The University of Dayton received the Jesse L. Moore Supplier 2022 Diversity Award, a national recognition from INSIGHT Into Diversity magazine honoring colleges and universities that take proactive steps to support and engage with minority-owned businesses.

The publication selected the winners for their efforts in recruiting, hiring and retaining suppliers from underrepresented groups through institutional supplier diversity offices, innovative programs and other initiatives. Winners will be included in the April 2022 issue of OVERVIEW of diversity magazine.

“As a Catholic institution of higher learning, provider diversity is intrinsic to our mission to advance the common good,” said Eric F. Spina, president of the University of Dayton. “The University of Dayton has placed a high priority on expanding supplier diversity, identifying it as one of the key elements of the University in our efforts to support equity and inclusion on our campus. and in the community of Greater Dayton. We appreciate this award recognizing this work and our progress, and I am very grateful to Executive Director of Procurement, Sara Harrison, and her team for their leadership and hard work. »

OVERVIEW of diversity The magazine noted UD’s decade of involvement as an “engaged buying organization” with the Dayton Area Chamber of Commerce Minority Business Partnership, an economic development initiative aimed at growing the local economy through greater engagement. strong with minority businesses in the region. For example, approximately 20% of the contractors in the construction of the University’s new 1401 S. Main building and the Roger Glass Center for the Arts currently under construction are minority or women-owned businesses.

In 2018, the University launched the Greater West Dayton Incubator. His work aligns with the University’s vendor goals and promotes support for underrepresented, underfunded, and underserved entrepreneurs in the Greater Dayton startup community.

On campus, the University strengthened its supplier diversity program with the launch of a centralized e-procurement system in 2017 that identified and introduced diverse suppliers. Other internal efforts included developing a purchasing advisory council, educating and training campus units and buyers, and building strong local relationships with higher education vendor diversity teams. .

The COVID-19 pandemic has also created opportunities for the University. UD found new supply chains from new suppliers, Harrison said, with diverse and small suppliers often proving to be the best partners in terms of reliability, cost, speed and agility. While many employees were working remotely at the start of the pandemic, the University held Zoom training and education sessions with employees on the importance of supplier diversity.

“Sourcing from minority-owned, women-owned and local businesses has allowed our diverse vendors to reach and help every person on campus with personal protective equipment and cleaning supplies,” said Harrison said. “Relationships established through outreach events have been leveraged and we have been delighted to form new strategic partnerships with various vendors.”

UD has a five-year goal to spend 20% of its annual purchases with minority and women-owned vendors by fiscal year 2025-26.

This is UD’s third award in less than a year recognizing its work in diversity, equity and inclusion. Diversity: issues in higher education highlighted Tiffany Taylor Smith, UD Vice President for Diversity and Inclusion, among its 25 Outstanding Women for Women’s History Month. Last fall, UD was among a small group of schools honored nationally by OVERVIEW of diversity with a HEED (Higher Education Excellence in Diversity) award, which recognizes U.S. higher education institutions that demonstrate a notable commitment to campus-wide diversity and inclusion.

“When it comes to diversity, equity and inclusion, colleges and universities have traditionally invested their resources in recruiting and retaining diverse students and employees – however, there is a third stage of DEI which focuses on supplier diversity,” said Lenore Pearlstein, co-editor of OVERVIEW of diversity. “The OVERVIEW of diversity Jesse L. Moore Supplier Diversity Award, named in honor of longtime advocate and economic development pioneer Jesse L. Moore for his leadership in promoting supplier diversity and the success of minority-owned businesses, is our way to ensure that this critical area of ​​DEI also gets recognized for the important role it plays.

OVERVIEW of diversity magazine is the oldest and largest publication focused on diversity in higher education.

Editor’s Note: This article was written by Haley Seymour, editor of the Champlain College Crossover and member of the Underground Workshop, VTDigger’s collaborative network of student journalists from across Vermont. For more information, please email Ben Heintz, the workshop editor, at [email protected]

by Haley Seymour

On December 9, 2021, Alejandro “Alex” Hernandez took to the stage in Champlain Hall at Champlain College, introducing himself to students, faculty, staff and stakeholders. Although there were some headphone issues, prompting the switch to handheld microphones midway through the discussion, Hernandez engaged the audience with his story, showing how his experiences make him uniquely positioned to become Champlain’s tenth president. .

Hernandez’s mother was born in the Philippines during World War II under Japanese occupation. When she was growing up, there weren’t many career options for women. She started working in offices, before becoming a teacher. As Hernandez shared his story, he held back tears, apologizing for getting emotional.

Hernandez’s father’s family moved to the United States from Mexico. He began his college education in California, but withdrew before graduating.

Soon after, an educator from his father’s community invited him to participate in the National Teacher Corps, helping people become teachers in underserved areas.

Her father went back to college, graduated, and started working in public primary education. From there, he became interested in high school education and spent most of his working life as a high school guidance counselor, helping others further their education and careers.

“On both sides of my family, there is [were] always educators and mentors along the way that we have been blessed with to help us on our journey,” Hernandez said, and these people have inspired him to become that educator in the lives of others.

Hernandez’s family experiences informed much of his approach to education.

“There’s a lot of talent everywhere,” he said. “It was at my parents’ house, although not everyone saw it.”

Hernandez comes to Champlain as the fourth president in five years, at a time when Champlain is struggling with his sense of direction.

Administrative changes have been widespread in schools across the country, dating back to before the pandemic. At Champlain, turnover has been present in various staff and faculty positions. In November 2020, seven out of nine employees of the Office of International Education left their posts.

Crossing staff sent out a survey to students regarding their opinions on the presidential roll.

Some answers:

Madison Chute Film Major (’22):

“I think turnover is difficult for students in general because there are a lot of rules and regulations that seem to be constantly changing. I think it would have been better to have a stable leader to help the Champlain community through this pandemic. »

Professional Writing Major Sam Wilhoit (’22):

“There has been a lack of identity and authority over who the college is and what it stands for and against.”

Ava Ferguson Major Design Lab Degree (’23):

“The turnover of presidents at Champlain makes me wonder why our school seems like such a temporary destination for highly skilled professionals who have seized the opportunity to lead here. Is there anything going on behind the scenes that can be considered unethical or unsatisfactory? »

Film Major Kol Spielvogel (’23):

“I’m not even entirely sure what a college president actually does other than making speeches and sending emails every time a news event happens, which tends to express the exact same views and opinions as the university email itself.”

Champlain College has had only 10 presidents since its inception in 1878, but recent years have seen half of them.

Donald Laackman stepped down in 2019, prompting Laurie Quinn to take over as interim president.

Benjamin Ola Akande left college in April 2020 to take up a job at Stifel in Saint-Louis.

Akande’s departure created space for interim chairman David Finney to take over, who was already assisting Akande as a consultant.

Judy O’Connell has served as Chair of Champlain’s Board of Directors since October 2021 and has served on the Board for over 10 years. She attributes some of the recent challenges to Covid-19. “You add the turnover of the executive, it’s frankly exhausting,” she said.

O’Connell and the Champlain community hope Hernandez is here to stay.

In an interview with The Crossover, Hernandez shared her own life. Like his parents, Hernandez’s personal experiences inspired his passion and philosophy for education.

Hernandez was born and raised in Stockton, CA, pursuing his undergraduate degree at Claremont McKenna College in Claremont, CA. He earned his MBA and a Masters in Education from Stanford University.

Hernandez applied and interviewed for dozens of jobs during his senior year of college. He didn’t know anyone in business growing up, so learning to navigate professional spaces and understanding cultural norms for interviews were new concepts to him.

“I just remember how difficult that period was for me,” Hernandez explained in a January interview. “Funny enough, it was the hardest time I’ve ever had to find a job.”

“I remember feeling alone figuring out how to take the next step in life,” he said.

He received a job offer in the final days of campus recruiting. His teaching career began when he took a job as a high school math teacher in South Los Angeles.

At Champlain, he said he hopes to focus on a future-oriented education, allowing students to learn major-specific content, but also teaching them how to move forward after college. This is prevalent in the college’s 2030 strategic plan, as well as creating innovative new academic programs and making the college more accessible to diverse groups.

He stressed that his goal is to stay at Champlain for the long term, helping students “jumpstart their lives.” He is particularly interested in Champlain’s innovative programs, its entrepreneurial spirit and its privileged relationship with the State of Vermont.

Hernandez said he will make monthly visits to Champlain by June, engaging with students, faculty and staff to build relationships and learn more about the institution.

“It’s not a stepping stone for me, it’s an opportunity to work on issues that I’ve worked on all my life,” he said.

Hernandez loves poetry and quoted a line from “The Summer Day” by Mary Oliver.

“This is how I want to spend my ‘only wild and precious life’, working on these issues,” he said. “I’m really excited to have this opportunity.”

]]> https://xing-wu.com/university-writing-professor-dies-aged-63-the-gw-hatchet/ Thu, 24 Feb 2022 13:35:36 +0000 https://xing-wu.com/university-writing-professor-dies-aged-63-the-gw-hatchet/

Katherine Larsen, an assistant professor in the university’s writing program, died earlier this month. She was 63 years old.

Feedback joined GW in 1995, with faculty recalling that she taught about seven college writing classes each year and interacted with more than 3,000 students during her tenure, officials said. Larsen – a notable scholar of fandom, which encompasses fans of media or people – was a founder and editor for the Journal of Fandom Studies, author several books on the subject and has regularly spoken at national conferences on the importance of fandom studies in higher education.

She was also a strong supporter of labor rights for GW faculty and staff, working to form the first part-time faculty union as an advocate and member of its bargaining committee nearly 15 years ago. feedback too served member of the faculty association steering committee and contract faculty group, who specifically advocated for non-tenured faculty at GW.

Gordon Mantler, executive director of the academic writing program, said officials are considering creating a student writing and research award dedicated to Larsen. He said talks were still preliminary and officials were still trying to determine which students would be eligible to apply and what the purpose of the award would be.

“Many of my memories of Kathy revolved around our shared belief in greater equity at the University through our work together in GWUFA – she was a pillar of the group’s steering committee for years,” he said. he said in a statement.

Professors and students who knew her said she was a dedicated scholar and a faculty member who pushed her students to study less explored academic topics in culture and media.

Abby Wilkerson, an associate professor of writing, said Larsen was a constant advocate for his colleagues and other faculty members. She said Larsen regularly critical University policies that prevented or discouraged casual or part-time faculty members from receiving promotions or serving in administrative positions.

“I will always be grateful for his tireless work on behalf of the contingent faculty,” she said in a statement. “At that time when the phrase ‘home of union organizing’ was being applied to GW, to the English department in particular, another colleague did some research and learned that over 60% of GW teachers had then contingent positions. That changed, and Kathy played a big part in that.

Wilkerson said Larsen was always a friendly face in the English department and would give colleagues personal and professional advice. She said Larsen would help with topics ranging from lesson plans to baking bread with yeast.

“I said I’d try throwing a sourdough starter (my first time), and soon Kathy was happily and concisely delivering a valuable on-the-spot tutorial on the ways and means of sourdough,” she said. . “Was there anything she couldn’t do, and do well?”

Heather Schell, assistant professor of writing, said Larsen’s work had visible effects on the entertainment industry as she researched the viewer base of different media and television networks for a series of books she wrote on the subject. She said Larsen worked with the directors and main cast of “Supernatural” — a dark fantasy television series — to shape the show’s storylines and references, and garnered academic respect for her targeted area of ​​study.

“Kathy and I regularly attended the same national conference, so I got to see her star power in action on multiple occasions,” she said in a statement. “We were planning to have dinner one evening, and as we walked towards the restaurant, a number of enthusiastic co-workers would cluster around her, chatting animatedly and pushing their way through the group.”

Schell said students and faculty would physically gravitate toward Larsen because of his friendly attitude and helpful demeanor.

“I heard another teacher refer to Kathy as their ‘academic hero’,” she said. “Nearly all of the fandom tchotchkes in his office were offers from fans, colleagues and students.”

After Larsen passed away, staff at the Gelman Library added his name and “Fangasm” — the title of his book on “Supernatural” and what fans will do to contact their favorite actors — to the search bar on the premiere. page of their website to honor his research and his time at GW.

Anna Connelly, a senior English and communications student who took Larsen’s college writing course in her first year, said Larsen was one of the main reasons she decided to work as a consultant at the center. writing and continue his studies in the English department.

“She definitely had an impact on how I interacted with pop culture and intertwined college studies with that,” Connelly said. “But also, the path she helped me take through the Writing Center was very helpful, because after I came to the Writing Center, I was able to get many internships, and then after that, I was able to get a job even before I graduated.

Connelly said people who don’t view Fandom Studies as a legitimate area of ​​academic expertise have often professionally “stigmatized” the subject without giving it much professional attention. But she said analyzing the media industry and its audience is a good way to teach students how to think and write critically.

“I think she was really great at encouraging students to lean into that instead of practicing that academic distance that we’re used to in a lot of other subjects,” she said. “So I think she’s been great at teaching us how to fit our own personal interests into — in quotes — ‘respectable fields of study’.”

Danika Myers, director of the freshman writing program, said Larsen was an avid member of the university’s writing program and regularly helped other professors develop their programs and develop lesson plans.

“She was sitting there working on three projects at once, with an episode of Supernatural playing in the background on her computer, but she never acted like it was an imposition to help me think through a lesson plan or listening to me tell her a story about my child because she had a generous heart,” she said.

This article originally appeared in the February 24, 2022 issue of The Hatchet.

College financial performance is not the same for everyone. Students who major in certain fields, especially engineering, computer science, finance, economics, and nursing, greatly increase their chances of recouping the cost of their education. The economic returns of other majors are not as strong, and many students who choose low-paying majors are financially worse off for having attended college.

Usually, we think of a student’s choice of major as just a choice. But a new study by economists Zachary Bleemer and Aashish Mehta shows that many students who want to pursue studies like engineering or finance cannot. Colleges actively limit enrollment in lucrative fields of study.

Colleges impose restrictions on popular majors

It is increasingly common for large public universities to impose minimum GPA requirements in introductory courses as a prerequisite for declaring a high-income major. For example, at the University of California, Los Angeles, students wishing to declare a major in computer science must obtain a minimum average of 3.5 (A-) in the introductory courses and also submit a successful application to the department of computer science. ‘computer science. Aspiring mechanical engineers at the University of Illinois at Urbana-Champaign need a minimum GPA of 3.75(A).

Bleemer and Mehta catalog such restrictions on reporting lucrative majors at America’s top 25 public universities. Among the five highest-paying majors (computer science, economics, finance, mechanical engineering, and nursing), three-quarters of academic departments at the top 25 public universities have a major reporting restriction. Usually this restriction takes the form of a minimum GPA requirement, but sometimes departments require an application.

Restrictions on the reporting of high-income majors have not always existed. On the contrary, these controls have been implemented in different universities at different times over the past three decades, which provides researchers with a natural experience. By comparing data points before and after the restrictions were imposed, Bleemer and Mehta can identify the impact on major reporting and academic achievement.

The authors find that, among students who intend to report a particular high-income major, the restrictions reduce the proportion of students who actually graduate in that major by 15 percentage points. The effect is particularly pronounced among racial and ethnic minorities, and the authors argue that major restrictions help explain why black and Hispanic students generally achieve lower returns in college than their peers.

Are major restrictions justified?

To be fair, we shouldn’t dismiss the main restrictions out of hand. Some university departments may have good reason to discourage students from declaring high-earning majors. Engineering and economics are tough fields to master, after all. Restrictions may prevent some students from pursuing studies in areas where they will not succeed. In addition, the university has an interest in ensuring that it only graduates students who are competent in their field. Legions of nurses who don’t know the basics of medicine just won’t do.

But other results challenge this argument. When a major restriction is imposed, the authors find no evidence that it significantly improves students’ academic performance. In other words, the restrictions do not push students into fields of study for which they are better suited. A “B” student expelled from economics simply becomes a “B” student in sociology. The sad truth is that these marginal students have limited preparation for college-level work overall. If society insists they pursue the four-year college route, they might as well aim for a high-paying major.

Also, employers tend not to care about GPA as much as they do about internships and other work experiences. While grades are a good measure of academic aptitude, the workforce requires a slightly different set of talents – and “B” students can often excel in demanding jobs. If employers truly believe that a GPA of 3.0 or better is needed to do the job, they can simply ask students for transcripts to prove their academic mettle. Colleges shouldn’t deny students a chance at high-paying jobs just because of a disappointing grade in a freshman course.

So why do university departments restrict lucrative majors? Bleemer and Mehta postulate that prestige might be a reason. Many departments like to brag about the share of their graduates who go on to top doctoral programs or other impressive milestones. Restrictions on reporting the major increase the academic caliber of the average student in that major, but only because below-average students are expelled. More prosaic concerns such as capacity constraints in advanced classes may also play a role.

Create incentives for better education

The primary responsibility of colleges and universities is to educate students with the skills they need for the most in-demand jobs in the economy. This is why they receive hundreds of billions of dollars in taxpayer subsidies to operate. Today, the economy needs engineers, computer scientists, nurses and economists. Unnecessary restrictions on who can receive training in these areas undermine the most important mission of higher education.

The answer is not to ban GPA restrictions. Instead, policymakers should change the incentives facing colleges. Currently, the pursuit of prestige leads colleges to push students into lower paying fields of study. The appropriate remedy is to ensure that expanding access to high-earning majors is financially worthwhile.

One policy option is risk sharing: colleges would have to pay a penalty if their students don’t repay their federal loans. Since loan repayment is highly correlated with income, this creates a direct incentive for colleges to increase enrollment in high-income fields. An engineer or nurse will usually earn enough to repay her loans. The same cannot always be said of a theater student. If colleges are held accountable for poor results, they will nudge students into areas where they can succeed and help those who fall behind reach their full potential.

Policymakers should also level the playing field between traditional four-year colleges and alternative options. Promising college alternatives such as vocational academies and apprenticeships offer excellent training in lucrative fields like advanced manufacturing and computer programming. These alternatives may also be more aligned with the learning styles of students who cannot manage above a “B” average at a traditional university. If existing public universities are unable or unwilling to educate students in the most needed skill sets, perhaps we should give other providers the opportunity.

Contrary to popular belief, college isn’t always worth it. But it can be if students choose the right programs and if their schools give them the chance to succeed.

George Alexander Muthoot, MD, Muthoot Finance, said the MSME announcement and push on digital banking in the budget will go a long way to supporting the economy,

He said the MSME sector has been one of the hardest hit during the pandemic. To further support the MSME sector and reduce tensions in this segment, the government has expanded the ECLGS program and revamped the CGTMSE (Credit Guarantee Trust for Micro and Small Enterprises). The CGTMSE program will be reorganized with the required injection of funds. This will facilitate additional credit of ₹2 lakh crore for MSMEs and expand employment opportunities. We believe that the NBFC sector will also benefit from the ₹48,000 cr allocation for affordable housing. The move will accelerate demand for credit and positively affect the performance of NBFCs serving the sector, he said.

K Paul Thomas, MD and CEO, ESAF Small Finance Bank, said the introduction of Edu tech, fintech and upskilling programs along with a digital push will set the trajectory for sustainable growth. As campuses are allowed to open in the Gift Cities and specific courses in finance and fintech are encouraged by global universities, there is immense opportunity for growth in the sector. As Kerala is planning to have the country’s second gift city in Kochi, it will be a big boost for the higher education sector in the state.

Facilitating additional credits for MSMEs and launching the MSME Acceleration and Enhancement Program (RAMP) would help the MSME sector mitigate adverse situations.

Published on

February 01, 2022

Hollylynne S. Lee, Professor Emeritus of Mathematics and Statistics Education at NC State’s College of Education, has been named the 2022 recipient of Baylor University’s Robert Foster Cherry Award for Outstanding Teaching.

The biennial award, which comes with a $250,000 prize, honors faculty with exceptional teaching skills who are known to have a positive, inspiring, and lasting impact on students.

“I want to make math and statistics relevant to every person’s life and change the experiences they have in schools,” said Lee, who is an expert in designing and using technology to help students to learn mathematics and statistics. “I want teachers to have access to meaningful learning materials so they can change the kinds of experiences students have with relevant data in their classrooms. »

As the Cherry Award recipient, Lee will receive the $250,000 prize and his home department, the Department of Science, Technology, Engineering and Mathematics Education, will receive $25,000. She will also teach in residence at Baylor for one semester.

“Professor Hollynne Lee expertly embodies NC State’s mission, and she is a true agent of change in higher education,” said NC State Executive Vice Chancellor and Provost Warwick Arden. “Her excellence in teaching and research has changed the way math and statistics are taught and understood, and she has had an immeasurable impact on tens of thousands of students and educators, from kindergarten to Grade 12 and up, thanks to his hard work. We are blessed to have him at NC State, and the entire state benefits from his transformational efforts.

Lee is also a senior researcher at the Friday Institute for Educational Innovation and director of the Hub for Innovation and Research in Statistics Education, which creates data science and data literacy materials for students and teachers in math and science classrooms. kindergarten to 12th grade. Lee has secured millions of dollars in research grants, created open educational resources, and offered free online courses to educators. His scholarship and writings include over 100 journal articles, book chapters and conference papers, four co-authored books and one co-edited book.

“Dr. Lee is a colleague who has followed her passion for teaching statistics with technology and demonstrated how far you can go when you engage in work that is both rigorous and meaningful,” said Paola Sztajn, acting dean of the NC State College of Education. . “Her careful integration of research and teaching has allowed her to use her knowledge to support and improve her teaching to new levels of effectiveness. This award is a recognition of the great scholar and teacher that is Dr. Lee.

Lee joined the NC State faculty in 2000. She received her BS in Secondary Mathematics Education from Pennsylvania State University in 1991, her MAEd. in secondary education-mathematics in 1995 from William and Mary and his doctorate. in Mathematics Education from the University of Virginia in 2000. Prior to her work at the university level, she was a K-12 teacher.

“Dr. Lee’s scholarship and teaching expertise focuses on teaching and learning probability, statistics, and data science in grades 4-12 and early-level courses. We were very impressed with his design and use of engaging technology tools that make it easier for students to learn math and statistics, as well as his ability to inspire future teachers in these important areas,” said said Michael W. Thompson, committee chair and associate dean of undergraduate programs at Baylor’s School of Engineering and Computer Science.

The award is the latest in a series of accolades for Lee. In April 2020, she received the UNC Board of Governors Award for Teaching Excellence. She was also selected as one of the 2020 American Statistical Association (ASA) Fellows based on her contributions to teacher preparation and the professional development of K-12 statistics teachers. She was also named a Fellow of the International Society for Design and Development in Education in 2019.

“I am an educator through and through. Having a national award that recognizes teaching at the college level in any discipline sends a strong signal that it’s not just what we teach, but how we nurture, teach and mentor students that really matters. It couldn’t have been made truer than during a pandemic,” Lee said at Baylor University. “The significance of this award became more apparent to me as I learned about the long history of the award, the commitment and vision of Robert Foster Cherry and his family, and the incredible contributions and perspectives current and past finalists and winners. This speaks volumes about Baylor University’s commitment to education given the incredible efforts put into the award process by Baylor faculty and staff.

• Full time, Continuous position
• Located on the Melbourne campus (Bundoora)
• Level D – $143,667 – $157,928 per year + 17% superannuation

About the position

This is a teaching-focused position to provide senior academic leadership in evidence-based learning and teaching activities, including instructional innovation, quality assurance, management and delivery of strategic educational programs. You will also collaborate with external partners and contribute to national and international disciplinary or specialized learning and teaching advancement projects and communities.

Skills and experience

To be considered for this position, you will have obtained a PhD or equivalent accreditation and status recognized by the University as appropriate for the relevant discipline, in the broader fields of computing, information technology and/or of data science. You will have demonstrated your ability to exercise leadership in academic governance, including program development and coordination, quality assurance, and the ability to manage staff in the development and delivery of innovative teaching practices and high quality.

Please refer to the job description for other duties, skills and experience required for this position.

About LaTrobe

The success of La Trobe University is driven by people who are committed to making a difference. They are creative and highly driven, pursuing new ideas and creating knowledge. La Trobe is one of Australia’s leading research institutions and Greater Victoria’s largest provider of higher education. Our teaching and research address some of the most important issues of our time and we are passionate about driving change through operational excellence for the benefit of the communities we serve.

Advantages

Please click on this link for a full list of benefits http://www.latrobe.edu.au/jobs/working/benefits

How to register

Closing Date: Thursday, February 17, 2022 at 11:55 p.m. AEDST.

Job requests: Professor Luke Prendergast, [email protected]

Recruitment enquiries: [email protected]

Only applicants with full employment rights in australia can apply for this position.

In order to work locally in higher education, TAFE, training and adult education, the Victoria government requires workers to provide proof to their employers that they are fully immunized with two doses of a vaccine COVID-19 or have a medical exemption certified by a licensed physician. This position will require the incumbent to work on-site.

Please submit an online application ONLY and include the following documents:

• An up-to-date curriculum vitae; and
• A separate document addressing each essential and desirable point in the key selection criteria found in the job description.

Please scroll down to apply.

Cultural qualities of La Trobe:

We are AccountableWe are RelatedWe are InnovativeWe Care

La Trobe University is an equal opportunity employer and is committed to providing a diverse, inclusive, and respectful work environment for all staff. We offer flexible work arrangements that can help you balance your work and other responsibilities.

La Trobe is proud to be a member of the Athena SWAN Science in Australia Gender Equity (SAGE) program to advance gender equality in academia.

All La Trobe University employees are bound by the Working with Children Act 2005. If you pass, you will need to hold a valid Victorian employee check working with children before starting..

By most standards, Dr. Cristobal “Criss” Salinas Jr. is a productive researcher. A tenured associate professor in the Department of Educational Leadership and Research Methodology at Atlanta University in Florida, Salinas has published over 22 peer-reviewed articles and over 27 book chapters and co-edited five books. He is also the founder and editor of the Journal Committed to Social Change on Race and Ethnicity (JCSCORE).

The accolades for Salinas are numerous, including more than 25 international and national awards for his extensive research focused on promoting access and equity in higher education. An expert on Latinx students in college, the 35-year-old has become a popular media pundit, offering commentary on CNN, NPR, Telemundo and “Good Morning America.”

Born in Mexico, Salinas’ family was devastated after his father was kidnapped by police in a nearby town. The family fled to Nebraska, where Salinas was often the only Latino in middle school and high school.

“It gave me a lot of context to grow up in white America,” says Salinas, adding that he quickly discovered that, despite racism, white educators also emerged as some of his biggest supporters, providing the mentorship whose he needed to progress as a first-generation American student.

Dr Cristobal “Criss” Salinas Jr.“I knew I wanted to have a positive impact on students,” he says, recalling a nasty encounter he had during his undergraduate years when another student threatened him after he announced his candidacy for student government president. The incident was racial.

“It really made me think and think more about the fact that there are more people who look and sound like me and there is no one who defends them and so that is one of the reasons why I wanted to pursue my career in higher education.”

After earning a bachelor’s degree in Spanish Education and English as a Second Language (ESL) from the University of Nebraska at Kearney, Salinas taught for seven months at Alief Elsik High School in Houston, Texas, before enrolling in a master’s program in student affairs and graduate studies at Iowa State University in 2010. He graduated two years later, while working full-time as a multicultural liaison and academic advisor for the College of Design from Iowa State.

Initially, he wanted to become a university administrator, but after completing the Doctor of Higher Education Administration program at Iowa State University in 2015, Salinas focused on becoming a faculty member. .

“I focused on teachers of Latino men. I wanted to become one, so I wanted to understand what their experiences were,” he notes, adding that he never had a Latino instructor in the United States until he enroll in higher education.

Now in her seventh year at Florida Atlantic University, her ambitious research has expanded, focusing more on the term Latinx.

“I think there are many challenges,” he says broadly of the predicament so many Latinx students face in college, including “the lack of support” while pursuing their goals. academics. His decision to pursue a faculty position at Florida Atlantic University was fueled by the growing and diverse Latinx populations in the Sunshine State.

A rising star in academia, he hopes to become a full professor and one day take on administrative duties, all with the goal of helping students of color. “His research is key in helping people address the issue of Latinx/a/o terminology, as he urged us to use the term Latinx more thoughtfully, to explore our own positions and understandings of the term,” says the Dr. Cristóbal Rodríguez, Associate Dean. of Equity, Inclusion, and Community Engagement and Associate Professor of Educational Leadership and Policy Studies at Arizona State University.

Rodríguez notes that, according to Google Scholar, Salinas’ groundbreaking paper on the term Latinx has been cited 330 times and is the most cited paper in the Journal of Latinos and Education.

“Criss’s research on the term Latinx has been instrumental in understanding the history, evolution, and contemporary use of the term in educational research and practice,” says Rodríguez. “His research is impacting scholars and practitioners alike.”

This article originally appeared in the January 20, 2022 edition of Diverse. Read it here.