of the social scienceswho can use that discipline background to conductresearch on aspects of behavior relevant tomanagement in organizations and to introduceMBAstudents to behavioral science principles. Thisposition is part of the Behavior Science area, whosemembers are responsible for teaching courses suchasManaging in Organizations,Managerial DecisionMaking, Power and Influence, and Negotiations.Candidates should be qualified to teach at least oneof these courses plus another MBA elective. Thegroup maintains two well-equipped laboratories forexperimental research.

The deadline for applications is March 31, 2014.However, we will begin formally reviewingapplications on October 15, 2013 and stronglyencourage applicants to submit a complete set ofmaterials by this time. To apply, please submit aresearchand teaching statement, avita, awritten sampleof your present work, and two letters of reference at:http://www.chicagobooth.edu/faculty/openings.

The University of Chicago is an EqualOpportunity/Affirmative Action employer.

http://www.chicagobooth.edu

http://www.riohondo.edu/hr

http://www.lhup.edu


DEANCOLLEGE OF LITERATURE, SCIENCE, AND THE ARTS

ANN ARBOR, MICHIGANThe University of Michigan invites nominations and applications for theposition of Dean of the College of Literature, Science, and the Arts(LS&A). The core liberal arts college in one of the nation’s premier publicresearch universities, the College offers a vast array of opportunities forlearning and research both within the traditional disciplines and ininterdisciplinary programs, along with a range of resources thatperennially attract the strongest students and faculty. The Collegecombines the richness and diversity of its academic programs withpersonalized student advising and research opportunities that areunique in a school of its scope and size.

The Dean is the chief academic and administrative officer of theCollege of Literature, Science, and the Arts. He or she will provideleadership in defining and articulating the College’s strategicpriorities; recruiting and maintaining an excellent faculty; creating andsupporting educational programs of the highest quality; attractingexcellent students; creating collaborative opportunities with otherschools and departments within the University; and enhancingproductive relationships with alumni, donors, and local, national, andinternational communities. The Dean of LS&A plays a majorleadership role in the broader University, stimulating and facilitatingsynergistic collaboration with other schools and colleges as well asinterdisciplinary institutes, centers and programs. As the chiefacademic, administrative, and financial officer of LS&A, the Deanreports directly to the Provost and Executive Vice President forAcademic Affairs.

The successful candidate will be tenurable at the full professor level inthe College of Literature, Science, and the Arts. He or she will provideintellectual leadership to the College community, and should be anationally recognized scholar with the desire, ability, and vision tosustain a leadership role within a University that is in the forefront ofresearch and scholarship, graduate education, undergraduateeducation, and institutional, professional, and public service. The Deanwill need to employ a high level of administrative acumen in leading thispremier liberal arts college, and must possess a fundamentalcommitment to diversity in all its forms.

Nominations and applications will be held in the strictest ofconfidence, and will be reviewed immediately. The University’sdedication to excellence is complemented by its commitment tobuilding a culturally diverse academic community. Individuals fromunderrepresented groups are encouraged to apply.

The University has retained the services of Isaacson, Miller toassist the search advisory committee. Inquiries, nominations, andapplications should be submitted, preferably in electronic form, to:John Isaacson, President, Heather Brome, Senior Associate,Isaacson, Miller, 263 Summer Street, Boston, MA 02210, 617-262-6500, [email protected].

The University of Michigan is an equal opportunity/affirmative action employer.

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The Department of Computer Science at the University of Chicago invitesapplications from exceptionally qualified candidates in the areas of theory ofcomputing, and systems for faculty positions at the rank of Assistant Professor.

Systems is a broad, synergistic collection of research areas spanning systems andnetworking, programming languages and software engineering, software andhardware architecture, data-intensive computing and databases, graphics andvisualization, and systems biology. Particular areas of focus include formaldefinition, design, and implementation of programming languages, data-intensivecomputing systems and algorithms, large scale distributed and collaborativesystems, heterogeneous computer architectures, reliable computing systems, andself-tuning systems.

The University of Chicago has the highest standards for scholarship and facultyquality, and encourages collaboration across disciplines. We encourage strongconnections with researchers across the campus in such areas as mathematics,natural language processing, bioinformatics, logic, molecular engineering, andmachine learning, to mention just a few.

Applicants must have completed all requirements for the PhD except thedissertation at time of application, and must have completed all requirements forthe PhD at time of appointment. The PhD should be in Computer Science or arelated field such as Mathematics or Statistics.

The Department of Computer Science (cs.uchicago.edu) is the hub of a large, diversecomputing community of two hundred researchers focused on advancingfoundations of computing and driving its most advanced applications. Longdistinguished in theoretical computer science and artificial intelligence, theDepartment is now building a strong Systems research group. This closely-knitcommunity includes the Department of Statistics, Toyota Technological Institute, theComputation Institute, andArgonne’s Mathematics and Computer Science Division.

The Chicago metropolitan area provides a diverse and exciting environment. Thelocal economy is vigorous, with international stature in banking, trade, commerce,manufacturing, and transportation, while the cultural scene includes diversecultures, vibrant theater, world-renowned symphony, opera, jazz, and blues. TheUniversity is located in Hyde Park, a Chicago neighborhood on the Lake Michiganshore just a few minutes from downtown.

All applicants must apply through the University’s Academic Jobs website.

Please apply at the following sites:

1. Theory of computing, academiccareers.uchicago.edu/applicants/Central?quickFind=52933.2. Systems, academiccareers.uchicago.edu/applicants/Central?quickFind=52953.

A cover letter, curriculum vitae including a list of publications, a statementdescribing past and current research accomplishments and outlining future researchplans, and a description of teaching philosophy are required. Three reference lettersare required, one of which must address the candidate’s teaching ability to beconsidered as an applicant. The reference letters can be sent by mail to:

Chair, Department of Computer ScienceThe University of Chicago

1100 E. 58th Street, Ryerson HallChicago, IL. 60637-1581

Or by email to: [email protected] (letters can be in pdf,postscript or Microsoft Word).

Candidates may also post a representative set of publications, as well as teachingevaluations, to this website.

To ensure fullest consideration of your application all materials, includingsupporting letters, should be received by January 15, 2014. However, screeningwill continue until all available positions are filled.

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


The Interdisciplinary and International Studies Program at the Universityof North Carolina Asheville (http://ist.unca.edu/) invites applications for afull-time tenure-track position at the rank of Assistant Professor in the areaof Chinese Studies and Language. We are seeking faculty who have abroadly trained interdisciplinary background with a strong commitment toexcellent interdisciplinary undergraduate teaching in our rapidly growingInterdisciplinary, International andAsian Studies Programs. The successfulcandidate would be interested in building the International Studies, AsianStudies, and Chinese Studies curricular and programmatic offerings in thefollowing areas: all levels of Chinese Language (Elementary, Intermediate,and Advanced), Chinese Literature and Film or Media Studies, ChineseCultural Studies, introductory interdisciplinary courses in International andAsian Studies, as well as contribute to the university-wide IntegrativeLiberal Studies curriculum. She/he will be expected to direct and/orsupervise independent student research capstone projects in International,Asian Studies, and Chinese Studies. Preference will be given to individualswith a strong commitment to building the Asian Studies program,including being a dedicated academic advisor to the growing number ofmajors and minors in the International andAsian Studies Programs, as wellas being an active and engaged member of the university community. Thesuccessful candidate should also be prepared to teach outside thedepartment in our Integrative Liberal Studies program - UNC Asheville’sinterdisciplinary liberal arts curriculum, required of all our undergraduates- including in our Humanities program, writing and diversity intensivecourses, and the first-year seminar series. An interest in leading studyabroad programs to China and/or East Asia would be desirable. Theteaching load for this position is 12 contact hours per semester.

Minimum qualifications: A Ph.D. in Chinese Studies and Culture,Comparative Literature, or other relevant interdisciplinary fields, with aspecialization in Chinese Language and Culture. The ideal candidate willhave experience teaching Chinese language and studies courses at aliberal arts institution or at the undergraduate level, an active researchagenda, and an interest in engaging with the broader communities ofAsheville and the surrounding areas in terms of community outreach andprogram building. Special consideration will be given to candidates withdemonstrated experience or potential for leadership in serving UNCAsheville’s efforts in promoting diversity and inclusion in the areas ofpedagogy, programming, and service activities.

Interested candidates should submit a cover letter, curriculum vitae,statement of teaching philosophy/teaching interests, statement describingresearch agenda and interests, three letter of recommendation, and teachingevaluations (if available) to: Elaine Warren, Office of Academic Affairs,CPO # 1410, UNC Asheville, 1 University Heights, Asheville, NC28804. Inquiries about this position should be directed to Dr. SurainSubramaniam, Director of Interdisciplinary and InternationalStudies, UNC Asheville, Email: [email protected]; Telephone: (828)232-2409. Official academic transcripts will be required of the successfulcandidate prior to hire. The search committee will begin reviewingapplications on August 15, 2013. The position will be open until filled.

UNC Asheville, located in the Blue Ridge Mountains in Western NorthCarolina, is the designated public liberal arts institution of the

University of North Carolina system, committed to student-centeredteaching and to being an inclusive campus community. We encourageapplications from women and traditionally underrepresented minorities.UNC Asheville is committed to increasing and sustaining the diversity ofits faculty, staff, and student body as part of its liberal arts mission. Asan Equal Opportunity/Affirmative Action Employer, UNC Asheville doesnot discriminate in its hiring or employment practices on the basis ofrace and ethnicity, age, religion, disability, socio-economic status,

gender expression, gender and sexual identity, national origin, cultureand ideological beliefs.

Associate or Full Professor(Tenured/Tenure-track)

Department of CommunicationJacobs Technion Cornell Innovation Institute

College of Agriculture and Life SciencesNYC Tech Campus

Cornell is a community of scholars, known for intellectual rigorand engaged in deep and broad research, teaching tomorrow’sthought leaders to think otherwise, care for others, and createand disseminate knowledge with a public purpose.A faculty position in the Department of Communication isavailable at the Jacobs Technion-Cornell Innovation Institute(www.jtcii.org) at Cornell’s new Tech campus in New York City.

At the Cornell Tech campus, this individual will contribute to aninterdisciplinary hub on 'connective media,' bringing togetherresearchers and graduate students from communication,engineering, computer science, management, and other fields, aswell as local industry and businesses.

Candidates may come from the field of Communication or arelated discipline, with interests in social media, computer-mediated communication, human computer interaction, mediapolicy, media psychology, media institutions, and/or similartopics. The appointee will be based in New York City at theCornell NYC Tech campus. Until relocated to its eventual homeon Roosevelt Island, the campus is temporarily located in theChelsea section of Manhattan. Her/his tenure home will be in theDepartment of Communication, College of Agriculture and LifeSciences, at the Ithaca campus. The position is open to seniorcandidates qualified for tenured status at the Associate Professoror Professor level.

Qualifications Required: Candidates must hold a Ph.D. inCommunication or closely aligned field, must have an abilityto conduct outstanding research, and must also have a strongdemonstrated interest in the technology commercialization andentrepreneurship mission of the Cornell Tech campus and theJTCII.

Application: We will begin reviewing applications immediatelyand continue until the position is filled. Applicants should submitonline at https://academicjobsonline.org/ajo/jobs/2844 acurriculum vitae, brief statements of research and teachinginterests, and the names and contact information of at least threereferences. For questions or additional information about thisposition, please contact Professor Geri Gay, Search CommitteeChair, at [email protected].

Find us online at http://hr.cornell.edu/jobs or Facebook.com/CornellCareersCornell University is an innovative Ivy League university and agreat place to work. Our inclusive community of scholars,students and staff impart an uncommon sense of larger purposeand contribute creative ideas to further the university's mission ofteaching, discovery and engagement. Located in Ithaca, NY,Cornell's far-flung global presence includes the medical college'scampuses on the Upper East Side of Manhattan and in Doha,Qatar, as well as the new CornellNYC Tech campus to be built onRoosevelt Island in the heart of New York City.

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

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http://www.cornell.edu


The CityUniversityofNew York

CHANCELLORThe Board of Trustees of The City University of New York announces a globalsearch to recruit a new chancellor with a record as an outstanding leader,manager and scholar within a major higher education system or othercomplex organization.

The university provides high-quality, accessible education for more than270,000 degree-credit students and 226,000 adult, continuing andprofessional education students at 24 campuses across NewYork City. Thereare more than 7,300 full-time faculty and more than 11,500 adjunct facultyat CUNY.

The chancellor serves as the chief executive officer of the university andreports to the Board of Trustees. College presidents and deans of theuniversity’s professional schools report directly to the chancellor.

CUNY is an integrated system of senior and community colleges, graduateand professional schools, research centers, institutes and consortia. Itprovides New York City with graduates trained for high-demand positionsin the sciences, technology, mathematics, teaching, nursing and other fields.The university has strengthened its mission as a major research institution,building an array of modern facilities and expanding the ranks of its world-class faculty. Today CUNY enjoys a rising reputation, record enrollments,increased standards and enhanced resources.

CUNY is seeking a chancellor who will maintain the momentum of theuniversity-wide renewal that has occurred over the past decade and a half.She or he will be responsible for fulfilling the stipulations of New York StateEducation Law that “the university will continue to maintain and expand itscommitment to academic excellence and to the provision of equal accessand opportunity for students, faculty and staff from all ethnic and racialgroups and from both sexes.”

Among the tasks for the new chancellor will be to continue to strengthenthe quality and diversity of the institution through the hiring and retentionof full-time faculty; to promote increased student success, including improvedretention and graduation rates and post-graduate outcomes; to exerciseexcellent judgment in the hiring of college presidents and other senioruniversity officials; to advance the needs of the university in a complexpolitical environment; to meet the challenge of incorporating change in thedelivery of academic content; to enhance the university’s doctoral programs;and to be open to adopting best practices from other sectors of highereducation, including partnerships, where appropriate. The next chancellormust have a proven record as an entrepreneur and fund-raiser.

Members of the university community and the public are welcome to submitnominations. The review of applications will begin immediately and willcontinue until the position is filled. Submission of applications is encouragedby October 25, 2013.

Applications: Applicants should send a curriculum vitae and a letterexpressing their interest in the position that addresses how they meet thesearch committee’s preferred qualifications.

Nominations:Nominators should send a letter of nomination and, if possible,the nominee’s curriculum vitae.

Applications and nominations should be sent electronically to:John Isaacson, President; Sheryl Ash, Vice President;

or Ben Tobin, Senior AssociateIsaacson, Miller

Email: [email protected]: 263 Summer Street, 7th Floor, Boston, MA 02210

OR

Ms. Mahlet TsegayeOffice of Executive Search/CUNY

Email: [email protected]: 205 East 42nd Street, 11th Floor, New York, NY 10017

All nominations, applications and inquiries will be held in strict confidence.CUNY is an EO/AA/IRCA/ADA employer with a strong commitment to racial,cultural and ethnic diversity. The search committee actively seeks andencourages nominations and applications frommen andwomen of all races.


The Interdisciplinary and International Studies Program at the Universityof North Carolina Asheville (http://ist.unca.edu/) invites applications for afull-time tenure-track position at the rank of Assistant Professor in thearea of International Studies, with a focus on India and/or South Asia. Weare seeking faculty who have a broadly trained interdisciplinarybackground with a strong commitment to excellent interdisciplinaryundergraduate teaching in our rapidly growing International Studiesmajor and Asian Studies minor. The successful candidate would beinterested in building the International Studies and Asian Studiescurricular and programmatic offerings related to her/his research interestsin the politics, culture, and society of India and the needs of thedepartment, including introductory interdisciplinary courses inInternational and Asian Studies. Areas of interest that would be desirableinclude the nexus between ethnicity/religion and political developmentand/or the political economy of rapid economic growth in India, includingthe effects of globalization on India. She/he will be expected to superviseindependent student research capstone projects in International and AsianStudies as well as contribute to the university-wide Integrative LiberalStudies Program, UNC Asheville’s core liberal arts curriculum.Preference will be given to individuals with a strong commitment tobuilding theAsian Studies program, including being a dedicated academicadvisor to the growing number of majors and minors in the Internationaland Asian Studies Programs, as well as being an active and engagedmember of the university community. An interest in leading study abroadprograms to India and/or South Asia would be desirable. The teachingload for this position is 12 contact hours per semester.

Minimum qualifications: A Ph.D. in International Studies or relatedfield, with a primary focus on India and/or South Asia. The idealcandidate will have educational experience at a liberal arts institution or astrong interest in teaching at the undergraduate level, an active researchagenda, and an interest in engaging with the broader communities ofAsheville and the surrounding areas in terms of community outreach andprogram building. Special consideration will be given to candidates withdemonstrated experience or potential for leadership in serving UNCAsheville’s efforts in promoting diversity and inclusion in the areas ofpedagogy, programming, and service activities.

Interested candidates should submit a cover letter, curriculum vitae,statement of teaching philosophy/teaching interests, statement describingresearch agenda and interests, three letter of recommendation, andteaching evaluations (if available) to: Elaine Warren, Office ofAcademic Affairs, CPO # 1410, UNC Asheville, 1 University Heights,Asheville, NC 28804. Inquiries about this position should be directed toDr. Surain Subramaniam, Director of Interdisciplinary andInternational Studies, UNC Asheville, Email: [email protected];Telephone: (828) 232-2409. Official academic transcripts will berequired of the successful candidate prior to hire. The search committeewill begin reviewing applications on September 15, 2013. The positionwill be open until filled.

UNC Asheville, located in the Blue Ridge Mountains in Western NorthCarolina, is the designated public liberal arts institution of the

University of North Carolina system, committed to student-centeredteaching and to being an inclusive campus community. We encourage

applications from women and traditionally underrepresented minorities.UNC Asheville is committed to increasing and sustaining the diversityof its faculty, staff, and student body as part of its liberal arts mission.As an Equal Opportunity/Affirmative Action Employer, UNC Ashevilledoes not discriminate in its hiring or employment practices on the basisof race and ethnicity, age, religion, disability, socio-economic status,

gender expression, gender and sexual identity, national origin,culture and ideological beliefs.

Assistant or Associate ProfessorPopulation and Environment

Department of Development SociologyCollege of Agriculture and Life Sciences

Cornell University – Ithaca, NY

Cornell is a community of scholars, known for intellectual rigor andengaged in deep and broad research, teaching tomorrow’s thoughtleaders to think otherwise, care for others, and create and disseminateknowledge with a public purpose.The Department of Development Sociology in the College ofAgriculture and Life Sciences at Cornell University is seeking applicantsfor a tenure track position focusing on population and environment,beginning August 2014; appointment will be on an academic year basis.This position has 50% teaching and 50% research responsibilities.Qualified applicants must have a demonstrated record of scholarship thatfocuses on the interrelationships of population dynamics and the changingbio-physical environment. Ability to participate in and contribute to inter-disciplinary projects is expected. Appointees will be expected to developan internationally recognized and externally funded research program onthe connections and interactions between population dynamics and variousaspects of environmental change such as understanding, mitigating andadjusting to climate change, ecosystem deterioration, and transformationsof land use and ownership. Teaching will consist of 2.5 courses peracademic year (2 courses one year; 3 the next). The appointee will beexpected to teach a course on population and environment, and one on GISand spatial statistics. Other courses might include population dynamics,graduate-level quantitative methods, or specialized courses focusing onspatial population processes.More information on the demographic and environmental research,teaching and outreach interests in the Department of DevelopmentSociology can be found at: http://devsoc.cals.cornell.edu.Qualifications Required: Ph.D. in Sociology or related social sciencedisciplines. The candidate must have significant training (or equivalentexperience) in demography, quantitative methods, and GIS/spatialstatistics. Prior research experience examining population-environmentinterrelationships is required. .Application: Candidates are requested to submit: (1) a cover letter,(2) a statement that describes recent and ongoing research and near-term research plans, (3) a curriculum vitae, (4) a statement ofteaching interests and experience, and (5) an example of written work(maximum of three papers; published preferred). Senior candidatesshould include the names of three references who may eventually becontacted by the search committee. Junior candidates should havethree reference letters sent on their behalf at the time of application.Review of applications will begin on October 1, 2013 and willcontinue until the position is filled. In order to receive fullconsideration, all materials should be submitted by October 1st. Anyquestions specifically regarding the position should be directed toProfessor Lindy Williams, Search Committee Chair. Please submit allapplication materials to Academic Jobs Online athttps://academicjobsonline.org/ajo/jobs/2824.

The College of Agriculture and Life Sciences isdeveloping leaders, improving lives, and shaping the future.

Find us online at http://hr.cornell.edu/jobs or Facebook.com/CornellCareersCornell University is an innovative Ivy League university and a greatplace to work. Our inclusive community of scholars, students and staffimpart an uncommon sense of larger purpose and contribute creativeideas to further the university's mission of teaching, discovery andengagement. Located in Ithaca, NY, Cornell's far-flung global presenceincludes the medical college's campuses on the Upper East Side ofManhattan and in Doha, Qatar, as well as the new CornellNYC Techcampus to be built on Roosevelt Island in the heart of New York City.


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All advertising included on our website

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

Enrollment Management CoordinatorFor a copy of the vacancy announcement, including minimum qualifications and application deadline,please visit ourWeb site atwww.mcc.commnet.edu. Please send letter of intent, resume, transcripts, emailaddress and the names of three references to: Holly Foetsch, Interim Director of Human Resources;Manchester Community College; Great Path, MS #2; P.O. Box 1046, Manchester, CT 06045-1046

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

EOE/AA/M/F

Princeton University’s Department of Ecology andEvolutionary Biology plans to hire a tenure track assistantprofessor focusing on animal behavior. The Departmenthas broad interests in behavioral ecology, behavioraldynamics, behavioral mechanisms, behavioral genetics,behavioral endocrinology and physiology, and behaviorallinks to other features of organismal biology. We seekapplicants who pursue research that aims for significantconceptual and/or empirical integration of animal behaviorin broader contexts of complex systems, neuroscience,genomics, ecology and evolution, and who have a strongcommitment to teaching. A joint appointment with thePrinceton Environmental Institute is possible, especially ifthe applicant’s research focuses on problems of global orenvironmental change.

Applicants should write a vision statement, no longer thantwo pages, that outlines the conceptual dimensions of oneor more major unsolved problems in their field and howtheir approach will contribute to solving them. The visionstatement should be more than a summary of theapplicant’s prior and current research. Applications,including the vision statement, curriculum vitae, threereprints and contact information for three lettersof recommendation, can be submitted online viahttp://jobs.princeton.edu, requisition #1300555. Screeningof applications begins September 23, 2013.

Princeton University is an equal opportunity employerand complies with applicable EEOand affirmative action regulations.

ASSISTANT PROFESSORANIMAL BEHAVIOR

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Assistant or Associate Professorof Sustainable Fruit Production

Department of HorticultureCollege of Agricultural and Life Sciences

Cornell University – Ithaca, NYCornell is a community of scholars, known for intellectual rigor andengaged in deep and broad research, teaching tomorrow’s thought leadersto think otherwise, care for others, and create and disseminate knowledgewith a public purpose.New York State is a major producer of fruit crops and Cornell Universityhas a long history of research and teaching in the area of fruit production.The wine and grape industry is expanding rapidly in NYS and is a majoreconomic contributor. Most vineyards and orchards are situated nearrivers, lakes and oceans, making nutrient and agrochemical leaching intosurface and groundwater an important factor to manage and mitigate.Sustainably managing soil, water, and nutrient resources in a changingclimatic and economic environment is critical for the continued success ofthe winegrape and tree fruit industries. Responsibilities: The appointee is expected to develop and direct anexternally-funded, nationally-recognized research program on deciduousfruit production systems with emphasis on understanding interactionsbetween the fruiting plant and ecosystems, and application of thisknowledge to improve the sustainability of fruit crop production systems.Proposed research should complement rather than replicate ongoingresearch in the Plant Sciences at Cornell.The appointee is also expected to teach or co-teach courses associatedwith the Viticulture/Enology and Plant Sciences majors, includingEcological Orchard Management, and Viticulture and VineyardManagement. Contributions to other plant science courses are expected,commensurate with skills and abilities. Participation in curriculumdevelopment, student recruitment, undergraduate and graduate advising,and internship identification and management will be a component of theteaching responsibility.The appointee is expected to participate fully in the academic life of thedepartment and college by serving on committees, attending relevantmeetings, and serving as a resource for inquiries about fruit production.Salary and start-up package is generous and subject to negotiation.Benefits are competitive and of high caliber.QualificationsRequired: Ph.D. in horticulture or closely-related field with experience infruit production systems.Preferred: Previous teaching experience desirable.Application procedure: Submit letter of application, curriculum vitae,statement of research goals and plans, statement of teachingphilosophy, graduate transcripts, and names of three references to:https://academicjobsonline.org/ajo/jobs/2372. For additionalinformation, email Prof. Justine Vanden Heuvel at [email protected] of applications will begin September 16, 2013, and continueuntil the position is filled.

The College of Agriculture and Life Sciences isdeveloping leaders, improving lives, and shaping the future.

Find us online at http://hr.cornell.edu/jobs or Facebook.com/CornellCareersCornell University is an innovative Ivy League university and a greatplace to work. Our inclusive community of scholars, students and staffimpart an uncommon sense of larger purpose and contribute creativeideas to further the university's mission of teaching, discovery andengagement. Located in Ithaca, NY, Cornell's far-flung global presenceincludes the medical college's campuses on the Upper East Side ofManhattan and in Doha, Qatar, as well as the new CornellNYC Techcampus to be built on Roosevelt Island in the heart of New York City.


H

Virginia Polytechnic Institute and State University (Virginia Tech) seeksnominations and applications for the position of university president.

Virginia Tech is a leading land-grant research university that takes anactive and engaging approach to education, preparing scholars to beleaders in their �elds and communities. The university o�ers more than200 degree programs in eight colleges, with historic strengths in science,technology, engineering, and agriculture. Virginia Tech’s 31,000 studentsare taught by an exceptionally strong faculty, which includes four membersof the National Academy of Sciences and thirteen members of the NationalAcademy of Engineering.

Virginia Tech has a uniquely supportive and entrepreneurial culture,dedicated to creating knowledge and innovative technologies. Committedto enlarging its research presence, Virginia Tech had $450 million inannual research expenditures in �scal year 2011, an operating budget of$1.2 billion, and an endowment of over $650 million. The university hasa number of global centers and manages more than $92 million in fundedeconomic-development projects in 44 countries.

Virginia Tech seeks a president who will build on its strong foundation,embrace its entrepreneurial culture, and promote excellence and innovationwhile valuing its rich tradition of service to the community and broadercommonwealth. A potential candidate must have extensive administrativeand leadership experience in a complex organization and have ademonstrated record of successful fundraising. S/he must be a visionaryleader of the utmost integrity who can be a powerful advocate for theuniversity and for the importance of higher education, and who can forgestrong relationships with faculty, sta�, students, alumni, communityleaders, corporations, legislators, government agencies, and otherinstitutions. Candidates must have a distinguished record of creative orscholarly achievements and should hold an earned doctorate or equivalentdegree or credential.

The successful candidate must demonstrate a commitment to the manydimensions of diversity both in faculty and student recruitment andretention as well as building a powerful leadership team for the university.

The review of nominations and applications for the position will commenceimmediately and continue until the position is �lled. All candidateinformation will be held in strict con�dence. Quali�ed applicants shouldforward an electronic version (Microsoft Word or Adobe PDF �lespreferred) of their curriculum vitae and an optional letter of interest to:

Mirah Horowitz, Amy Hayes & Mary TydingsConsultants to the Search Committee

Russell Reynolds [email protected]

Virginia Tech does not discriminate against employees, students, or applicantson the basis of age, color, disability, gender, national origin, political a�liation,race, religion, sexual orientation, genetic information, veteran status, or anyother basis protected by law. Anyone having questions concerningdiscrimination or accessibility should contact the O�ce of Equity and Access.Virginia Tech has a strong commitment to the principle of diversity, and inthat spirit seeks a broad spectrum of candidates including women, minorities,veterans, and people with disabilities. Individuals with disabilities desiringaccommodations in the application process should notify the hiringdepartment by the application deadline.

PRESIDENT

http://www.cornell.edu


POSITIONSCALIFORNIA

California State University, Long Beach 27Rio Hondo College 22CONNECTICUT

Manchester Community College 27ILLINOIS

University of Chicago 23University of Chicago Booth School of Business 22; 29KANSAS

Kansas State University 25MICHIGAN

University of Michigan 23NEW JERSEY

Princeton University 27NEW YORK

City University of New York/CUNY 25Cornell University 24; 26; 28NORTH CAROLINA

University of North Carolina-Asheville 24; 26PENNSYLVANIA

Lock Haven University 22VIRGINIA

Virginia Tech 28

CONFERENCES

Association of American Colleges and Universities DC 6

*To see all our “Employment and other Opportunities,”including all Web Postings, visit our website at www.HispanicOutlook.com

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The University of Chicago Booth School of Business invitesapplications for tenure-track positions at the assistant or associateprofessor levels in operations management for the 2014-15 academicyear.

Successful candidates will have outstanding research abilities andwill be committed to achieving excellence in teaching operationsmanagement at the MBA level. The candidate must have obtained, orexpect to obtain shortly, a PhD or equivalent degree in OperationsManagement, Operations Research, Management Science, IndustrialEngineering, or a related field.

If you are presenting at the INFORMS National Meeting, thensubmitting at least a partial packet by September 30, 2013 with yoursession information would be helpful. We will begin formallyreviewing applications on November 25, 2013 and stronglyencourage you to complete your application by then. We willcontinue to accept applications until January 31, 2014.

Applications will be accepted online at http://www.chicagobooth.edu/faculty/openings. At that website, you will be asked to submittwo letters of reference (sent separately by the writer), a current vita,and copies of at most two research papers.

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


H I S P A N I C O U T L O O K • 0 8 / 2 6 / 2 0 1 3

There is a sufficiency in the world for man’s need butnot for man’s greed. – Mahatma Gandhi

Years ago I worked with a Hispanic single mother – anurse – who was raising her adolescent son on a verylimited income. She was committed to living within her

means. When he would request that she make a purchasefor him, she routinely asked him, “Is this a need or a want?” Good question.Most of the time her son’s request was not essential, so

the purchase did not happen. They stayed within budget andhad savings to spare. If Latino students can distinguish between wants and

needs, they might relieve themselves of some of the stressoften caused by time and money. Poverty might have forcedsome Hispanic teens to learn the difference between desiresand essentials, but they still live in an age of self-focusedindividualism, a sense of immediacy, and pervasive advertis-ing with its ongoing push to acquire. Handling that pressureby remaining clear between wants and needs is a skill thatwill serve them well in higher education and beyond.Beyond the few basics we need to survive – shelter, food

and water, health care (and the products to maintain it) andclothing – are all the wants such as iPhones, name-brandclothes, expensive cars and other non-essentials. Latino stu-dents, like others, deserve to enjoy wants along with havingneeds met. But doing it within reason and at the right time isthe key. The first step is teaching the distinction between wants

and needs. Objective needs like food or clothing can be metthrough tangibles. Subjective needs, such as self-esteem ora sense of security, help assure mental well-being. A want,on the other hand, is a current or future desire. Needsremain constant; wants change. While “need” and “want” often are used interchangeably,

understanding the distinction helps people make wise deci-sions about how they use their resources. If Latino studentsconfuse wants for needs, they can inadvertently hobble theirfuture. Wanting to feel good, they spend on consumables

that don’t increase in value,like that fancy car with expen-sive add-on accessories.Designer clothes, top-gradeentertainment or frequent eating out make the list of needsand soon there is no money for tuition. If that same Latinodistinguished between wants and needs, he would remindhimself that he needs to go to school to fulfill a lifetime ofwants. He would invest in that which grows in value. If a want is perceived as a need, the sense of self-control

and choice are actually lessened and people begin to viewthemselves as oppressed victims. Resentful and entitled, thestudent is also less apt to delay gratification, an element nec-essary in pursuing higher education, maintaining long-termrelationships or building a career. Impulses take rein andlonger-term payoffs take a back seat.Some social forces work against knowing the differences

between needs and wants. Advertising creates needs they didnot know they had and media remind people of who andhow they should be. The media focus on demanding yourdue or having it your way promotes immediacy and trans-forms wants into a frustrated, demanding sense of need. Competition within Latino families also fuels the fire of

wants. When loved ones compare and value each otheraccording to what they own or do, family members can findthemselves in a spending frenzy created from a need foracceptance, not a need for more stuff. Since one person willinevitably have more than another, the cycle of envidia con-tinues as envy goes unchecked. The more competitive andentitled people become, the more conflict there is over lim-ited resources. We can encourage young Hispanics be mindful of the dif-

ference between desires and essentials, fighting off the ten-dency to make wants into needs to which they feel entitled.Our challenge is to shift the focus of education from whatcan be obtained back to what can be attained. In relation-ships, we need to get away from what we have and return towho we are. And in work, we can refocus on a career of ser-vice, away from always expecting to be served.

KNOWING THE DIFFERENCE BETWEENWANTS AND NEEDS

PPrriimmiinngg tthhee PPuummpp......

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

Documents

08/26/2013 Reverse Transfer Student Mobility