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New CongressHeralds Era of Diversity

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Connecting Diverse Professionals To Diverse CareersTM

Posses Spur Academic Success, Inspire LeadersThe Posse Foundation

By Janet Edwards

High School Diversity: Will It Transition to Higher Education?Panel Reviews New WICHE Report

By Jamaal Abdul-Alim

Workplace Harassment & DiscriminationHow to Recognize It, What to Do About It

By Rosemarie L. Hill

The Legacy of Betty Newcomb, 1926-2013Founder, American Association for Affirmative Action

By Susan Borowski

Building Business Diversity One MBA at a TimeThe Consortium for Graduate Study in Management

By Janet Edwards

INSIGHT Into Diversity | Connecting Diverse Professionals to Diverse CareersTM | 11132 South Towne Square, Suite 203 | St. Louis, Missouri 63123 | 314.200.9955 • 800.537.0655 • 314.200.9956 FAX [email protected] | www.insightintodiversity.com | ISSN: 2154-0349 © 2013 Potomac Publishing, Inc. | Volume 80 - Number 6

Contacts : Lenore Pearlstein - Publisher | Holly Mendelson - Publisher | Janet Edwards - Editor | Daniel Hecke - Art Director

CONTENTS

48

Recruiter’s CornerTips for Internal Job Hunting

With Vicky Ayers

HEED Award SpotlightAdvancing Campus Diversity

Through TrainingBy Janet Edwards

Legal INSIGHTSGun Legislation Impacts Workplace Policies

With Jeffrey W. Larroca

Career Opportunities

13departmentsfeatures

10

March 2013

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The views expressed in the content of the articles and/or advertisements published in INSIGHT Into Diversity are those of the authors and are not to be considered the views expressed by Potomac Publishing, Inc.

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New CongressHeralds Era of Diversity

By Susan Borowski

The 113th U.S. Congress welcomes its most diverse class ever, setting milestones in the areas of race and ethnicity, gender, religion, and sexual orientation. What does such diversity mean for the nation and how will it impact future legislation?

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www.insightintodiversity.com4

POSSES SPUR ACADEMIC SUCCESS,

INSPIRE LEADERSBy Janet Edwards

Denison University Posse (Class of 2008)

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www.insightintodiversity.com 5

POSSES SPUR ACADEMIC SUCCESS,

INSPIRE LEADERS

“If you’re coming from an environment or background that’s not commonly represented in a campus community, you might feel like it’s harder to find that network of support,” Bial says. “So the Posse concept of going in a group, having a cohort – and re-member you’re with nine other people but you’re joining a posse that’s in its second year, one in its third year and one in its fourth year, so at minimum there are 40 posse scholars on campus – there’s a built-in community waiting for you when you get there.”

Each Posse scholar receives a four-year, full-tuition leadership award provided by college and university partner schools. Com-petition is steep – in 2012, for instance, the foundation received more than 14,000 nominations for 640 scholarship slots.

“That we’re a strength-based program, not a program based on any sort of deficit, is really important to understand,” says Bial. “We’re building a diverse national leadership network, that’s our ultimate goal. It’s not just a college-access program, that’s only part of the story.”

To that end, candidate selections for the Posse program are based on more than just test scores and GPAs; students are interviewed to discern qualities such as leadership and commu-nication skills, teamwork abilities, and motivation, says Bial, who

Jossie Muñoz of Corona, Calif., and Jose Vazquez of Miami, Fla., first applied to The Posse Foundation in

hopes of receiving a tuition scholarship for a university near home, they had no idea how far the experience would take them – or how rewarding their college journey might be.

In relating the history of her organization, Deborah Bial, presi-dent and founder of The Posse Foundation, says up-front she’s aware the term “posse” is a 1980s throwback. “It was a hip word back then,” she says unapologetically—and the fact is, the concept of relying on a group of peers who share one’s goals has profoundly impacted her life’s work, as well as the lives of more than 4,800 high school students across the country.

The Posse Foundation identifies talented public high school students in major cities who might be overlooked by the traditional recruitment process at elite colleges. Most of these students go on to excel in rigorous academic environ-ments and become leaders on campus and in the workplace because of the program’s unusual hallmark – posses.

Each year, The Posse Foundation forms cohorts, or “posses,” which are comprised of 10 students. They arrive on 44 col-lege and university campuses nationwide as cohesive student groups that already share a social history, the goal of success, and a mission to help each other.

It all began with a single question. In 1989, Bial was in her early 20s, working for a youth program in New York City. “The kids were smart and talented, but a lot them were dropping out of college,” she says. When Bial asked one young man why he didn’t complete his degree, he replied, “I never would have dropped out of college if I had my posse with me.”

Inspired by that answer, Bial eventually set out to build a program around the idea that if a group of public high school students heads off to college together – as a posse – they will serve as a crucial support system and help each other succeed. At the same time, Vanderbilt University was looking for ways to recruit and retain underrepresented students, Bial says. The institution accepted five Posse students from New York City; all five graduated within four years and four went on to earn graduate degrees.

“Vanderbilt took a chance on a program that had no track record at all,” she marvels. “Our university partners deserve so much credit for investing in us. Without their partnership this program would never have happened; it wouldn’t be around today.”

Bial says the research of Vincent Tinto, PhD, professor at Syra-cuse University, encourages her work. “One of the things that’s really interesting to me is part of Vincent Tinto’s theory of social integration … that any student who ‘finds’ herself on campus is more likely to graduate,” she says. Posse Foundation scholars have a 90 percent graduation rate, she adds.

WHENhen

‘We’re building a diverse national leadership network, that’s our ultimate goal.’- Deborah Bial, founder and president, The Posse Foundation

MARCH 2013


The Posse Foundation’s recruitment and has expanded from one city to nine, mostly in major urban centers, such as Chicago, New Orleans and Atlanta, and from one partner school to 44 institutions across 18 states. Universities have awarded $570 million in scholarships over the past 24 years.

“They invest millions of dollars every year in scholarships for these incredible young people,” Bial says. “They invest time and energy; they appoint a senior level administrator to be our liaison on every one of our campuses. They personally come to select the students every December. The dean of admissions goes to every one of the selection meetings. I’m really proud of those relationships we have with them.”

In addition, private companies and organizations donate funds that offset administrative costs of the program; they also provide internship and job opportunities for Posse students.

Arriving on Campus with a Posse

Jossie Muñoz, a native of Corona, Calif., is graduate student in higher education and student affairs at New York University and a 2012 Posse alumna from Dickinson College in Penn-sylvania. Before leaving for the East Coast, she says, “I really didn’t understand the importance of going with a group of people to a different place; of going from California to Penn-sylvania and to a school with a rigorous academic environ-ment. Looking back, I’m really thankful. It helped having that support system.”

As a first-generation college student whose parents both emigrated from Mexico, Muñoz says she was encouraged to pursue education, but neither she nor her parents had knowledge of the college application process or financing options – or even the difference between public and private institutions.. “I knew I was going to college, but I was not sure where or how,” she says.

Both Muñoz and Jose Vazquez, a sophomore Posse scholar at Hamilton College in New York, say they attended an introductory Posse meeting hoping to earn tuition award to a public university close to home. They were surprised to learn that, if accepted, they would attend school thousands of miles away.

“I have a tight bond with my family and I couldn’t imagine be-ing so far away,” says Muñoz, who was alerted to Posse by an

‘Posse gave me so many resources – and a family that will always be there.’- Jose Vazquez, Posse Scholar

developed her own tool, the Dynamic Assessment Process, as a means of evaluation. Extracurricular activities, community volun-teerism and family background are also considerations, she says.

Once Posse students are selected, the high school seniors commit to an eight-month, pre-collegiate program focused on leadership. Upon arriving on their respective college campuses, Posse students become involved in a four-year program that features mentors, retreats, staff visits and regular meetings. After graduation, Posse’s career services connects students to opportunities, internships, jobs and further training.

Success By the Numbers

Bial points to The Posse Foundation’s track record as proof of its success: “We have Fulbright Scholarship winners, 45 percent of our alumni have a graduate degree or are currently enrolled in graduate school, 70 percent of students on campus have found-ed an organization or become president of an existing organiza-tion, they are presidents of student governments, gospel choir members and Davis, Marshall and Truman honors or fellows.”

Jose Vasquez

MARCH 2013


arrived at Hamilton. He ran for class president as a freshman – and won the seat, which he still holds. He also founded a philan-thropy committee under the auspices of the student assembly, serves as chair of the Rainbow Alliance and is involved in the Black Latino Student Union.

“I really needed the support of my Posse when I was running for class president,” Vazquez says. “I was new to campus and a bit nervous in putting myself in the political sphere but they were really supportive of the initiative. Two of my Posse peers were literally standing on each other’s shoulders to place a large poster on a campus building. I don't think I would have had friends that believed in me so much.”

“The success of the program is measured by the degree to which students exert their leadership skills on campus, in the workplace and as thoughtful scholars,” Bial says. “In 2010, President Obama picked The Posse Foundation to share his Nobel Peace Prize money with. That was amazing for us be-cause he felt the program was important enough and brought some attention to the scholars in a way they deserved.”

Each Posse program has a set of partner schools, de-termined by the admissions teams from each college or university. When Vazquez considered his options, Hamilton College was one of three choices open to him. He chose Hamilton because of its reputation for a strong writing program and because the alumni roster impressed him, he says. Before he engaged with Posse, however, Vazquez says he had no idea that liberal arts colleges existed. “All I knew was a university was either local or it was Ivy League. But I understood the value of having a teacher work with you one on one.”

Muñoz and Vazquez credit Posse with much of their academ-ic success and personal development.

“Posse gave me so many resources – and a family that will always be there. I didn’t know I could start a philanthropy committee or chair the Rainbow Alliance,” Vazquez says. “I was very vocation-focused in high school. Now I ask myself, how do I make a difference in the world and how do we con-nect people from different cultures and have them understand each other? Posse has taught me to leave my options open, explore my passions.”

Janet Edwards is the editor of INSIGHT Into Diversity magazine.

‘Being away has challenged me and helped me grow into the person I want to become.’- Jossie Muñoz, Posse Scholar

Upward Bound mentor. “But Posse has helped me put things in perspective. Being away has challenged me and helped me grow into the person I want to become.”

Vazquez, who hails from Miami, Fla., says, “It was the best deci-sion I ever made. I might have stayed home and gone to a local university. I would not have grown, not really taken advantage of all the opportunities the world has to give me. Posse literally gave me the world … I wouldn’t have believed in myself.”

Arriving with her Posse helped allay a major freshman concern, Muñoz says. The weekly meetings during senior year of high school “helped me get to know the people I was going to spend the next four years with,” she says. “It was great to know there was always going to be a group of people I could count on. That way, there was no pressure to make friends quickly, I felt more comfortable branching out.”

Developing Tomorrow’s Leaders

As a government major, with minors in education studies and Hispanic studies, Vazquez hit the ground running when he

Dickinson College Posse Scholars Fabiola Cineas (left) and Jossie Muñoz, Class of 2012.

MARCH 2013


High School Diversity:Will It Transitionto Higher Education?

A new report signals ‘wake-up call’ for educators, panel saysBy Jamaal Abdul-Alim

The college class of 2020 will be more di-verse than ever, but two major obsta-cles—lack of academic preparedness

and financial concerns—threaten to undermine the success of underrepresented groups in higher education.

That was the crux of a panel discussion held in conjunction with the release of a new report titled, Knocking at the College Door: Projections of High School Graduates. Higher education experts assembled to discuss the report on Jan. 10, 2013, at the National Press Club in Washington, D.C.

Produced by the Colorado-based Western Interstate Com-mission for Higher Education, (WICHE), the report predicts 45 percent of the nation’s public high school graduates will be non-white by 2020, compared with 38 percent in 2009.

Most of the diversification will be fueled by increases in the number of Hispanic and Asian/Pacific Islander graduates, coupled with declines in the number of white and black high school graduates.

Specifically, the report projects the Class of 2020 will reflect:• A 12 percent decline in white, non-Hispanic graduates; • A 41 percent increase in Hispanic graduates;• An increase in Asian/Pacific Islander graduates of 30 percent;• Fewer black, non-Hispanic graduates (a 9 percent decline);• And an increase (less than 2 percent) in American Indian/

Alaska Native graduates.

Although the nation’s high school graduates are becoming more diverse, that shift will not necessarily be reflected on col-lege campuses, the report warns.

MARCH 2013


have today and not the ones they had 50 years ago,” she said.

Wellman also suggested higher education leaders need to get all divisions on board – not just financial aid or admissions departments – with respect to doing more to help students from underrepresented groups get into, and through, college. “Nothing moves things at institutions more than visible leadership and com-mitment,” she said.

Enrollment Decline Predicted

While the WICHE report predicts increased diversifica-tion of America’s students, it also predicts a decline in the overall number of high school graduates— a departure from the growth of the past two decades.

The number of high school graduates grew annu-ally from 1990 through 2011, peaking in the 2010-11 academic year, when the total number of graduates from public and nonpublic schools reached 3.4 mil-lion, according to the report; however, the number of high school graduates is expected to fall off before stabilizing between 3.2 and 3.3 million nationally by 2013-14.

“The next period of sustained growth will begin in 2020-21 and continue through 2026-27,” the report states. “During this time, national totals of high school graduates are projected to climb about 70,000 (2 percent), a much more gradual rise than the one we saw in the two decades preceding 2010, and one that will not quite reach the 2010-11 peak.”

David A. Longanecker, WICHE president, said these shifts require colleges and universities to change their approach to recruitment and degree completion.

“The growth age is essentially over, so our institu-tions have to focus on things other than enrollment,” Longanecker said, noting that enrollment-based funding is giving way to performance-based fund-ing—where states provide various levels of funding to colleges and universities based on how many students persist and graduate, not how many enroll.

“I think performance funding, as we look forward and focus on the completion agenda, will really force our institutions to change the way they are doing business, because that money that was there with growth – just enrollment – isn’t going to be there,” Longanecker said.

Jamaal Abdul-Alim is a contributing writer for INSIGHT Into Diversity magazine.

“The nation’s track record for educating the under-represented populations has not been particularly good, resulting in persistent educational attainment gaps,” the report states. Also, according to the report: “More than ever, our national prosperity and security, in a globalized labor market driven by the prevalence of well-educated, highly skilled workers, depend on improving our performance with these populations.”

Taking Steps to Close the Gap

“From a public policy perspective, this data speaks to great opportunities that, if we seize them, we can find ways to do better,” said Deborah A. Santiago, co-founder and vice president for policy and research at Excelencia in Education, a D.C.-based organization that advocates for Latino student success in higher education.

“We do have policies in place now that address our low-income, first generation students. We’ve not in-vested in them at the level that we could,” Santiago said. “I think this is a wake-up call that we have to do more.”

Joyce E. Smith, chief executive officer at the Arling-ton, Va.-based National Association for College Ad-mission Counseling, said students from low-income families need greater access to college prep curricu-lums and quality college admissions counseling.

“There are too many places where kids don’t know, don’t understand (how to get into or succeed in col-lege), and there’s not a person to help them in the building,” Smith said.

She called for low-income students to get more need-based aid as opposed to loans, and better information on how to choose a good college and make wise financial decisions.

“We also want to make sure there are adequate pro-tections for students as consumers in this transitional process,” she said.

Jane Wellman, executive director of the National Association of System Heads, spoke of the need to reform teacher training programs, and called on institutional leaders to advocate change.

“Our colleges and universities are responsible for the preparation of teachers who are preparing the students who are going to be coming to college. Our teacher education programs are badly in need of a serious overhaul to be ready for the jobs (teachers)

MARCH 2013


Workplace Harassment &

Discrimination: How to Recognize It,What to Do About It

By Rosemarie L. Hill

“W ell, I didn’t see that one coming!” These or similar words are often heard by managers who first confront

an employee accused of illegal harassment or discrimination in the workplace. Many times they are followed by, “We were just joking, and everyone knows that. And (the accuser) even was a big part of the fun.”

Some of your employees will not understand the complaints or those who raise them. George truly believes that Susie is going along with his sexist, gender-based joking, because she enjoys it and thinks as he does. It never occurs to him that Susie’s behavior is driven by fear of reprisal, being ostracized, or even losing her job.

Your employees believe their “good-natured ribbing” about be-ing Muslim, Jewish, Catholic, fundamental Baptist or Buddhist, is just plain funny. They are appalled that anyone would accuse them of acting illegally. Maybe they understand that their be-havior is rude or even hurtful (and sometimes they may mean it to be), but illegal? No way!

Protections Under the Law

Yet, such behavior is often illegal under a number of laws. First among them is Title VII of the Civil Rights Act of 1964, which es-sentially prohibits discrimination and harassment in the workplace

based on race, color, religion, sex or national origin. The Age Discrimination in Employment Act of 1967 (ADEA) protects indi-viduals who are 40 years or older from employment discrimination based on their age. The ADA, or Americans with Disabilities Act, prohibits workplace discrimination against certain applicants and employees who have physical or mental disabilities.

So what do the laws forbid? Basically, it is unlawful to dis-criminate against any individual in regard to recruiting, hiring, promotion, work assignment, performance measurements, work environment, training, discipline, discharge, wages and benefits, or any other term, condition or privilege of employ-ment if that discrimination is based on a person’s inclusion in a protected category. In other words, if discrimination oc-curs because of their religion, race, sex, color, national origin, disability or age. Illegal harassment is simply a form of illegal discrimination. It is illegal to harass a person based on their inclusion in one of the above protected categories.

There are other state and federal anti-discrimination laws as well, and all are complicated. Jury decisions and appellate court interpretations have made them even more so. Be aware that most states have laws similar to the federal ones, and that all contain various and differing threshold requirements which determine whether a company is subject to the acts.

MARCH 2013


What Employers Should Know

Employers must take action now. If an employer waits until a lawsuit has already developed, he or she will be scrambling both to defend the lawsuit and to implement practices aimed at preventing the behavior in the first place.

Following, are some best practices: • Understand the laws.• Appoint a human resources manager or other appropriate

staff member to guide the company on each law and to coor-dinate training sessions so other employees understand them.

• Have a system in place that instructs employees, in writing, how to report illegal discrimination.

• Perform an immediate, fair and impartial investigation of any complaint, and forbid any form of retaliation against an employee who files.

• Take prompt, corrective action, which can range from a find-ing that there is no corroboration of the alleged behavior to termination – and possible criminal charges.

Test Your Legal Knowledge

If you assume your company is “safe” and that you know how to handle illegal discrimination issues, below are a few scenarios to help clarify your certainty and assess your ability to answer these and similar questions/complaints regarding discrimination in the workplace.

Must an employer: • Allow an employee to discuss his or her religious beliefs

with co-workers and attempt to convert them to his religion? What if he or she only does it on break or at lunch?

• Allow an employee a certain number of breaks in the work-day in order to pray?

• Let an atheist employee skip the company-required prayer meeting? What if the required meeting is for prayer or for any quiet meditation/reflection?

• Allow someone to trade shifts every Sunday, because his beliefs require him to not work and instead attend religious services?

• Allow an employee to wear a wedding ring because reli-gious beliefs insist on the practice, even though it violates safety standards?

• Discipline every employee who makes smutty jokes or com-ments at work?

• Discipline an employee who won’t stop asking a co-worker for a date, despite repeated refusals?

• Promote a woman over an equally qualified man because the

manager over the new position works better with women? • Forbid an employee from reading Playgirl magazine in the

break room during lunch?• Give an older worker special training because she just “doesn’t

get new technology” as quickly as her younger co-workers? • Allow an employee to move into a bigger office because,

by doctor orders, he needs more space and light as a result of Seasonal Affective Disorder, even though it’s not his turn for the move?

The legal response for each of these scenarios (and a thousand others employers face each day) is driven both by applicable laws and the facts of the scenario. There is no “one response fits all” when it comes to assuring that your company is not allowing illegal discrimination in the workplace. The smart com-pany will assure that its administrators actually understand the laws and their requirements and will assess each situation under those laws as fairly and consistently as possible.

When faced with any of the above issues or scenarios, seek advice as early as possible in the process, consulting human re-sources mangers or other personnel who have special knowledge and training of the laws. If necessary, consult with your attorneys, whether inside or outside the company. It will save the company a lot of time, money, headache, heartache, and heartburn if the is-sues are handled wisely. Talk and think before action is taken, but begin investigation and consultation immediately upon learning of a possible problem—and do not delay reaching a decision.

Rosemarie L. Hill chairs the Labor and Employment Group at the Chambliss, Bahner & Stophel law firm in Chattanooga, Tenn. She counsels clients and represents employers in all areas of employment law, ranging from discrimination and retaliation lawsuits or agency claims to questions regarding hiring/firing/retention, wages, and leave. You can reach her at (423) 757-0242 or [email protected].

There is no ‘one response fits all’ when it comes to assuring that your company is not allowing illegal discrimination in the workplace.

MARCH 2013


With the recent passing of Betty Harman Newcomb, founder and first president of the American Association for Affirmative Action (AAAA), the country has lost a true civil rights leader. Newcomb was a lifelong activist for the rights of women and minorities.

She was born Betty Frances Harman on May 23, 1926, in Baltimore, Md., to Isabel and Blaine Harman. She graduated from the University of Maryland in 1948, and married Robert Newcomb the following year. In 1958, the couple moved to Muncie, Ind., where Robert became an English professor and Betty would earn her master’s degree in English, both at Ball State University.

Newcomb’s fight for women’s rights be-gan in 1959, when she served as a board member of the League of Women Voters of Indiana. She co-founded the Indiana National Organization for Women (NOW), and helped launch several chapters throughout the state. Newcomb was also a member of the national board of NOW, where she helped to establish several international chapters.

As her son, Philip Newcomb relates, she considered serving on a committee with noted feminist Alice Paul as one of her greatest milestones. Paul was a well-known political activist who was instrumental in mustering support for the Nineteenth Amendment, which gave women the right to vote. She authored the first version of the Equal Rights Amendment (ERA) in 1923.

After the ERA finally passed in both houses of Congress in 1972, Newcomb was credited with helping to organize a national cau-cus to gain its endorsement at the state level. Indiana was the last state to ratify the amendment, but the measure fell just short of the required 38 states needed for ratification by the deadline.

Betty Newcomb’s activism was evident at Ball State, where she helped organize and teach the nation’s first women’s studies course. She also became the first director of Affirmative Action on campus, serving from 1973 -1987.

The Founding of AAAAPerhaps Newcomb’s crowning achievement came in 1973, when she founded the AAAA, an organization of directors of equal opportunity affirmative action programs. She served on the board for several years and as its president from 1978-79.

The AAAA, comprised of more than 1,000 institutional members, assists members in managing affirmative action, equal oppor-tunity and diversity. AAAA was established to fight for the rights of women and minorities, advancing the cause of both through collaborative efforts.

According to Philip Newcomb, his mother was nominated as a candidate for president of NOW at the same time she helped to create AAAA. She chose to put her efforts into the latter because it was important to her to help racial minorities, as well as women.

Newcomb authored the AAAA newsletter from 1973-78 and sig-nificantly influenced discussion surrounding the implementation of Title IX, as well as debate on sexual harassment policies at the

nation’s colleges and universities.

"Betty Newcomb was a fierce advocate of equal rights for women and minorities in a time and place where standing up for equality was not popular,” says Shirley Wilcher, executive director of AAAA. “AAAA thanks our first presi-dent for her devotion, foresight, and courage.”

When Newcomb retired from Ball State in 1987, she remained loyal to her pursuit for equality. She was active in the Veteran Femi-nists of America (VFA), a nonprofit organization to honor the achievements of veterans of the Second Wave of the feminist movement, serv-ing as its vice president for a period.

Philip Newcomb recalls living in a household where notable feminists such as Alice Paul and Betty Friedan would call on the phone or drop by to meet with his mother. As a child he was in awe of his parents, and felt great admira-tion for his mother and the work she did. He

describes her as an “extremely strong woman,” with whom one was lucky to get a word in edgewise.

Beth Wilson, associate vice president for Institutional Access and Equity at Southern Methodist University, served on the board of AAAA with Newcomb shortly after the organization was founded, and also served as its president. “Betty was always a character — never afraid to speak her mind, whether anyone else agreed with her or not,” she recalls.

Betty Newcomb, 86, died of heart failure, in combination with Alzheimer’s disease, on Jan. 13, 2013. She leaves behind three sons, Blaine, Philip, and Murray Newcomb, and three grand-children, Nicolas, Ming Lee, and Arielle Newcomb. Newcomb’s husband, Robert Newcomb, preceded her in death.

“My mother did not seek the limelight, but she had a major and lasting influence on our society,” Philip Newcomb says.

Betty Newcomb did much to advance the rights of women and minorities through her unswerving devotion to the cause. As her legacy, she leaves a foundation for continued progress in the advancement of those rights.

Susan Borowski is a contributing writer for INSIGHT Into Diversity magazine.

The Legacy of Betty Newcomb, 1926-2013 Founder of the American Association for Affirmative Action

By Susan Borowski

Betty Harman Newcomb

MARCH 2013


discussion on a high professional plain. Where you see problems talk about the issue, not the people involved. Where you see success, reference those responsible, and, if you were part of the team that was successful, own your involvement, but don’t hog the credit.

The best advantage is to present yourself in a professional manner while capital-izing on the added asset of your insider understanding.

On the flip side, pitfalls to being an inter-nal candidate, such as those listed below, should also be considered:

Discretion Advised: Don’t assume your insider status will gain you exceptional consideration. Once you submit your candidacy, one of three things will happen. You will be eliminated from consideration, you will advance in the search to a mid-stage as a courtesy and then be eliminat-ed, or you will advance as a serious con-tender whose qualifications are of interest to the search committee. In the third case, everything is wonderful. In the first two, there is potential for embarrassment and ill feeling. To avoid this, it’s best to keep your candidacy a private matter until the search reaches a “public phase” when all remain-ing candidates, internal and external, are announced to the community. That way, if you are not advanced, no one need ever know you were rejected.

Reference Check: Search committees are extremely sensitive to issues of undue influence, so the worst possible thing you can do is try to get colleagues, influential members of the community, or members of the governing body to “campaign” for your candidacy. Even when this strategy

Recruiter’s Cornerwith Vicky Ayers

Tips for Internal Job Huntingworks, the candidate loses some trust; also, the credibility of the search comes under serious question. Don’t trade a false “success,” based on whom you know, for a genuine acknowledgement of, and reward for, the exceptional commitment and skills you bring to the position.

Compliance Matters: It is not uncom-mon for an internal candidate to assume she or he need not fulfill all the same requirements that external candidates do. For example, candidates may be asked to fill out a questionnaire eliciting descriptions of specific past experience. Sometimes, internal candidates don’t think they need to comply, on the basis that the institution already knows all about them. The fact is, however, unless you follow the same parameters that other applicants do, your candidacy and your qualifications compared to others in the search can be called into question. In public institutions it is sometimes a viola-tion of policy or regulation to advance you in the search if you do not do everything other candidates do. Bottom line: don’t shortcut the process.

Realistically, your status as an internal candidate neither harms nor advances your candidacy. Search committees typi-cally base candidate selections on objec-tive assessments of credentials and pro-fessional impact. Thus, the best advice is the same for both internal and external candidates: In all circumstances, repre-sent your own wonderful and skilled self, and, as the Bard says (more or less), you cannot then be false to anyone.

Vicky Ayers is senior director for Executive Recruitment at RPA Inc., Williamsport, PA, a private national firm serving the recruiting needs of higher education and nonprofits for more than 20 years. Vicky has assem-bled diverse candidate pools for some of the most notable institutions and organiza-tions in the nation. Vicky is also a member of the INSIGHT Into Diversity Editorial Board. If you have a question for Vicky you can email her at [email protected].

My employer advertised a position that is a notch or two higher up the ladder than the position I currently hold. I applied and am being inter-viewed. I have never been an internal candidate before and I wonder if there is any difference being on the inside versus coming in from the outside.

There is a remarkable difference, both for you and for the employer, when applying for a job as an internal candidate. Your institutional knowledge and familiarity with the hiring managers would seem to be an advantage, but employers want to ensure the hiring process is fair and objective. Walking that fine line can be a real challenge. So, if you want to enter a search as an internal candidate, what is the best approach?

Honesty is the best policy: You know what you know – don’t pretend oth-erwise. You understand the needs of the institution vis a vis the position for which you have applied. Moreover, you may know why, for example, communi-cation breakdowns occur, which teams need to step up their game, or where skeletons may be hiding. This knowl-edge gives you a tremendous advan-tage, but handle it wisely or it can sink your candidacy.

If the institution’s search committee is trying, as most do, to be completely objective in their assessment of can-didates, you will likely be asked a set of pre-selected questions during your interviews. This provides an opportunity for you to share your particular insights.

For example, you may know the develop-ment office is short at least one major gift officer, so potentially the institution is losing significant gift revenue. Judiciously use the insider knowledge you have. Talk about the issue and discuss how you would encourage progress and help promote success.

Overall, be friendly but not presumptu-ous; relaxed but not casual; knowledge-able, but not a know-it-all. Keep the

Your institutional knowledge is an advantage, but use it wisely.

MARCH 2013


New CongressHeralds Era of DiversityBy Susan Borowski

The 113th U.S. Congress welcomes its most diverse class ever, setting milestones in the areas of race and ethnicity, gender, religion, and sexual orientation. What does such diversity mean for the nation and how will it impact future legislation?

MARCH 2013


W ith a historic inaugural address in which President Obama put the rights of LGBT individuals on par

with those of women and African Americans in their respective struggles for equality, it seems a new era is dawning for diversity in the federal government. Although the political divisions didn’t change in the last election — the House is still controlled by Republicans while Democrats remain in control of the Sen-ate — the swearing in of our nation’s newest representatives illuminated the fact that the 113th Congress is finally beginning to look like America.

There are more women in Congress than ever before: 20 in the Senate, comprising 20 percent; and 81 in the House, compris-ing nearly 19 percent. There are 43 blacks, 31 Latinos, 12 Asian Americans and seven openly lesbian, gay and bisexual members.

There are many “firsts” in this newly elected group of represen-tatives, including the first Hindu, Rep.Tulsi Gabbard (D-HI); the first individual to be openly bisexual, as well as the first person unaffiliated with any religion, Rep. Kyrsten Sinema (D-AZ); the first openly gay person of color, Rep. Mark Takano (D-CA); the first openly gay senator, Sen. Tammy Baldwin (D-WI); the first female combat veterans, Rep. Gabbard and Rep. Tammy Duck-worth (D-IL), a double amputee injured in the line of duty; and the first Buddhist senator, Sen. Mazie Hirono (D-HI).

For the first time in history, more women and minorities than white men will represent the Democratic Party.

What does this diversity mean for the nation? And what impact will a more diverse Congress have on legislation?

This brave new world

The number of “firsts” in this Congress does not particularly surprise Takano. “The demographics of the United States have been changing for a while,” he says, “and it was just a matter of time until those changes were represented in Congress.

“What has surprised me,” Takano says, “is the pace at which this change took place. Historically, Congress has been a mostly white, mostly male institution with small pockets of diversity. But that seemed to change drastically over the last two elections cycles — especially in the Democratic Party.”

Baldwin is proud to be part of an increasingly diverse Congress; she especially notes the rising number of women representa-tives. “Before this election, in the entire history of the United States Senate there have only been thirty-nine women who have served,” says Baldwin. “Today we now have twenty women working in the Senate. That is important progress that I am proud to be a part of.”

Hirono commented on the increase in diversity: “Hawaii is a state of many stories and cultures. We understand the value of diversity and that a variety of ideas and backgrounds makes our communities stronger. While it was exciting to see more women and people of color elected to Congress, there is still more work to be done to ensure our representatives in Wash-ington reflect the diversity of our nation.”

Even though Takano and Baldwin both represent “firsts” in terms of sexual orientation in Congress, it was not an issue in

U.S. Rep. Mark Takano (D-CA)

MARCH 2013


either campaign. Says Takano, “The residents in my district were more concerned with how I was going to address reduc-ing unemployment, raising educational standards, improving air quality and making our community a safer place to live, than with caring about my sexual orientation.”

Takano says society has become more tolerant. “The strides made in the last decade or so for the LGBT community have been huge,” he says. “The tide of public opinion is definitely turning. As a teacher, I witnessed a sea change among straight students who have taken up LGBT equality as the civil rights cause of our times.”

Spirit of cooperation

Many new representatives are coming in with a spirit of cooperation and bipar-tisanship. According to Takano, “The ideological dysfunction in Congress has had a negative effect on our economic recovery. The debt ceiling debacle in 2011 was a direct result of the polariza-tion in Congress. Members of Congress are sent to Washington to solve prob-lems and tackle the tough issues. We have to remember that compromise is a necessity in order to properly govern.”

Baldwin agrees. "We need more coop-eration in Washington, not less,” she says. “The people want us working for them, not fighting with each other. We need to work together across party lines. We all have to make that commit-ment and do our part.”

Rep. Joe Garcia (D-FL), the first Demo-cratic congressman of Hispanic descent to represent Florida, wants some agree-ment between Republicans and Demo-crats on immigration reform. “My hope,” says Garcia, “is that after last year's election results, Republicans understand that they need to do a better job at engaging the Latino community on the issue of immigration.”

Garcia is also hopeful that the two parties will come together to pass the Violence Against Women Reauthorization Act. “I am proud that my first bill as a member of Congress is as a co-sponsor of the Violence Against Women Act,” he says. “This law will empower law enforcement officials with the tools they need to investigate and prosecute violent crimes against women. My hope is that my fellow lawmakers can put partisan politics aside and support this important piece of legislation.”

Advancing the cause of education

As a member of the Senate Health, Education, Labor and Pen-sions (HELP) Committee, Baldwin is committed to advancing education. “In order to strengthen and grow the middle class we must keep our commitment to investing in our educators and public schools. I look forward to continuing my work to make higher education more affordable and focusing on support for our technical schools and job training programs. As we work to move our economy forward, I believe a strong investment in education must be at the foundation of our efforts.”

U.S. Sen. Mazie Hirono (D-HI)

U.S. Rep. Joe Garcia (D-FL)

MARCH 2013


Takano intends to use his background as an educator to improve the nation’s educational system. “I hope to lay the groundwork for positive and significant change in this area,” he says. The congressman is also a proponent of the DREAM Act, which would make higher education more affordable for un-documented immigrants and provide a pathway to citizenship.

Hirono, too, is optimistic about immigration reform. “Compre-hensive immigration reform is a priority for me, and I hope the DREAM Act is a part of that package,” she says. “I think kids who are brought to this country should have every right to serve this nation and gain citizenship.”

Garcia is particularly passionate about passage of the DREAM Act in the context of immigration reform. “I intend to help lead the cause of achieving comprehensive immigration reform that offers a clear pathway to citizenship for the eleven million undocument-ed immigrants living in our country,” says Garcia. “A package that addresses our entire broken immigration system is ultimately what the American people want and what our economy needs.”

Impact of diversity on legislation

Takano feels that having diverse voices in Congress is neces-sary for redressing inequality and past wrongs, something he feels personally. “I don’t believe the American Government would have apologized to Japanese Americans for the wrong done to us with regard to WWII internment camps except for the small handful of Japanese Americans serving in Congress in the 1980s,” he says. “They put a human face to the suffering and humiliation my parents and grandparents suffered.”

Baldwin believes the greater diversity in Congress will benefit

the American people. “When people are represented and served by public officials and institutions that reflect the rich diversity that makes our country great, I believe they are bet-ter served,” she states.

Serving as role models

In addition to being the first Buddhist senator, Hirono is also the first Asian-American woman elected to the Senate and the first U.S. senator born in Japan (her mother was a U.S. citizen). For-mer Congresswoman Patsy Mink, also of Hawaii, became the first minority woman elected to Congress in 1965, serving a total of 12 terms in the House of Representatives. She may be best known for authoring Title IX, which prohibits gender discrimina-tion in education programs and activities by institutions that receive federal funds.

Says Hirono, “I stand on the shoulders of Patsy Mink. She has always been a personal inspiration. Her own experience of dis-crimination drove her long fight for greater gender equity. She will be remembered as the author of Title IX, a law that has provided greater academic and athletic opportunities for countless girls.

“Just as I admired Patsy for her willingness to take risks, I hope young girls can find similar motivation from my story,” Hirono says. “I knew no English when I came to this country and grew up in tough economic circumstances. I never dreamed I would have the opportunity to serve people as Hawaii’s first female U.S. senator. That’s why I encourage girls to take a risk and get involved in their communities.”

Susan Borowski is a contributing writer for INSIGHT Into Diversity magazine.

U.S. Sen. Tammy Baldwin (D-WI) is sworn into office by Vice President Joe Biden

MARCH 2013


ADVANCING CAMPUS DIVERSITY THROUGH TRAINING

IN this issue of INSIGHT Into Diversity magazine, we focus briefly on three colleges or universities that elect to require diversity training for faculty and

staff members. More than a dozen 2012 HEED Award winners self-identified on award applications as schools that require such training, although the scope varies by institution.

“Regarding those schools that mandate diversity training, I view this as a strong indication of their commitment to creating a culture of diversity and inclusion on their campus,” says Lenore Pearlstein, co-publisher of INSIGHT Into Diversity magazine. “It sends a clear message to both employees and students that this is a priority – it’s not optional.”

As part of its Vision 2015 strategic plan, Davenport University rolled out a half-day training program last fall for faculty and staff members designed to kickstart a strategic priority aimed

at making their campus more inclusive. Every February, Pen-sacola State College hosts an All College Day, when classes are cancelled and faculty and staff attend daylong training sessions, including diversity training. Michigan Technologi-cal University requires faculty members who wish to serve on hiring and promotion/tenure committees to earn Diversity Literacy Certification. In addition, all Student Affairs staff members complete a progressive model of cultural compe-tency training over the course of an academic year.

Many universities require compliance training on harassment and retaliation issues. Others go much further, however, by requiring participation in sessions that explore the mean-ing of diversity as defined by one’s particular campus, as well as the responsibilities of individual faculty and staff members in regard to creating an inclusive and welcoming campus environment.

HEED Awardspotlight

BY JANET EDWARDS

MARCH 2013


Davenport University

For Davenport University in Grand Rapids, Mich., the training held last semester was a first step toward advancing awareness and understanding of the school’s Diversity, Equity and Inclusion (DEI) priority – one of 10 university-wide strategic priorities identi-fied in its Vision 2015 plan.

“We have the wonderful language that we find in vision state-ments, but now we need to figure out how, as a university, are we going to achieve this vision. Part of achieving that vision for us is through our faculty and staff development,” says Rhae-Ann Booker, PhD, MSW. Booker is executive director of the Office of Diversity, Equity and Inclusion.

The purpose of the initial training, which featured discussion and group activities, was to increase awareness and under-

standing of the DEI strategic priority, Booker says. “It was intended to bring all of us to the same starting point as far as our understanding of our framework and the value that we have placed on this DEI priority.”

Four components of the strategy – diversity, equity, compe-tence, and commitment – are a means to inclusion, the fifth component and the end goal, Booker says.

“We spent considerable time learning terminology – what we mean by diversity, what we mean by equity, and what we mean by the other three framework components,” she says.

At the next training level, participants will learn skills develop-ment, continuing to hone those skills as they apply them in their own departments.

“Prior to our training, if you were speaking with someone about Dav-enport in regard to our DEI framework, they would have talked about diversity. It’s important to us that everyone understands that diversity is one means to inclusion, which is our end goal,” Booker says.

Pensacola State College

By making a comprehensive effort from hiring onward, various initiatives work together to develop a culture of diversity and inclusion at Pensacola State College in Pensacola, Fla.

“Our overall approach to diversity is systematic and training is a vi-tal component that complements our institutional vision, goals, and initiatives,” says Gael Frazer, associate vice president of Institu-tional Diversity. “Enhancing diversity is part of the college’s mission statement and is incorporated into the college’s strategic plan.”

Professional development and training is conducted on a regular basis for faculty and staff. For example, one day each February, Pensacola State College closes classrooms to students and opens them to all faculty and staff. Known as All College Day, the mandatory training features 50-plus workshops across a variety of tracks. One of those tracks focuses on cultural aware-ness – and it gets more hype than most, says Juanita Scott, coordinator of professional development.

“We make this a stand-out track so that it garners the atten-tion that it needs,” Scott says. “Our local community needs are changing, so we want to be sure to have the resources for our current environment.”

In other efforts, with the help of a five-year, $1.85 million, Title III “Strengthening Institutions” grant awarded by the U.S. Dept. of Education in 2009, Scott says, Pensacola State has taken steps to ensure cultural awareness training is institutionalized as part of enhanced student learning initiatives. “We’re already poised to continue that effort on past the life of the grant,” she says.

MARCH 2013


Chris Anderson, special assistant to the president in the Office for Institu-tional Diversity.

In 2005, the university conducted its first Comprehensive Climate Survey, (which is now repeated every five years). The fol-lowing year, a detailed report on survey responses became a reference point for future diversity efforts, Anderson says.

“We found that in many cases, our staff felt disconnected,” Anderson says. “They didn’t see how what they did fit into diversity efforts.” The same held true for faculty, she adds, who gener-ally considered diversity activities an admissions function.

Progress toward diversity training advanced in 2006, when Provost Max Seel required all academic departments to develop diversity plans that stretched beyond enrollment to include increased faculty diversity. At the same time, An-derson says, the university was working on a proposal for a National Science Foundation ADVANCE grant.

“Based on conversations with deans and department heads about their di-versity plans, we built into that proposal the requirement that there be a review

of our hiring and promotions of faculty positions – the way we interview and the process by which we identify candidates – so that we would be sure to recruit a more diverse pool of potential faculty. Another component was that we would develop training for our faculty search committees.”

A train-the-trainer piece was also included in the ADVANCE grant, along with presentations from representatives of other universities, which provided benchmarks for progress. As an outgrowth of the grant, bias literacy training is now required for faculty and staff members who wish to sit on hiring or tenure and promotion committees. Following this training, which must be repeated every three years, participants earn a Diversity Literacy Certification. “Getting the ADVANCE grant helped us move faster in terms of providing that kind of professional devel-opment for faculty,” Anderson says.

In addition, cultural competency training is mandatory for all Student Life staff members. The training is a progressive model that includes topics of diversity and intercultural communication.


Through its Office of Institutional Diversity and the Department of Staff and Professional Development, Pensacola State also provides diversity training during an annual fall boot camp for new faculty and adjuncts, and as part of Convocation Week events each August. An advisory committee comprised of faculty and staff also works to make diversity a more prominent feature in professional development, Scott says.

“Our approach has been to start a conversation early and en-courage different perspectives … One of our goals is to make it okay to talk about our differences,” Scott says. Michigan Technological University

With a long tradition of educating students in the STEM fields – sci-ence, technology, engineering and math – Michigan Technological University in Houghton, Mich., is keenly aware of its role in provid-ing graduates who meet the demand for a diverse workforce.

“The STEM fields are all focused on increasing the diversity of the people engaged in those areas. That would be one of our major motivations. We need to pay attention to it,” says

“We have the wonderful language that we find in vision statements, but now we need to figure out how, as a university, are we going to achieve this vision.”- Rhae-Ann Booker, PhD, MSW Davenport University

MARCH 2013


Legal INSIGHTSGun Legislation Impacts Workplace Policies

also, they cannot require employees to refrain from lawfully keeping a firearm in their car. While schools are exempt from the law, it covers most private employers in the state.

As noted, however, other states have recently enacted greater restrictions. Recent legislation in New York, for ex-ample, bars employees from carrying guns into schools and implicitly allows employers to restrict employee gun possession on their premises. Ohio law specifically allows private employers to prohibit their employees from bringing a gun onto the employer’s property, even if the weapon is locked in a car.

Opponents of “parking lot” legislation cite the ever-present issue of gun violence at work and raise concerns that the closer the access to a weapon, the greater the threat. Proponents counter that gun ho-micides in the workplace have actually dropped in the last 20 years – by more than half, according to Bureau of Justice statistics – and that the vast majority of legal gun carriers are no threat at all.

The pros and cons of such legislation are for a different forum, but employers need to be aware of the laws and more importantly, be attuned to the general threat of vio-lence in the workplace. Failure in the first instance can engender litigation. Failure in the second can result in much worse.

Jeffrey W. Larroca is a member of the Eckert Seamans law firm in Washington, D.C., in the Litigation Division. He focuses his prac-tice on labor and employment and litigation. Jeff is also a member of the INSIGHT Into Diversity Editorial Board. If you have a legal question for Jeff, you can reach him via email at [email protected].

The mass shooting at Sandy Hook Ele-mentary School in Newtown, Conn., has revived the gun debate to a fever pitch. After the tragedy, President Obama im-mediately tasked Vice President Biden with developing recommendations to re-duce gun violence. Thereafter, the Pres-ident moved swiftly with a multi-pronged administrative and legislative effort. Em-ployers are well advised to pay attention to legislation resulting from this debate.

Some Senate Democrats, led by Sen. Diane Feinstein (D-CA), have intro-duced a bill to ban various gun types and impose other gun-related restric-tions. States are following suit, with New York being the first to enact new restric-tions. The National Rifle Association vig-orously opposes most of the proposed restrictions. Opposition in Congress is substantial and federal legislation faces an uncertain future.

This movement comes on the heels of a school shooting, which followed the widely covered Aurora, Colo., movie the-ater shooting and the shooting of former U.S. Rep. Gabrielle “Gabby” Giffords and others in Arizona. But schools, theaters and outdoor events are not the only place where gun violence takes place; guns also pose a major threat in the workplace.

Employers have taken numerous steps to alleviate such violence, from the adoption of workplace policies to the use of em-ployee assistance programs and, in some cases, the use of armed guards. In 2011, the American National Standards Institute, ASIS International and the Society for Hu-man Resource Management released the Workplace Violence Prevention and Inter-vention American National Standard. The guide established policies and procedures on recognizing threatening behavior and violence, and how to best identify, ad-dress and resolve them.

One area that remains thorny is an em-ployer’s jurisdiction relevant to gun laws, and how such legislation applies vis-à-vis the workplace. Generally, an em-ployer can lawfully prohibit an employee from bringing a gun into the workplace. But what about banning guns from the entirety of the employer’s premises—in a parked car, for instance, even if the

employee has obtained a concealed-weapons permit?

Before the Newtown tragedy, as exem-plified by the Supreme Court’s 2008 de-cision in District of Columbia v. Heller, the legal tide interpreted the Second Amendment as prohibiting a ban on all firearms, but that has now expanded to gun rights. Numerous states have en-acted what are commonly referred to as “parking-lot” bills, including Arizona, Alaska, Florida, Idaho, Indiana, Kansas, Kentucky, Louisiana, Maine, Mississippi, Montana, Minnesota, Oklahoma, Texas, Utah, Wisconsin, and Wyoming.

In Florida, The Preservation and Protec-tion of the Right to Keep and Bear Arms in Motor Vehicles Act of 2008 prohibits a business or employer from stopping em-ployees who choose to bring concealed and legal guns onto business property. Florida employers are also prohibited from conditioning hire on the fact that an applicant has a permit to carry a firearm;

with Jeffrey W. Larroca

Schools, theaters and outdoor events are not the only place where gun violence takes place; guns also pose a major threat in the workplace.

MARCH 2013


The Consortium: Building Business Diversity One MBA at a Time

F or the past 47 years, The Consortium for Graduate Study in Management has paved the way for thousands of under-represented minorities to achieve their career goals by

earning an MBA from a top-tier business school. The benefits don’t end with graduation, however: along the way, these stu-dents build an impressive network of future business leaders.

The Consortium is a non-profit alliance that includes some of the country’s best business schools, major corporations and sought-after MBA candidates. While the focus is on African American, Hispanic American and Native American students, any U.S. citizen or permanent resident that demonstrates a commitment to ad-vancing diversity in business is eligible to apply for Consortium membership and compete for fellowships.

“We’re really looking for Americans who will get up on the soapbox and talk about their commitment to diver-sity and the value that diversity brings to American business,” says Peter J. Aranda III, executive director and chief executive officer of The Consortium, a St. Louis, Mo.-based organization founded in 1966, during the height of the civil rights movement. “We have come a long way since Affirmative Ac-tion in the 1960s, but we’re not there yet,” he says.

The Consortium focuses on African American, Hispanic American and Native American students because they represent just 5-6 percent of all students in the top 50 MBA schools, and only 3-4 percent of people in management levels in American busi-nesses, Aranda says.

“The same does not apply to other minorities,” Aranda says. “They

have other challenges, but being underrepresented is not one of them.”

Consortium students attend graduate school on a two-year, full-time basis, although one-year pilot programs have recently launched at Rochester University and Emory University.

Fellowships are offered to about 70 percent of the roughly 575 students admitted as members each year to The Consortium. The awards range from partial tuition to full tuition and fees plus

a stipend, at one of 17 partner institu-tions, including Washington University, where the program was first launched. Indiana University and the University of Wisconsin-Madison are also found-ing partners.

Paving the Way

Alvin Marley is one of more than 7,000 students to earn an MBA with Con-sortium support. By the time he was accepted into the program in 1972, he was 24, married, an Air Force veteran and determined. He attended Indiana University, his first choice of six part-ner schools at the time.

“I wanted to work in the stock market, but I knew it was important to have some business experience,” Marley says. Without the help of The Con-sortium, he adds, achieving an MBA “would not have been an easy task and I don’t know when it would have been possible.”

Ending a 30-year career with the same banking institution where he attained his first post-MBA job (weathering its many mergers and acquisitions), Marley retired in 2004. Now enjoying a second major career,

‘We’re really looking for Americans who will get up on the soapbox and talk about their commitment to diversity and the value that diversity brings to American business.’

- Peter J. Aranda III, Executive Director & CEO, The Consortium

By Janet Edwards

MARCH 2013


he is one of four equity owners – serving as senior portfolio manager for small cap investments – for Lombardia Capital Partners, a firm that manages $2.8 billion in assets.

“The Consortium did its mission with me and did it quite well,” Marley says. “We’re more than forty years down the pike and it still provides entry for hundreds of students much like me.”

Marley credits longevity of the program to its flexibility in broadening the mission. While it began with 21 students and only allowed African Ameri-can males to apply, member-ship has since been opened to women, Hispanics, Native Americans and, in 2004, to any U.S. citizen or permanent resident who demonstrates commitment to the mission.

Building Networks

Leslie Espy, a second-year MBA student at the University of Michigan-Ann Arbor, hopes an MBA will land her a job with a company strong on sports marketing.

“I want to work for a Fortune 500 company and actually lead the strategy and lead the marketing campaigns within sports,” she says. With an undergraduate degree in journal-ism/mass communication, Espy says an MBA is necessary to help her bridge into marketing. She has already worked as an intern for Nike, and has held jobs with a top-tier enter-tainment agency and a high caliber sports marketing group. Although the companies provided opportunities for skills development, Espy was concerned that without an MBA, upward mobility would prove challenging.

Espy learned of The Consortium through her sister, who previ-ously earned an MBA as a Consortium student at Emory and is now a business owner.

“I saw how she was able to transition from chemical engineer-ing to marketing. The Consortium was that step in between that helped her transition, helped her achieve her career goal of being an entrepreneur,” Espy says.

Like Marley, Espy says The Consortium helped fast track her career.

“Without The Consortium, I might not have been as motivated,”

she says, “but knowing that there’s this network out there that believes in you – that really pushed me and encouraged me to pursue my MBA.”

While Espy is grateful for the fellowship, she is equally excited about the network she joined as a Consortium student at UM; at nearly 100, it’s the nation’s largest campus group. “They are my family, the people I go to. We do things together to get to know each other and help each other,” Espy says. “We build relationships socially, but also pro-fessionally so all of us end up successful.”

The network is not just local to her cam-pus, Espy observes: “When you go to the Orientation Program in the summer, you have access to so many students. I’m at-tending the same seminars (that students from) Cornell and Yale are attending, so that gives me the opportunity to network with all these great minority students who have really great backgrounds and who are going to be business leaders.”

The Consortium is proud of the career net-work it provides for students, Aranda says. Alumni often serve as mentors, and alumni chapters and special interest groups help

keep them connected. “We have 25 chapters geographically based in major U.S. cities,” he says. Of the various special inter-est groups, 10 are virtual – such as the one created for members who work in the financial services industry.

Tangible Benefits

Before students are even accepted as Consortium members the benefits are tangible, Aranda says. “Applying to graduate school can be time-consuming – and expensive,” he says, noting that working through The Consortium, individuals can apply to six schools at once for significantly less money. In addition, they save time by submitting a common application form and just one set of transcripts and references.

Applicants for The Consortium come from outreach efforts and via referral from alumni, corporate partners and campus con-tacts. During the fall prior to enrollment, MBA student hopefuls get valuable half-day seminar training in interviewing skills and preparing business school applications. Held in major metro-politan areas around the country, the sessions feature a panel discussion comprised of admissions representatives who address what universities are looking for in a student – and it’s not always what applicants think, says Eric Abrams, director of Diversity Initiatives for The Haas School of Business at the University of California, Berkeley.

‘We’re more than forty years down the pike and (The Consortium) still provides entry for hundreds of students much like me.’

- Alvin Marley, Consortium Alumnus

MARCH 2013


“We’re not all looking for the same thing. And they’re surprised to learn you don’t have to be a business or finance major to get into an MBA program. We’re looking for people from a lot of dif-ferent professions,” he says.

As a partner university, the benefits begin with the information-al seminars, Abrams says. “The Consortium is a wonderful way for us to get to know and interact with prospective students who might not have had us at the top of their list of schools,” he says.

About 1,000 individuals apply for MBA programs with Consortium assistance; of those, roughly 575 will be admitted to a school. Each school makes it own admission decisions, Aranda says. Most who are accepted to a partner school are invited to become Con-sortium members; typically, there are some students unqualified to support the organization’s mission, he says.

All members are eligible to compete for fellowships. Since its inception, The Consortium has secured more than $260 million in tuition support for its students. Fellowship funding comes primarily from tuition remis-sion provided by member schools and from donations made by corpo-rate partners.

“We’ll end up with quite a few stu-dents who participate who did not receive a fellowship. The benefit of participating in our program over the course of a career is really much more significant than the actual fellowship itself,” Aranda says.

Once a candidate becomes part of The Consortium, the first major event is The Annual Orientation Program & Career Forum, which takes place every June. The program covers: how to be a successful MBA student and a Consortium ambassador; career preparation and planning, including interviewing skills, network-ing skills, elevator pitches, resumes, networking, and career information; and informational and employment interviews. Many partner corporations are on hand during orientation week to conduct interviews for internships and jobs.”

In fact, roughly half of the students leave the Orientation Pro-gram with an internship for the following summer, Aranda says, “but everyone leaves with contacts and leads and progress in their employment process.” Most students are off the job market by the end of their first semester and have offers in hand because of career fairs held in the fall.

Aranda, who became CEO of The Consortium in 2003, is a 1987 alumnus of the program, having earned his MBA at Washington University. “The first three companies I worked for were all Con-sortium partner companies and I got those jobs because of The Consortium. That’s not atypical.”

Aranda is convinced The Consortium is a win-win for its MBA students, member schools and corporate partners. “When you

think about The Consortium’s place in the diversity landscape … we repre-sent close to half of the top underrep-resented minorities attending a top 50 MBA institution,” Aranda says. “And if you’re a corporate recruiter, the con-cept of trying to recruit diverse talent across 50 campuses … is daunting. We present an amazing opportunity for students and recruiters.” The Haas School of Business was an early supporter, but dropped from the roster in the late 1990s, when California passed legislation prohibit-ing strictly race-based admissions policies. At the time, The Consortium had not yet opened its doors to non-minority applicants. However, at the urging of Rich Lyons, dean of the business school, UC-Berkeley recently rejoined the ranks of Con-sortium school partners. About 20 Consortium members enroll at UC-Berkeley each fall.

Abrams credits The Consortium with preparing students for the challenges and opportunities of graduate school, but even before they receive such support, applicants are attractive to

admissions teams, he says: “They’re drawn to The Consortium because they’re go-getters, looking at every possibility out there.”

“We’re always looking for high-quality students, but that’s de-fined much more broadly than GPA and test scores,” Abrams says. “We really like Consortium students because they add something to the intellectual diversity of our community. Of course, we ask, ‘Can a student do the work?’ but we also ask, ‘Will our school be a better place if this individual is a student on our campus?

“So much of the MBA program isn’t just listening to a profes-sor,” Abrams adds. “It’s about students teaching students, sharing their different experiences with each other in the classroom.”


‘Knowing that there’s this network out there that believes in you – that really pushed me and encouraged me to pursue my MBA.'

- Leslie Espy, Consortium Fellow

Connecting Diverse Professionals to Diverse Careers TM

MARCH 2013


CAREER INDEXCaliforniaSouth Orange Community College District 32

GeorgiaAbraham Baldwin Agricultural College 32

IllinoisUniversity of Illinois at Chicago 27

IowaWestern Iowa Tech Community College 30

LouisianaLouisiana Tech University 31

Maryland1st Mariner Bank 29

MassachusettsMassachusetts Institute of Technology 34

New MexicoNew Mexico State University 28

New YorkCornell University 28SUNY - Dutchess Community College 26SUNY - Empire State College 26, 31Westchester Community College 27

Access hundreds of additional career opportunities on our online Career Center.

insightintodiversity.com

PennsylvaniaCarnegie Mellon University 29, 30Community College of Allegheny County 29

TexasUniversity of Texas Southwestern Medical Center 31, 32, 33, 34

UtahUniversity of Utah 29, 30, 33, 34

VirginiaVirginia Commonwealth University 28, 33, 34

West VirginiaWest Virginia University 27

COMING SOON!

May 7-10, 2013 at the Marriott Riverwalk in San Antonio, Texas.

Education, training, speakers to JUMP START your professional career and influence diversity changes for the good

of your organization, employees, and clients.

Need details? Visit www.affirmativeaction.org.


MARCH 2013


EM RE

Fall Faculty PositionsDutchess Community College, part of the State University of New York,is located on a scenic modern campus in the heart of the historic HudsonValley region. The College is seeking dedicated and committed faculty forthe following full-time positions to begin Fall 2013:

Tenure Track:English Composition and Literature

Computer Information Systems History

Marketing/Management Mathematics

Nursing Sociology

Speech and Theater

Temporary Full-Time:Accounting

BiologyEnglish Composition and Literature

Government Performing, Visual Arts, and Communications

Sociology

Minimum Qualifications: Master’s Degree in related field, college levelteaching experience, and relevant work experience.

Preferred qualifications include a doctoral degree and demonstrableunderstanding of the role of assessment in course and programdevelopment. Additionally, preferred candidates will have someexperience in using instructional technology in classroom or onlineadaptations and a willingness to adopt new and emerging technologies.Preference will be given to candidates with experience working with orteaching community college students and to those with an understandingand appreciation of the role of the community college in higher education.A commitment to diversity and an understanding of how diversity impactslearning and instruction is also strongly preferred.

DCC offers a comprehensive compensation and benefits package.Application review will begin on January 11, 2013 and will continue untilthe positions are filled. For a complete job description, requirements, andfurther information for each position, visit the DCC website:http://www.sunydutchess.edu/aboutdcc/jobsatdcc/ .

Please send resume and cover letter via email to:[email protected]

Or via mail/fax to:Human Resources Management, Dutchess Community College

53 Pendell Road, Poughkeepsie, NY 12601Fax: 845-431-8595

DCC is committed to the principle of diversity and encourages applicationsfrom women, minorities, veterans, the disabled and all others (AA/EOE).

845.431.8000 www.sunydutchess.edu

Empire State College invites applications for the following full-time, tenure-track faculty positions. The ideal candidate is excited about workingindividually and collaboratively with adult learners from diverse culturalbackgrounds, experimenting with learning and assessment methods in acollegial setting, achieving ongoing renewal through involvement in variedprograms and learning modes (e.g., online, international, graduate-level),helping to shape a vibrant institution, and pursuing broadly defined forms ofscholarly engagement.

Faculty positions are now available in several of the college’s 36 academic centersand satellite offices throughout New York, where faculty and students worktogether in programs that blend face-to-face and online teaching and learning.Locations and programs are noted below for each position.

A doctoral degree is required for a tenure-track appointment at theassistant professor level. Doctoral candidates who will complete theirdegree within one year of employment may be considered for appointmentat the rank of instructor for some positions; consult the college’s websitefor details. Successful candidates must have the potential to effectivelymentor and teach adults from diverse backgrounds, participate actively ininstitutional development, and pursue scholarly interests. All faculty are on12-month appointments. The starting salary is generally $64,000 forbeginning assistant professors, and higher in certain fields. The benefitspackage is excellent.

Further details for each position and application instructions are available online.Review of resumes begins on March 11 for positions that start July 1, 2013.

Business, Management and Economics, HumanResources Management

New York City (Manhattan), NY

Community and Human Services, (specialization open)Batavia, NY

Community and Human Services, (specialization open)Hauppauge, NY

Community and Human Services, (specialization open)Old Westbury, NY

Human Development or Community and Human ServicesSyracuse, NY

Public Affairs, Criminal JusticeRochester, NY

Public Affairs, Criminal JusticeNew York City (Staten Island)

The college was founded in 1971 as a comprehensive, public collegewithin the State University of New York and enrolls over 20,000 studentsannually in associate, bachelor’s and master’s degree programs. Facultywork with students in one-on-one, small group, residency-based, blendedand on-line learning modes; the mix varies by setting. Central to thefaculty role is helping adults design and carry out individualized degrees.The college is a pioneer in mentoring adult learners, prior learningassessment and online learning.

Empire State College is an AA/EEO/IRCA/ADA employer.Visit us online at www.esc.edu/jobs

for more innovative, exciting career opportunities

COMPREHENSIVE FACULTY ADSpring 2013


MARCH 2013


BREAST SURGEON OPPORTUNITIES

The Department of Surgery at the Robert C. Byrd Health Sciences Center of West Virginia University, Charleston Division, is recruiting a BE/BC general surgeon with fellowship training in breast. The successful candidate must be able to obtain an active and unencumbered West Virginia Medical license, DEA and staff privileges at Charleston Area Medical Center.

Find professional satisfaction by being a part of the multidisciplinary team at the CAMC Breast Center, the first accredited breast center in the state, and the only accredited breast center in the region where the physicians treat the largest number of patients with breast cancer in West Virginia.

This position will focus on a clinical practice and applicant will be expected to participate actively in the teaching of medical students and residents. Strong involvement in clinical research is expected.

Benefits include a competitive salary and a generous benefits package. The teaching appointment will be commensurate with experience and qualifications. The search will remain open until a suitable candidate is identified.

The opportunity is located in Charleston, the capitol of the State and a vibrant community that offers an exceptional family environment, with unsurpassed recreational activities and outstanding school systems

E-mail CV and letter of interest to: Carol Wamsley, Physician Recruitment at [email protected]. or fax to 304-388-6297.

West Virginia University is an Equal Opportunity/Affirmative Action Employer

Women and minorities are strongly encouraged to apply

Robert C. Byrd Health Sciences CenterCharleston Division

Faculty (Open Rank)Department of Oral Biology - College of Dentistry

University of Illinois at Chicago

The Department of Oral Biology in the College of Dentistry at the University of Illinois at Chicago seeks applications for two faculty positions to join a dynamic and forward thinking Department and faculty at the rank of Assistant Professor or higher on the tenure track. This is a 9 month appointment available for the 2012-2013 Academic Year. The principal duty of the Department of Oral Biol-ogy is to teach many of the basic sciences to UIC's dental students and to conduct research in oro-facial biology. Responsibilities of the two positions include 1) teach Histology & Oral Histology courses; 2) conduct independent research programs in the area of Developmental Biology and/or Tissue Engineering; 3) supervision of Graduate students; 4) service; and 5) develop an extramurally funded research program. One position will specialize in develop-mental or mineralized tissue biology. The second faculty position will specialize in stem cell biology or epigenetics with a focus on craniofacial stem cells.

Qualifications include a DDS/DMD, PhD or MD degree and post-doctoral training with an outstanding publication record. Further preference will be given to candidates with a history of academic accomplishments and the ability to develop an independent research program with evidence of successful procurement of external grant funding on a competitive basis. Salary is commensu-rate with experience and scholarly record.

For fullest consideration, please submit a cover letter, curriculum vitae, and names of three references by May 15, 2013 to http://jobs.uic.edu/job-board/job-details?jobID=29189. Inquiries regarding this position may be addressed to Dr. Thomas Diekwisch, Search Committee Chairperson, (312.413.9683 or [email protected]). The University of Illinois is an Affirmative Action/Equal Opportunity Employer. The College encourages applications from minorities, women, and persons with disabilities.

Westchester Community College is committed to hiring innovative administrators, faculty members, and staff. Women, minorities and those dedicated to diversity and multiculturalism are strongly encouraged to apply. Full-time positions include excellent benefits. Hiring subject to availability of funds. Administrators and Staff: • Accounting Control Specialist, Bursar’s Office (Faculty Student Association) • Assistant Director/Program Specialist, English Language Institute• Assistant Director/Program Specialist, Ossining Extension Center• Director of Leadership Giving and Campaigns, Westchester Community College Foundation

Part-time/Hourly Position:•Adjunct Counselor• Senior Technical Assistant, Sculpture/Ceramics (Center for the Arts, White Plains) Adjunct Faculty: Summer and fall 2013 openings. Specify day/evening/weekend availability. Credit adjuncts: (Masters and one-year related experience required unless otherwise indicated on website): Accounting, Art History, Biology, Chemistry, Computer Information Systems, Computer Science, Cybersecurity, Economics, Emergency Medical Services, Emergency Medical Technician (EOC, Yonkers), Finance (Personal Finance), Food Service Administration (Culinary Arts, Dietetics, Nutrition), Geography, Mathematics, and Nursing. Non-Credit adjuncts (Bachelors required): Classes for lifelong learners may include children, adults, and seniors in various locations with day, evening and weekend options. Also interested in candidates with ESL teaching experience or with corporate training background, and ideas for new classes. Visit website for information. Submit proposals for new classes at www.sunywcc.edu/CE; for ESL, submit resume only to [email protected]; do not submit a resume without a class proposal. For details, visit www.sunywcc.edu/jobs. Applications accepted until positions are filled. Resumes to Human Resources, Westchester Community College, 75 Grasslands Road, Valhalla, NY 10595; fax 914-606-7838; email Word documents to [email protected]. Please indicate position of interest on envelope or in email “subject” field. AA/EOE.

WESTCHESTER COMMUNITY COLLEGE

Administrator, Staff & Faculty (Adjunct) Positions


MARCH 2013


Lecturer Position in Food and Beverage Operations ManagementCornell University – School of Hotel Administration

Cornell is a community of scholars, known for intellectual rigor and engaged in deep andbroad research, teaching tomorrow’s thought leaders to think otherwise, care for others, andcreate and disseminate knowledge with a public purpose.Position Description: The position includes teaching and/or team-teaching both lecture-andlaboratory-based courses in the area of food and beverage operations and management.Applicants should be able to teach/co-teach food and beverage operations management coursesincluding, but not limited to, our three current core courses: Introduction to FoodserviceOperations; Foodservice Management: Theory and Practice, and Restaurant Management, aswell as other specialty elective courses. Duties will include, but not limited to, instruction inlecture and laboratory sessions, preparing course materials, grading, advising students,conducting classroom instruction, and performing general service duties for the Area and theSchool of Hotel Administration.

The candidate should have extensive knowledge and notable practical experience in the area offood and beverage management broadly defined, including restaurant management, foodproduction management, beverage management, food safety, and restaurant related technologyand systems.

Qualifications: A Master’s degree or equivalent and relevant teaching experience are theminimum qualifications required for the position. Expected start date is Fall 2013.

Term and Salary: Lecturer positions are appointed to three year terms and are renewable.Salary will commensurate with qualifications and experience of chosen candidate.

Institution: The School of Hotel Administration, one of seven undergraduate colleges atCornell University, has approximately 800 undergraduates and 120 graduate students. Foundedin 1922, it is the oldest hospitality management program in the world, with a resident facultyof approximately 65 and over 8,000 alumni worldwide. The School is located at the center ofthe Cornell Campus in Statler Hall, which includes offices, classrooms, computer andfoodservice laboratories, a student-run restaurant, and a hospitality management library. The150-room Statler Hotel and J.W. Marriott Conference Center is a teaching laboratory for theSchool of Hotel Administration’s students.

Application: Send letter of application, résumé, and the names and addresses of threereferences by March 15, 2013 to:

Steven A. Carvell, Ph.D.F&B Management Lecturer SearchAssociate Dean for Academic Affairs

School of Hotel Administration146 Statler Hall

Cornell UniversityIthaca, NY 14853-6902

Find us online at http://hr.cornell.edu/jobs or Facebook.com/CornellCareers

Cornell University is an innovative Ivy League university and a great place to work. Ourinclusive community of scholars, students and staff impart an uncommon sense of largerpurpose and contribute creative ideas to further the university's mission of teaching, discoveryand engagement. Located in Ithaca, NY, Cornell's far-flung global presence includes themedical college's campuses on the Upper East Side of Manhattan and Doha, Qatar, as well asthe new Cornell NYC Tech campus to be built on Roosevelt 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.

The New Mexico State University Department of Chemical Engineering seeks applications for a tenure-track Assistant Professor position - requires an earned Ph.D. in Chemical Engineering, Materials Science, Materials Engineering, or a closely related field. To view complete job posting and instructions on how to apply go to http://hr.nmsu.edu/employment/employment.html (Req # 2012002846). Review of applications will begin March 22, 2013. Application materials received after this date may be considered.

Clinical CytogeneticistThe Department of Pathology at Virginia Commonwealth University School of Medicine/VCU Health System (MCV Campus) is seeking a full-time Clinical Cytogeneticist to serve as Associate Director of the Clinical Cytogenetics Laboratory. This growing cytogenet-ics laboratory offers diagnostic testing for a full spectrum of conventional and molecular cytogenetic services, including (but not limited to) referrals from oncol-ogy, pediatrics, obstetrics/gynecology, and transplant programs. Academic rank for this position will be at the Assistant Professor or Associate Professor level, commensurate with experience. The successful candidate will have an earned M.D. and/or Ph.D. and have board certification or board eligibility in Clinical Cytogenetics (required) and Clin-ical Molecular Genetics (desired) through the American Board of Medical Genetics. This Associate Director will also have opportunities to develop/collaborate in research programs and teaching (gradu-ate and medical students, residents, and fellows). Knowledge regarding regula-tory issues as they apply to the field of cytogenetics is required. The successful candidate will have demonstrated experi-ence working in and fostering a diverse faculty, staff, and student environment or commitment to do so as a faculty mem-ber at VCU. Candidates should share the departmental philosophy, which states that its members are “committed to strive for the highest quality education, scholar-ship, and clinical service in the discipline of Pathology. In the pursuit of excel-lence, they practice the highest level of professional ethics. They promote open and honest communication, and respect the dignity of all individuals. They foster organizational growth, innovation, and productivity by supporting personal development, empowerment, and a spirit of cooperation among its members.” Ap-plicants should send a brief cover letter denoting their interest in the position, along with their CV and three profes-sional references to:

Andrea Ferreira-Gonzalez, Ph.D.Chair, Division of Molecular Diagnostics

Virginia Commonwealth UniversityDepartment of Pathology

PO Box 980662Richmond VA 23298-0662

Email address: [email protected]

Virginia Commonwealth University is an equal opportunity, affirmative action uni-versity providing access to education and employment without regard to age, race, color, national origin, gender, religion, sexual orientation, veteran’s status, politi-cal affiliation or disability


MARCH 2013


University of UtahDepartment of PathologyClinical Biochemical Geneticist

The Department of Pathology at the University of Utah seeks a board eligible/certified clinical biochemical geneticist (MD and/or PhD) to serve as Assistant Medical Director of the Biochemi-cal Genetics and Newborn Screening Laboratories at ARUP, Inc. This position is at the Assistant Professor level in the clinical or tenure track.

The biochemical genetics and newborn screening laboratories at ARUP have close interactions with the Medical Genetics Program at the University of Utah. The candidate will have the opportunity to work with a diverse group of clinicians (dysmorphologists, medical geneticists, biochemical geneticists, epidemiologists, neurologists), laboratory-based molecular and cytogeneticists and molecular biologists to improve the care of children with meta-bolic and genetic disorders.

The Assistant Medical Director assists the Medical Directors in clinical, technical, administrative and research activities of the ARUP Biochemical Genetics and Newborn Screening laborato-ries. In addition, he/she will participate in the training of genetics residents and fellows.

Interested candidates should submit electronically to http://utah.peopleadmin.com/postings/21427

a CV and a brief cover letter and the names of 3 references.

The University of Utah is an Equal Opportunity/Affirmative Action employer and educator. Minorities, women, and persons with disabilities are strongly encouraged to apply. Veterans prefer-ence. Reasonable accommodations provided. For additional information:http://www.regulations.utah.edu/humanResourc-es/5-106.html.

As a patient-focused organization, The University of Utah Health Sciences exists to enhance the health and well-being of people through patient care, research and education. Success in this mission requires a culture of collaboration, excellence, leader-ship, and respect. The Health Sciences Center seeks faculty and staff who are committed to the values of compassion, collabora-tion, innovation, responsibility, diversity, integrity, quality and trust that are integral to our mission.

The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a [strong or demonstrated] commitment to improving ac-cess to higher education for historically underrepresented students.

COMMUNITY COLLEGE OF ALLEGHENY COUNTY

EOE

Your Future. Make a Difference.

Community College of Allegheny County, Pennsylvania’s largestinstitution of postsecondary higher education, is located inPittsburgh, voted America’s Most Livable City 2010 byforbes.com. CCAC helps approximately 30,000 credit studentsbuild better futures through our four campuses, five centersand online programming. An additional 35,000 students peryear enhance their knowledge and job skills through thousandsof CCAC non-credit and workforce development courses. If youare seeking new challenges within a fast - paced educationalenvironment, consider the following:

Administers North Campus and West Hills Center operationsincluding planning in concert with College strategic priorities,budgeting, financial management, shared governance andtechnological applications to learning. Requires doctoral degreein a related field and a minimum of eight years experience.Ability to work effectively as a team player and colleague andbuild consensus.

CCAC offers a competitive salary and excellent benefits package.For further position details, and to apply online, visit

www.ccacjobs.com

CAMPUS PRESIDENT

1st MARINER BANKMORTGAGE PROFESSIONALS

TO APPLY: Go to www.1stmarinerbank.com, click on Careers at the bottom of the page, and submit your information.

1st Mariner Bank is the largest Baltimore based banking institution. When you join our team, you participate in our mission to build a better bank. We’re a local organization with local roots. Here, you’re not just a number…we’re connected to our employees in a way that only your local bank can be….and we guarantee that your talents will be recognized.

If you feel passionately about beginning a career in the expanding mortgage industry, apply with us TODAY. It may be time to step-up your career with the team at 1st Mariner Mortgage. We have highly successful branches located throughout the MidAtlantic Region. Your drive and enthusiasm will qualify you; our benefits and incen-tive package will retain you.

1st Mariner Bank is an equal opportunity employer. We enjoy a drug/alcohol/smoke-free workplace. Final candidates must be prepared to show evidence of authorization to work in the US on a full-time basis. M/F/D/V

Possible tenure-track and visiting positions. Collegialenvironment emphasizing disciplinary and cross-disciplin-ary research and teaching. All areas of statistics wel-come. Joint appointments possible with other units in the Pittsburgh area. See http://www.stat.cmu.edu (email: [email protected]). Send CV, research papers, relevant transcripts, and three recommendation letters to: Faculty Search Committee, Statistics, Carnegie Mellon University, Pittsburgh, PA 15213, USA. Application screening begins immediately, continues until positions closed. Women and minorities are encouraged to apply. AA/EOE.


MARCH 2013


University of UtahDepartment of Obstetrics and GynecologyFamily Planning Faculty

The General Division in the Department of OB/GYN seeks an Assis-tant or Associate Professor with Family Planning Fellowship training to complement our rapidly expanding Family Planning Program. The successful candidate will be incorporated into our multidisci-plinary team, direct the Ryan resident training program, expand fam-ily planning clinical care for women with medical issues, and work as a generalist OB/GYN in the Department. Our solid family planning research infrastructure creates an exceptional opportunity for the motivated researcher with the immediate opportunity to participate in and direct research projects. Required skills include strong clini-cal abilities as a generalist OB/GYN with a special focus on family planning; solid research foundation; and excellent teaching skills (for medical students, residents, and fellows). Outstanding interpersonal skills are a must. The position is flexible and can accommodate a variety of career interests. This is a rare opportunity for someone interested in making significant contributions to a rapidly growing program. Academic rank and salary are commensurate with experi-ence and qualifications. Open until filled. The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher edu-cation for historically underrepresented students. The University of Utah Health Sciences Center is a patient focused center distinguished by collaboration, excellence, leadership, and respect. The University of Utah HSC values candidates who are committed to fostering and furthering the culture of compassion, collaboration, innovation, accountability, diversity, integrity, quality, and trust that is integral to the mission of the University of Utah Health Sciences Center. The University of Utah is an Equal Opportunity/Affirmative Action employer and educator. Minorities, women, and persons with disabilities are strongly encouraged to apply. Veteran’s preference. Reasonable accommodations provided. For additional information: http://www.regulations.utah.edu/humanResources/5-106.html Interested candidates should submit inquiries to: David [email protected]

Please apply on-line at: http://utah.peopleadmin.com/postings/21353

FACULTY POSITION UNIVERSITY OF UTAHFamily Planning Research Director

The Department of OB/YN at the University of Utah seeks a full time Family Planning Research Director with doctoral training in reproductive health clini-cal research. The successful candidate will be incorporated into our multi-disciplinary Family Planning Research Group which focuses on improving access to highly effective methods of contraception. The Research Director utilizing the Department’s outstanding research inftrastructure will work with faculty and trainees at all levels to develop, conduct, and disseminate the findings of research projects.

S/he will be a highly motivated manager and relationship builder with experi-ence working in either an academic and/or a nonprofit research environ-ment. The ability to manage and progress with several research projects simultaneously will be essential. The Research Director will have a strong pub-lication record and successful, extramurally-funded health services research and is expected to develop independently funded research.

This individual will leverage research experience in Family Planning to serve as a member of the University of Utah Health Science Center’s multidisci-plinary Program for Health System Innovation and Research (HSIR). This novel program will afford extensive opportunities for cross-disciplinary collabo-ration with other departments and will focus on the development and validation of innovation approaches to health care delivery and outcomes assessment.

The ability to collaborate with a variety of researchers and community organi-zations is a must, as is the desire to improve contraceptive options for women in Utah with the potential to influence contraceptive care nationwide. Salary and rank are commensurate with qualifications. Open until filled.

The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically under-represented students.

The University of Utah Health Sciences Center is a patient focused center distinguished by collaboration, excellence, leadership, and respect. The University of Utah HSC values candidates who are committed to fostering and furthering the culture of compassion, collaboration, innovation, account-ability, diversity, integrity, quality, and trust that is integral to the mission of the University of Utah Health Sciences Center.

The University of Utah is an Equal Opportunity/Affirmative Action employer and educator. Minorities, women, and persons with disabilities are strongly encour-aged to apply. Veteran’s preference. Reasonable accommodations provided. For additional information: http://www.regulations.utah.edu/humanResources/5-106.html

Interested candidates should submit inquiries to: David [email protected]

Please apply on-line at: http://utah.peopleadmin.com/postings/21540

Western Iowa Tech Community College

Search for

Dean of InstructionResponsible for leadership of

all credit instructional programs

Effective July 1, 2013

For full job announcement and applicationrequirements, visit our website at:

www.witcc.edu/jobs

WITCC is an EEO/AA Employer

Possible teaching-track position. Collegial environment emphasizing disciplinary and cross-disciplinary research and teaching. Position emphasizes teaching, program administration, curriculum development. Joint appointments possible with other units at CMU. See http://www.stat.cmu.edu (email: [email protected]). Send CV, teaching state-ment, relevant transcripts, and three recommendation letters to: Faculty Search Committee, Statistics, Carnegie Mellon University, Pittsburgh, PA 15213, USA. Application screening begins immediately, continues until positions closed. Women and minorities are encouraged to apply. AA/EOE.


MARCH 2013


Assistant Professor in Health Informatics &

Information Management

Louisiana Tech University seeks a new faculty member whose role will focus on the area of Health Informatics and Information Management. This is a tenure-track position, available within the College of Applied and Natural Sciences, Department of Health Informatics and Information Management.

Responsibilities: Primary responsibilities include online and on campus teaching in the Health Informatics and Information Manage-ment undergraduate and Health Informatics graduate programs. As-sisting, planning and development of the curriculum in the graduate and undergraduate programs is paramount. Also Scholarship within the discipline yielding publications, research, service on committees, and participation in official activities at the Department, College, University and Professional levels are expected.

The successful tenure track applicant must hold a masters degree in Health/Medical Informatics, Healthcare/Hospital Administration, Business, Management, Computer Information Systems or other related field. In addition, health IT work experience is required. A degree in Health Informatics and Information Management, credentials from the American Health Information Management Association and a Doctoral degree are preferred. A promise of scholarship, experience delivering courses via distance learning, a commitment to using technology in teaching and scholarship, and a commitment to professional service are highly desirable. Applicants must possess excellent oral and written communica-tion skills to be considered.

Application Procedure: To assure consideration, send cover let-ter of interest describing research, teaching interests and mentor-ing abilities; curriculum vita, two official transcripts from each col-lege/university attended, evidence of professional credentials, and the names, addresses, and telephone numbers of three profession-al references to: Dr. Angela Kennedy, Louisiana Tech University, Department of Health Informatics and Information Management, P. O. Box 3171, Ruston, LA 71272, USA, or e-mail your application material to [email protected]. Review of applications will begin immediately and will continue until the position is filled.

Louisiana Tech University is and EEO/AA employer. Women and minorities are encouraged to apply.

A doctoral degree is required for a tenure-track appointment at the assistantprofessor level. Successful candidates must have the potential to effectivelymentor and teach adults from diverse backgrounds, participate actively ininstitutional development, and pursue scholarly interests. All faculty are on12-month appointments. The School for Graduate Studies serves over 1,000 students per year inseveral degree and certificate programs offered in online and blendedformats. The growing MBA in the Management program serves a diversegroup of approximately 400 students and the college is developing two newMBA programs in health care leadership and global leadership.Further details for each position and application instructions are availableonline. Review of resumes begins on March 11 for positions that startJuly 1, 2013.The college was founded in 1971 as a comprehensive, public college withinthe State University of New York and enrolls over 20,000 students annuallyin associate, bachelor’s and master’s degree programs. Faculty work withstudents in one-on-one, small group, residency-based, blended and on-linelearning modes; the mix varies by setting. The college is a pioneer inmentoring adult learners, prior learning assessment and online learning.

Empire State College is an AA/EEO/IRCA/ADA employer.Visit us online at www.esc.edu/jobs

for more innovative, exciting career opportunities

Empire State College School for Graduate Studies invites applications for the following full-time, tenure-track faculty positions:

International BusinessSaratoga Springs (preferred) or Manhattan, NY

Healthcare AdministrationManhattan (preferred) or Saratoga Springs, NY

Chair, Department of BioinformaticsUniversity of Texas Southwestern Medical Center

The University of Texas Southwestern Medical Center is search-ing for a Chairperson to establish a new Department of Bioin-formatics. We are seeking an individual to form a world-class department within an exceptionally strong biomedical research environment. The successful candidate will have a robust and internationally recognized research program in bioinformatics, a record of superb scientific achievement, outstanding leader-ship skills, and a strong vision for establishing and leading the department. The Chair will be expected to recruit six new faculty members who are leaders in bioinformatics and informatics-driven biomedical discovery. The Chair will also foster and grow a research environment that integrates with existing departments, programs, and infrastructure and will establish a graduate pro-gram in bioinformatics and genomics. Significant resources will be provided to accomplish these endeavors.

Interested individuals should send a curriculum vitae and a cover to the Chair of the Search Committee, W. Lee Kraus, Ph.D. ([email protected]).

The University of Texas Southwestern Medical Center is an Equal Opportunity/Affirmative Action Employer.

Access hundreds of additional career opportunities on our online Career Center.

insightintodiversity.com

Connecting Diverse Professionals To Diverse CareersTM


MARCH 2013


7713802/22/13Insight into Diversity - Affirmative Action Register1/2 Page Horizontal - 7” x 4 3/4”pmc

Located in Southern California, South Orange County Community College District (SOCCCD) is proud to be distinguished as one of the top community college districts in California. Founded in 1967, the District serves over 43,000 students each semester and employs more than 2,800 faculty and staff.

To view current job openings, learn more about the District, and submit an application, please visit our District employment website at https://jobs.socccd.edu

SOCCCD is pleased to announce the following Full-Time Tenured Faculty openings within its multi-college District:

SOuTH ORAnge COunTyC O m m u n I T y C O l l e g e D I S T R I C T

SOCCCD offers a competitive compensation and benefits package.

nOTICe TO All CAnDIDATeS FOR emPlOymenT: The Immigration Reform and Control Act of 1986, Public law 99-603, requires that employers obtain documentation from every new employee which authorizes that individual to accept employment in this country. EQUAL OPPORTUNITY EMPLOYER

Saddleback college

Position Position Id closing date

• nursing Instructor (One or more Positions) 1724/4090, 1576/4091 2/25/13

• Biology Instructor 4700/4088 3/4/13

• Automotive Technology Instructor 1467/4092 3/11/13

• Chemistry Instructor 1003/4087 3/18/13

• Health Information Technology Instructor 4702/4090 3/25/13

• Art Instructor (2D-Design/Drawing) 4699/4086 4/1/13

• Kinesiology Instructor 4703/4094 4/8/13

Functional/Restorative NeurosurgeryThe Department of Neurological Surgery at UT Southwestern Medical Center is seeking to recruit a Neurosurgeon with special expertise in the area of Functional and Restorative Neurosurgery and/or Neuromodulation. We would like such an individual to join our faculty at the Assistant/Associate Professor level. A quali�ed individual should have expertise in epilepsy, deep brain stimulation for movement disorders, and chronic pain management including spinal cord stimulation and intrathecal pumps.Candidates should have completed an ACGME Accredited Residency in Neurological Surgery, and either an Enfolded or Post-Graduate Fellowship in this area of Neurosurgery. Such an individual should be ABNS certi�ed or eligible, and either have, or be eligible to obtain, a license to practice medicine in the State of Texas. UT Southwestern Medical Center is an equal opportunity, a�rmative action employer. Women and minority candidates are encouraged to apply. Interested applicants should send a CV and a cover letter with interests and career goals to:

H. Hunt Batjer, M.D.Professor and Chairman

Department of NeurosurgeryUT Southwestern Medical Center

5323 Harry Hines BoulevardDallas, TX 75390-8855

ATTN: Christina Dearman

Abraham Baldwin Agricultural College is a residential state college located in Tifton, Georgia, named one of the best 100 small towns in America. The college offers associate and baccalaureate degrees and has an approxi-mate enrollment of 3300. A cover letter, a current CV, unofficial transcripts of all college work, and a list of at least three references with address, telephone and email contact information should be sent to: Human Resources, ABAC 33, 2802 Moore Highway, Tifton, GA 31793-2601, Phone: (229) 391-4890, Fax: (229) 391-4891, Email: [email protected]

• School of Business - Lecturer (Two positions)• Assistant Professor of Psychology• Forest Resources Department Head• Assistant Professor of Forest Management• Assistant Professor of Agronomy• Assistant Professor of History• Professor and Dean of School of Science and Mathematics• Counselor

All faculty positions require a commitment to teaching; research, scholar-ship, creative activities, or academic achievements; service to society, the college, and the profession; and professional growth and development. In addition, all applicants must possess strong interpersonal communication skills and demonstrate written and oral competence in English.

Salary: Commensurate with qualifications and experience.Review of applications will begin immediately and will continue until all positions are filled.

Full position descriptions can be found at: http://www.abac.edu/hr/employ

An Equal Employment Opportunity Institution


MARCH 2013


Assistant Medical Director, Molecular Oncology

The Department of Pathology at the University of Utah School of Medicine and ARUP Laboratories INC. is seeking a full time Assistant Medical Director, Molecular Oncology. Candidate should possess strong clinical skills and a strong interest in teaching and research. MD or Ph.D. certified. Board certified/eligible.

Applicants should submit a CV electronically tohttp://utah.peopleadmin.com/postings/20666

The University of Utah is an Equal Opportunity/Affirmative Action employer and educator. Minorities, women, and persons with disabilities are strongly encouraged to apply. Veterans preference. Reasonable accommodations provided.

For additional information:http://www.regulations.utah.edu/humanResources/5-106.html.

The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a [strong or demonstrated] commitment to improving access to higher education for historically underrep-resented students.

The University of Utah Health Sciences Center is a patient focused center distinguished by collaboration, excellence, leadership, and Respect. The University of Utah HSC values candidates who are committed to fostering and furthering the culture of compassion, collaboration, innovation, accountability, diversity, integrity, quality, and trust that is integral to the mis-sion of the University of Utah Health Sciences Center.

Announcement of Search for Chair of the Department of Physical Medicine

and Rehabilitation at UT Southwestern

The University of Texas Southwestem Medical Center is seeking a Chair for the Department of Physical Medicine and Rehabilitation. This position represents a tremendous opportunity for an outstanding individual to further develop and shape a department that is already outstanding with robust clinical activities ranging from Traumatic Brain Injury, stroke, spinal cord injury, sports medicine, multiple sclerosis, and pelvic �oor rehabilitation. The Graduate Medical Education Program is in excellent shape with a three year residency and a total of 27 residents.

An incoming chair will succeed Dr. Karen Kowalske who has served with distinction as chair for the past 13 years. The chair will direct the administra-tion of the professional, educational, and research programs within the department. Great collaborative opportunities exist within numerous other Clinical Departments including Neurology, Neurological Surgery, Pediatrics, and Surgery. Candidates must have a distinguished record of accomplishment in Physical Medicine and Rehabilitation and possess strong leadership skills and management experience. Candidates must qualify for the rank of Professor of Physical Medicine and Rehabilitation and have or be eligible for Texas Medical licensure.

UT Southwestem is an Equal Opportunity/A�rmative Action employer. Interested individuals should send a CV and a Cover Letter to the Chair of the Search Committee:

Dr. Hunt Batjer, Professor and ChairmanDepartment of Neurological Surgery

5161 Harry Hines Blvd, CS7.404Dallas, TX 75390-8855

If you need to contact Dr. Batjer please call 214-648-9320.

HERC WorksDedicated to Excellence and Diversity in Higher Education.

www.nationalherc.org

Attracting the most talented and diverse faculty, staff, and executives in higher education. Join us.

• Diversity Resources

• Resume/CV Database

• Regional & Relocation

Information

• Dual-Career

Assistance

• Jobseeker Tools

• Email Job Alerts

The Higher Education Recruitment

Consortium (HERC) is a non-profit

consortium of over 500 higher

education and affiliated employers.

In 28 states. Our sole aim is to

help our members find the most

diverse and qualified candidates.

Insight Into Diversity1/4 page 10-15-12, 11-15-12, 12-21-12, 2-15-13,4-1-13, 5-15-13, 7-1-13

The National HERC is a project of the Tides Center, a nonprofit organization.

Academic Head and Neck SurgeonVirginia Commonwealth University

The Department of Otolaryngology-Head and Neck Surgery at Vir-ginia Commonwealth University seeks a BE/BC fellowship trained head and neck surgeon to join an established and growing head and neck surgery division. Microvascular free flap reconstruction, transoral robotic surgery, and endocrine surgery programs are in place and skills in these areas are desired.

Applicants should have a strong interest in clinical care, teaching, and research. Salary and academic appointment will be competi-tive and commensurate with experience. Applicants should have demonstrated experience working in and fostering a diverse faculty, staff, and student environment or commitment to do so as a faculty member at VCU.

Virginia Commonwealth University is an equal opportunity, affirma-tive action university providing access to education and employment without regard to age, race, color, national origin, gender, religion, sexual orientation, veteran’s status, political affiliation or disability. Please send curriculum vitae and three references to:

Laurence J. DiNardo, M.D., F.A.C.S.

Peter N. and Julia R. Pastore Professor and ChairDepartment of Otolaryngology-Head and Neck Surgery

Virginia Commonwealth University Health SystemPO Box 980146

Richmond, VA 23298-0146FAX: (804) 828-5779e-mail: [email protected]


MARCH 2013


Faculty Positions in Immunology/Inflammation/Infectious Diseases

University of Utah School of Medicine, Salt Lake City

The University of Utah’s Department of Pathology announces new faculty positions for basic and translational scientists with disease-focused basic and translational research programs in Immunology, Inflammation, and/or Infectious Diseases. The successful candidates will be expected to establish a vigorous research program that fosters institutional collaborations in disease-focused research. The ideal candidates must have a MD, PhD, or DVM degree and research track record that supports the establishment of an independent research program that complements ongoing research at the institution. Faculty rank will be commensurate with experience and appoint-ments will include competitive start-up packages.

Interested candidates should submit electronically to http://utah.peoplead-min.com/postings/21307 a curriculum vitae, a brief cover letter and the names and addresses of three references and description of anticipated research direction.

More information at www.path.utah.edu/recruiting or you may contact Allison Boyer, [email protected]

The University of Utah is an Equal Opportunity/Affirmative Action employer and educator. Minorities, women, and persons with disabilities are strongly encouraged to apply. Veterans preference. Reasonable accommodations provided. For additional information:

http://www.regulations.utah.edu/humanResources/5-106.html.

As a patient-focused organization, The University of Utah Health Sciences exists to enhance the health and well-being of people through patient care, research and education. Success in this mission requires a culture of col-laboration, excellence, leadership, and respect. The Health Sciences Center seeks faculty and staff who are committed to the values of compassion, collaboration, innovation, responsibility, diversity, integrity, quality and trust that are integral to our mission.

The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a [strong or demonstrated] commitment to improving access to higher education for historically underrepresented students.

Academic RhinologistVirginia Commonwealth University

The Department of Otolaryngology-Head and Neck Surgery at Vir-ginia Commonwealth University seeks a BE/BC fellowship trained rhinologist to join an established and growing department.

Applicants should have a strong interest in clinical care, teaching, and research. Salary and academic appointment will be competi-tive and commensurate with experience. Applicants should show demonstrated experience working in and fostering a diverse faculty, staff, and student environment or commitment to do so as a faculty member at VCU.

Virginia Commonwealth University is an equal opportunity, affirmative action university providing access to education and employment without regard to age, race, color, national origin, gender, religion, sexual orientation, veteran’s status, political affiliation or disability. Please send curriculum vitae and three references to:

Laurence J. DiNardo, M.D., F.A.C.S.Peter N. and Julia R. Pastore Professor and Chair

Department of Otolaryngology-Head and Neck SurgeryVirginia Commonwealth University Health System

PO Box 980146Richmond, VA 23298-0146

FAX: (804) 828-5779e-mail: [email protected]

Lecturer in English Language StudiesMassachusetts Institute of Technology

Summary: We seek highly qualified applicants for the position of Lecturer in English Language Studies. You will have the opportunity to teach academic writing and speaking to motivated, matriculated undergraduate and graduate students in a stimulating environment. You will teach three courses/semester and design course materials and assessments. This is a three-year appointment with the possibil-ity of renewal and promotion to Lecturer II. The position includes full benefits. The start date is Summer 2013.

To succeed in this role, you will need:

• Minimum of a Master’s degree in teaching English as a second language (TESL), second language acquisition, rhetoric and composition with a specialization in ESL/ELL, or a related field.

• Strong record of effective teaching • Applied knowledge of current research relevant to L2 teaching and

learning, including familiarity with web- and video-technology• Excellent written and oral academic communication skills• Demonstrated understanding of communication requirements of

students in humanities, social sciences, engineering and sciences• Minimum of three consecutive years experience teaching in

higher education• Record of on-going professional engagement and development

M.I.T. is an affirmative-action employer and welcomes applications from women and members of minority groups. Applicants should submit a letter of application, a CV, a sample of material develop-ment (print or digital) or writing (maximum 20 pages), and three letters of recommendation. All materials should be submitted no later than March 01, 2013, via Academic Jobs Online:

https://academicjobsonline.org/ajo/jobs/2444

Opportunity for Spine NeurosurgeonThe Department of Neurosurgery at UT Southwestern Medical Center is searching for a ABNS eligible/certi�ed neurosurgeon to join our faculty at the Assistant/Associate Professor level. Candidates should have completed a residency in neurosurgery and fellowship in complex spine including minimally invasive techniques, and also have, or be eligible to obtain, a license to practice medicine in the state of Texas. The position will involve teaching neurosurgery residents and students in an environ-ment which includes the Dallas VA Hospital, Parkland Hospital, and two University Hospitals. Faculty members are expected to participate in clinical research activities.

UT Southwestern Medical Center is an equal opportunity, a�rmative action employer. Women and minority candidates are encouraged to apply. Interested applicants should send a CV and a cover letter with interests and career goals to:

H. Hunt Batjer, III, M.D.Department of Neurosurgery

UT Southwestern Medical Center5323 Harry Hines Boulevard

Dallas, TX 75390-8855ATTN: Christina Dearman

insightintodiversity.com | 800.537.0655

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Use this unique opportunity to advertise your school’s nursing program to over 300,000 readers.

To reserve ad space in this issue, please call 800-537-0655 or email [email protected].

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outstanding commitment to diversity and inclusion.

Applications for the 2013 HEED Award will be available on our website in March.

Please visit insightintodiversity.com to view the list of the 2012 award recipients and for more information.

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