2018 Conference Program PDF - AAHHE

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20 1 8 A A H H E N AT I O N A L CO N F E R E N C E

L AT I N A / O STUDENTS

E S T U D I A N T E S L AT I N A S / O S P O L Í T I C A S , E VA LUAC I Ó N Y P R E PA R AC I Ó N AC A D É M I C A PA R A E L É X I TO

MARCH 8–10, 2018 HOTEL IRVINE | IRVINE, CA

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TABLE OF CONTENTS Conference At A Glance 2 Welcome 5 About AAHHE 8 2018 Conference Planning Committee 9 AAHHE Leadership 10 Fellows Schedule 13 Latino/a Student Success Institute 15 Conference Agenda 16 Institutional Members 39 Individual Members 43 AAHHE & ETS Latino/a Student Success Institute Presenters 46 AAHHE/ETS Seminar: Culturally Relevant Assessment Tools, Implications for Policy

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AAHHE Scholarly Paper Authors 53 Pre-Conference Workshop Presenters 60 Keynote Speakers 62 AAHHE Book of the Year Award 68 2018 AAHHE Faculty Fellows 70 2018 AAHHE Graduate Fellows 78 Food & Agricultural Sciences Fellows 90 Tomás Rivera Lecture 102 ETS Outstanding Dissertations Competition 105 Awards 112

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CONFERENCE AT A GLANCE

WEDNESDAY, MARCH 7, 2018 1:00 p.m. – 5:00 p.m.

Graduate Fellows Orientation – (Turtle Rock A)

3:30 p.m. – 4:30 p.m.

Faculty Fellows Introductions – (Think Tank)

2:00 p.m. – 5:00 p.m.

Los Caminos – (Pelican Hill)

7:00 p.m. – 8:30 p.m.

A AHHE Fellows Orientation Dinner – (Pelican Hill)

8:30 p.m. – 10:00 p.m.

Faculty & Graduate Fellows Meeting – (Trabuco B & C)

THURSDAY, MARCH 8, 2018 8:00 a.m. – 12:00 p.m.

A AHHE Board Meeting – (Turtle Rock C)

8:00 a.m. – 2:00 p.m.

A AHHE/ETS Latino Student Success Institute – (Oak Creek)

8:00 a.m. – 5:00 p.m.

Los Caminos - (Pelican Hill)

8:00 a.m. – 5:00 p.m.

A AHHE Graduate Fellows Workshop – (Turtle Rock A)

8:00 a.m. – 5:00 p.m.

A AHHE Faculty Fellows Workshop – (Think Tank)

12:00 p.m. – 1:30 p.m.

Combined Fellows Lunch – (Shady Canyon)

8:00 a.m. – 5:00 p.m.

New Leadership Academy – (Quail Hill)

12:00 p.m. – 2:00 p.m.

Student Success Institute Lunch – (Saddleback C)

1:00 p.m. – 4:00 p.m.

Community College Institute – (Saddleback B)

1:00 p.m. – 4:00 p.m.

Culturally Relevant Assessment Tools, Implications for Policy – (Oak Creek)

1:00 p.m. – 4:00 p.m.

Pre-conference Workshops:

1  P ublishing in Professional Journals – (Saddleback A) 2 Re-envisioning Leadership (Quail Hill)

1:00 p.m. – 5:30 p.m.

Conference Registration – (Foyer)

3:00 p.m. – 9:00 p.m.

Exhibits Open – (Salon C & E)

4:30 p.m. – 5:00 p.m.

New Conference Attendee Orientation – (Trabuco B)

5:30 p.m. – 7:30 p.m.

Opening Plenary Session #1 – (Salon CDE)

7:30 p.m. – 9:00 p.m.

Conference Reception – (Salon A&B)

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13 TH ANNUAL NATIONAL CONFERENCE

CONFERENCE AT A GLANCE As of Januar y 1, 2018

FRIDAY, MARCH 9, 2018 7:00 a.m. – 8:00 a.m.

Coffee – (Salon CDE)

7:30 a.m. – 4:00 p.m.

Conference Registration – (Foyer)

7:30 a.m. – 5:00 p.m.

Exhibits Open – (Salon C&E)

6:00 a.m. – 7:00 a.m.

Los Caminos Breakfast – (Pelican Hill)

8:00 a.m. – 9:15 a.m.

Concurrent Sessions (12)

8:00 a.m. – 9:15 a.m.

Los Caminos – (Pelican Hill)

8:00 a.m. – 5:00 p.m.

Graduate Fellows Workshop – (Turtle Rock A)

8:00 a.m. – 5:00 p.m.

Faculty Fellows Workshop – (Think Tank)

9:30 a.m. – 11:00 a.m.

Plenary Session #2 – Tomás Rivera Lecture (Breakfast) – (Salon CDE)

11:15 a.m. – 12:30 p.m.

Concurrent Sessions (12)

12:45 p.m. – 2:00 p.m.

Plenary Session #3 – Cigarroa Lecture, (Luncheon) – (Salon CDE)

2:15 p.m. – 3:30 p.m.

Concurrent Sessions (12)

3:45 p.m. – 5:00 p.m.

Concurrent Sessions (12)

SATURDAY, MARCH 10, 2018 7:00 a.m. – 8:00 a.m.

Coffee – (Salon A&B)

7:30 a.m. – 12:00 p.m.

Conference Registration – (Foyer)

7:30 a.m. – 5:00 p.m.

Exhibits Open – (Salon A&B)

8:00 a.m. – 9:15 a.m.

Los Caminos Fellows Career Preparation Institute – (Pelican Hill)

8:00 a.m. – 9:15 a.m.

Concurrent Sessions (12)

9:30 a.m. – 12:00 p.m.

Plenary Session #4 – Awards (Breakfast) – (Salon CDE)

11:00 a.m. – 12:00 p.m.

Conference Closure – (Salon CDE)

12:00 p.m. – 5:00 p.m.

Graduate Fellows Evaluation – (Turtle Rock A)

12:00 p.m. – 5:00 p.m.

Faculty Fellows Evaluation – (Think Tank)

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WELCOME

March 8, 2018

Dear AAHHE conference participants, On behalf of the AAHHE Board of Directors, it is my pleasure to welcome each of you to the 13th Annual AAHHE National Conference. As president of AAHHE, I have the privilege of convening this special assembly and setting into motion a myriad of sessions, presentations, collaborations and conversations—all with a focus on student success. This year’s conference theme of Latina/o Students: Policy, Assessment, and Academic Preparation for Success ensures we keep our attention on those issues and challenges that contribute to measurable improvement in Latina/o student success. AAHHE is again offering the Faculty and Graduate Fellows programs and the 11th ETS Outstanding Dissertation Competition winners, continuing our commitment to young academics and future leaders. Over the years, we’ve supported 117 Faculty Fellows and 189 Graduate Fellows and 37 dissertation award winners. Three new commissioned Scholarly Papers will be presented this year, bringing the total of original academic works to 51. Honored guests this year include astronaut Dr. José Hernández, giving the second annual Cigarroa Family Lecture, and Eloy Oakley, Chancellor of the California Community Colleges, presenting the 34th Tomás Rivera Lecture. Other highlights this year will be the AAHHE Book of the Year, the annual Awards Breakfast, and the 8th Latino/a Student Success Institute, generously sponsored by Education Testing Service. As Founding Board Member William Aguilar steps down from the board after many years of exemplary service, I want to express my gratitude for his partnership and leadership. Please join me in thanking William for his unwavering dedication to AAHHE, our mission and our efforts. It’s been an honor to serve with you, William, and thank you for the endless ways you’ve advanced AAHHE. In honor of your sustained leadership, we are renaming one of our annual awards to the “William Aguilar Outstanding Latino/a Cultural Award in Literary Arts or Publications”—Felicidades! I also appreciate beyond words the assistance of the team of colleagues and students needed to bring this conference to life—making sure all details are accounted for and all participants are welcomed. You are encouraged to take advantage of every opportunity this conference offers: attend events and engage your fellow participants in conversation. Valuable connections start with an introduction. I wish you all the best for an inspirational, invigorating and edifying conference. Sinceramente,

Loui Olivas President

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Without a Heart, it’s just a machine. So in 1971, a little Heart built a different kind of airline—one that made sure everyone could fly. Everyone has important places to go. So we invented low-fares to help them get there. And with all the places we’re going next, we’ll always put you first, because our love of People is still our most powerful fuel. Some say we do things differently. We say, why would we do things any other way? Without a Heart, it’s just a machine.

WELCOME

March 8, 2018

Welcome to the 2018 AAHHE National Conference! It is my great honor to welcome you to our annual gathering of scholars, leaders, artists and students—all with the same passion to improve our students’ success and see the number of Hispanics in faculty, administration and president positions increase significantly. As Conference Chair, I have seen so many wonderful outcomes of this conference: networking, research collaborations, mentoring, creative solutions to retention challenges, the production of scholarly papers, the challenges and stories brought forth by our keynote speakers, awards for excellence and more. With this year’s theme, we are focusing our attention on student success. Each year, we must make gains in the schools and in our colleges and universities. We must see more students matriculating, earning degrees and pursuing graduate studies. The sessions, keynote addresses and lectures are all aimed at addressing these themes. Attend as many events as you can and meet as many fellow AAHHE attendees as you are able. We see our future in the students coming up today, represented by the AAHHE Graduate and Faculty Fellows, by the Outstanding Dissertation winners, and by the many students in attendance. Each year, I am so proud of our students and more confident that the future is in good hands. That being said, we must not rest until there is parity in our institutions. It is our collective responsibility, our mission, our vision of how education must move forward for all students to receive equal opportunities to succeed. It has been a great honor to serve AAHHE and its members as a founding board member and chair for the past twelve national conferences. Thank you all for your support, passion and trust. In particular, I want to thank my fellow board members for their exceptional commitment to this important work. My deep personal thanks go to Loui Olivas and his superb team of students who make this conference a huge success every year. This will be my last conference as an AAHHE Board Member, I am relinquishing my position to provide an opportunity for a new generation of board members that will bring new insights and synergy, furthering our missions and goals. Being a part of AAHHE has been a life-changing experience for me, and I hope it is for you too. Most sincerely,

William Aguilar Conference Chair and Vice President

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ABOUT AAHHE

The American Association of Hispanics in Higher Education is celebrating its thirteenth year—an anniversary marked by many accomplishments by the association and its membership. While looking back on these initiatives and advancements with great pride, we remain steadfast in our commitment and acute awareness of the need for significant change in the representation of Hispanics in higher education. Mission and Purpose Consider that:  Hispanic faculty in tenure-track positions represent about 4% of the total faculty in colleges and universities.  Hispanic college and university presidents represent approximately 3% of all presidents. Both of these percentages remain unchanged over the past fifteen years. U.S. demographic projections clearly show Hispanics will constitute about 30% of the population within a few decades. Hispanic student enrollments in elementary and secondary schools, community colleges and public universities are expected to increase by 26 million over the first half of this century. At the same time, white, non-Hispanic is the only student enrollment population group expected to decrease, by six million. It cannot be overstated how imperative it is that replacement and pipeline issues for Hispanics in higher education are addressed nationwide and at the highest levels, and that broad, effective change is made. AAHHE is well positioned to work with institutions of higher education, foundations, business partners and other collaborative organizations that seek to address these issues. AAHHE is committed to: Addressing societal issues as they pertain to the growing population. Convening public discourse focused forums to develop public policy reflecting the changing demographics of our nation. Preparing more Hispanics to pursue a career in higher education as faculty, administrators and policy makers. Mentoring Future Leaders AAHHE has worked toward these goals in a variety of ways. In 2006, the Latino/a Graduate Fellows Program was launched providing Hispanic doctoral studies students the opportunity to attend AAHHE’s national conference, where they are introduced to Hispanic professors and administrators from across the nation and are provided guidance, instruction and mentors to help them navigate the complexities of higher education. Over 203 doctoral students have participated in this program. In 2007, AAHHE developed the Junior Faculty Fellows Program to provide sponsorships for junior faculty to attend the national conference — 99 Faculty Fellows have been featured at the conference. Nine former Faculty Fellow now hold tenured professorships across the country.

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13 TH ANNUAL NATIONAL CONFERENCE

Showcasing and Celebrating Excellence The Tomás Rivera Lecture is a highlight of each national conference, drawing on some of the best known experts to speak to issues and concerns facing our nation and our institutions of higher education. Lecturers of the past include Nobel laureate Toni Morrison, U.S. Secretary Henry Cisneros, Ron Takiki, Ann Reynolds, Tomás Arciniega, Piedad Robertson, Raul Yzaguirre, Charles Reed, Jack Scott, Jim Cummings, Luis Ubiñas, Michael Olivas, Rachel Moran, Francisco Cigarroa, Jamie Merisotis, Yvette Donao, Manuel Pacheco, Antonia Hernandez and Michele Siqueiros. To celebrate and recognize the work of Hispanics in higher education and national leaders, the AAHHE Annual Awards Program was created to honor deserving individuals at a special plenary session each year at the national conference. Research and Scholarly Leadership AAHHE’s leadership is exemplified by its strong relationships with equally committed organizations. The annual Latino/a Student Success Institute is being presented for the tenth year by Educational Testing Service and AAHHE, entitled “Making A Difference: Improving Latina/o Success in Higher Education.” ETS and AAHHE have joined together for the eighth year to offer the Outstanding Dissertations Competition and awards. The top three place winners will showcase their dissertation during one of the conference concurrent sessions. The awards for this competition will be presented at the annual Awards Breakfast on Saturday. The scholarly commissioned papers, sponsored by Chapman University, which are an annual conference venue, focus on contemporary issues and offer solutions with policy implications. At the request of AAHHE, leading researchers apply their nationally recognized expertise to analyze current and projected data and present corrective strategies. Looking Ahead to the Next Decade In keeping with AAHHE’s tradition of innovation and partnerships, AAHHE has again partnered with the National Center for Institutional Diversity to present the New Leadership Academy Fellowship Program based at the University of Michigan. The yearlong NLA Fellowship experience, which will include a four-day institute held in Ann Arbor, will focus attention on what leaders do when they are in positions to influence events inside and surrounding their institutions. Another initiative is the design and development of the AAHHE Community College Institute. This Institute will focus on Community College best practices, student-centered programs and the production of scholarly papers siloed on issues/solutions. AAHHE will continue these traditions and establish new ones as well, while serving as a leading research and advocacy group for Hispanic higher education issues.

2018 CONFERENCE PLANNING COMMITTEE Sy Abrego

Aurora Kamimura (Graduate Fellow Chair)

Trustee

Doctoral Candidate in Higher Education & Organizational Behavior

California State University System William Aguilar (Committee Chair) Vice President Emeritus

University of Michigan María C. Ledesma (Faculty Fellow Co-Chair)

California State University, San Bernardino

Assistant Professor

JoAnn Canales

University of Utah

Founding Dean of Graduate Studies

Department of Educational Leadership & Policy

Texas A&M University, Corpus Christi

Øscar Medina (Graduate Fellow Co-Chair)

Jeanett Castellanos

University of Pittsburg

Lecturer School of Social Studies University of California, Irvine Jaime Chahín Dean College of Applied Arts Texas State University, San Marcos Jim Estrada Chairman & CEO Estrada Communications Group, Inc. Stella Flores Associate Professor Higher Education New York University Elizabeth R. Gutierrez

Administration & Policy Studies

Rueben Martínez Presidential Fellow Chapman University Pedro Nava (Faculty Fellow Co-Chair) Assistant Professor Educational Leadership Policy Mills College Loui Olivas President AAHHE Victor B. Saenz Associate Professor Higher Education Administration University of Texas-Austin

Retired Lumina Foundation

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AAHHE LEADERSHIP

BOARD OF DIRECTORS

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Silas H. Abrego

Rueben Martinez

Trustee

Presidential Fellow

California State University System

Chapman University

Jim Estrada

Cynthia Teniente-Matson

Chairman & CEO

President

Estrada Communications Group, Inc.

Texas A&M University at San Antonio

Stella Flores

Elsa Nuñez

Associate Professor Higher Education

President

New York University

Eastern Connecticut State University

Elizabeth R. Gutierrez, Retired

Victor B Saenz

Director of State Policy

Associate Professor

Lumina Foundation

University of Texas at Austin

13 TH ANNUAL NATIONAL CONFERENCE

AAHHE LEADERSHIP

A AHHE EMERITI BOARD MEMBERS Josefina Castillo Baltodano, J.D.

Lou Monville

Senior Associate External Relations

Trustee

Center for Studies in Higher Education

California State University System

University of California at Berkeley

Mildred Garcia

Eduardo Padrón

President

District President

California State University Fullerton

Miami-Dade College

Virginia Gonzalez

Ricardo Romo

Professor

President

Northampton Community College

University of Texas at San Antonio

Estela Lopez

Alfredo G. de los Santos, Jr.

Provost, Senior Vice President

Research Professor

Connecticut State Colleges & Universities

Hispanic Research Center

AAHHE Emeritus Board Member

Arizona State University

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AAHHE LEADERSHIP

OFFICERS AND DIRECTORS Loui Olivas President

Jaime Chahín Treasurer

Professor Emeritus W.P. Carey School of Business Arizona State University

Dean, College of Applied Arts

William Aguilar Vice President V.P. Emeritus University Advancement California State University, San Bernardino

Texas State University-San Marcos

JoAnn Canales Secretary Founding Dean of Graduate Studies Texas A&M University, Corpus Christi

AAHHE LEADERSHIP FELLOWS SCHEDULE

WEDNESDAY MARCH 7, 2018

FRIDAY MARCH 9, 2018

1:00 P.M. – 5:00 P.M.

6:00 A.M. – 7:00 A.M.

GRADUATE FELLOWS ORIENTATION

LOS CAMINOS BREAKFAST

Room: Turtle Rock A

Room: Pelican Hill

3:30 P.M. – 4:30 P.M.

8:00 A.M. – 9:15 A.M.

FACULTY FELLOWS INTRODUCTIONS

LOS CAMINOS

Room: Think Tank

Room: Pelican Hill & Oak Creek

2:00 P.M. – 5:00 P.M.

8:00 A.M. – 5:00 P.M.

LOS CAMINOS

GRADUATE FELLOWS WORKSHOP

Room: Pelican Hill

Room: Turtle Rock A

7:00 P.M. – 8:30 P.M.

8:00 A.M. – 5:00 P.M.

AAHHE FELLOWS ORIENTATION DINNER

FACULTY FELLOWS WORKSHOP Room: Think Tank

Room: Pelican Hill 8:30 P.M. – 10:00 P.M.

FACULTY & GRADUATE FELLOWS MEETING Room: Trabuco B & C

THURSDAY MARCH 8, 2018

SATURDAY MARCH 10, 2018 8:00 A.M. – 9:15 A.M.

LOS CAMINOS FELLOWS CAREER PREPARATION INSTITUTE Room: Pelican Hill 12:00 P.M. – 5:00 P.M.

8:00 A.M. – 5:00 P.M.

LOS CAMINOS

GRADUATE FELLOWS EVALUATION Room: Turtle Rock A

Room: Pelican Hill

12:00 P.M. – 5:00 P.M.

8:00 A.M. – 5:00 P.M.

FACULTY FELLOWS EVALUATION

AAHHE GRADUATE FELLOWS WORKSHOP

Room: Think Tank

Room: Turtle Rock A 8:00 A.M. – 5:00 P.M.

AAHHE FACULTY FELLOWS WORKSHOP Room: Think Tank 12:00 P.M. – 1:30 P.M.

COMBINED FELLOWS LUNCH Room: Shady Canyon 8:00 A.M. – 5:00 P.M.

NEW LEADERSHIP ACADEMY Room: Quail Hill 9:00 A.M. – 5:00 P.M.

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14ANNUAL SAVE th

T H E S E D AT E S

FEB. 26 - MAR. 2

2019 Join AAHHE for the 2019 National Conference Hilton Orange County Hotel Costa Mesa, CA

2018 AAHHE LATINO STUDENT SUCCESS INSTITUTE THURSDAY, MARCH 8, 2018 | HOTEL IRVINE | IRVINE, CA

LATINA/O STUDENT SUCCESS: CHANGING THE HIGHER EDUCATION LANDSCAPE The factors that influence Latino Students enrollment and degree completion are complex and requires administrators and faculty members to work collaboratively to improve these students’ educational outcomes. Towards that goal, this Latino Student Success Institute provides current educational topics, pragmatic conversations and an engaging format to help Institute participants develop a preliminary action plans to bring back to their campus. This year, the Latino Student Success Institute will feature renowned higher education researchers and practitioners who will present empirical evidence and best policies and practices focused on Latina/o academic success at two- and four-year institutions. We are excited about this new format and hope to provide a great opportunity for the participants to learn from the speakers and other participants.

2018 A AHHE LATINO STUDENT SUCCESS INSTITUTE AGENDA

ROOM: OAK CREEK

7:30 A.M. Continental Breakfast 8:00 A.M.

Welcome and Introduction to Institute

Leonora Green, Executive Director, Center for Advocacy and Philanthropy, Educational Testing Service

Dr. Loui Olivas, President of A AHHE

8:15 A.M.

Action Plan for the Institute



Dr. Luis Ponjuán, Associate Professor, Texas A&M University, Research Director, IDEAL

8:30 A.M.

Latina/o students and their Higher Education experiences



Dr. Luis Ponjuán, Associate Professor, Texas A&M University, Research Director, IDEAL

9:15 A.M.

Higher education breakout session by institutional types

9:45 A.M.

Summit Break – Coffee

10:00 A.M.

HSIs and Student Achievement



Dr. Gina Garcia, Assistant Professor, University of Pittsburgh, Dept. of Administrative & Policy Studies

10:45 A.M.

HSIs and Student Achievement breakout session by functional area

11:30 A.M. Lunch

Small group discussion: Sharing Your Voice: Student Achievement

12:15 P.M. Student Affairs and Academic Affairs Collaboration Strategic Planning Dr. Edith Fernández, Associate Vice President of Community Engagement and Diversity Initiatives Nevada State College

12:45 P.M.

Develop a Strategic Plan Breakout Session

1:15 P.M.

Criterion: Writing Evaluation Tool for MSIs



Dr. Chrystal Anderson, Client Relations Specialist, Educational Testing Service

1:45 P.M. Final Thoughts and Summit Evaluation

Dr. Luis Ponjuán, Associate Professor, Texas A&M University, Research Director, IDEAL

2:00 P.M.

INSTITUTE CONCLUDES

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CONFERENCE AGENDA MARCH 8, 2018 u MARCH 10, 2018

THURSDAY, MARCH 8, 2018 5:30 P.M. – 7:30 P.M.

OPENING PLENARY SESSION – TOMÁS RIVERA LECTURE Room: Salon CDE

FRIDAY, MARCH 9, 2018 9:30 A.M. – 11:00 A.M.

PLENARY SESSION #2 Breakfast Room: Salon CDE

Welcome: Loui Olivas, President A AHHE

2018 Tomas Rivera Lecture

Presiding: William Aguilar, Conference Chair & V.P. A AHHE Board Member

Presiding: Cynthia Teniente-Matson A AHHE Board Member

A AHHE Graduate Fellows: Aurora Kamimura, Chair

Lecturer: Eloy Oakley, Chancellor, California Community College

Øscar Medina, Co-chair A AHHE Faculty Fellows: Pedro Nava, Co-chair Maria Ledesma, Co-chair Los Caminos Fellows Jaime Chahín, A AHHE Board Member NLA Fellows John Burkhart, NL A Director A AHHE Books of the Year Introduction: JoAnn Canales, Co-Chair & A AHHE Board Member 2018 Books: Gary Keller, Director Hispanic Research Center Arizona State University

Opening Session Speaker Introduction: Victor B. Saenz Walt MacDonald, President & CEO, ETS 7:30 P.M.

Conference Reception (Heavy Hors d’Oeuvres) Room: Salon A /B

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13 TH ANNUAL NATIONAL CONFERENCE

12:45 P.M. – 2:00 P.M.

PLENARY SESSION #3 Luncheon Room: Salon CDE Presiding: Elizabeth Gutierrez, A AHHE Board Member 2018 Cigarroa Distinguished Lecture: Dr. Jose Hernandez Retired NASA Astronaut CEO, Tierra Luna Engineering, LLC

SATURDAY, MARCH 10, 2018 9:30 A.M. – 11:00 A.M.

PLENARY SESSION #4 Awards (Breakfast) Room: Salon CDE Presiding: JoAnn Canales A AHHE Board Member

WE’RE MORE THAN HISPANIC SERVING. STUDENTS COME HERE TO EXCEL. Ranked

14th

in the U.S. in bachelor’s degrees awarded to Hispanic students.

Hispanic students make up

35%

of our total enrollment.*

txstate.edu Texas State University, to the extent not in conflict with federal or state law, prohibits discrimination or harassment on the basis of race, color, national origin, age, sex, religion, disability, veterans’ status, sexual orientation, gender identity or expression. Texas State University is a tobacco-free campus. 18-010 09-17 *based on fall 2016 enrollment

CONFERENCE AGENDA MARCH 9, 2018 u 8:00 AM – 9:15 AM

FRIDAY, MARCH 9, 2018 FRIDAY, MARCH 9, 2018 8:00 A.M. – 9:15 A.M. SERVING LATINA /O STUDENTS: EVOLVING ROLE OF THE COMMUNIT Y COLLEGE

Action Research to Increase Transfer Equity Room: Saddleback A Presenters: Megan Chase Research Specialist Center for Urban Education, University of Southern California Esmeralda Hernandez-Hamed Project Specialist University of Southern California

Using action research, a team of practitioners, from East Los Angeles College and researchers from the Center for Urban Education, designed a set of inquiry methods to study their own transfer practices from an equity perspective. In this session, participants will learn how to “make the familiar unfamiliar” via inquiry tools. The session will benefit practitioners looking for methods to assess their won practices and how they may or may not be supporting their Latinx population. FRIDAY, MARCH 9, 2018 8:00 A.M. – 9:15 A.M. CREATING PATHWAYS FOR LATINAS/OS IN THE STEM FIELDS

Status of Latina/o Students in Engineering Education Room: Saddleback B Presenters: Eugene Anderson Vice President Association of Public and Land-grant Universities Luis Ponjuan Associate Professor Texas A&M University

This session will examine trends in engineering degrees awarded at the institutional level and determine which colleges graduate a larger number and proportion of Latina/o students in specific engineering disciplines. Broadening the participation of Latina/o students in engineering is essential to increasing the number of U.S. citizens earning degrees in engineering. This is critical to the country’s economic and national security interest. While the number of White high school graduates is declining, the number of Hispanics graduating will increase significantly.

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13 TH ANNUAL NATIONAL CONFERENCE

FRIDAY, MARCH 9, 2018 8:00 A.M. – 9:15 A.M.

AAHHE SCHOLARLY PAPER #1

Financial Aid Challenges Room: Saddleback C Presenter: Manuel S. Gonzales Canche Associate Professor Higher Education Division University of Pennsylvania

This manuscript proposes a conceptual framework to (re) define college access at the state-level while also accounting for the heterogeneous impact different forms of financial aid may have on access across sectors and levels. The use of this framework may strengthen our understanding of the relationship between aid and access by accounting for more than one form of financial aid, considering non-recent high school graduates and modeling the potential impact of aid on access across sectors. FRIDAY, MARCH 9, 2018 8:00 A.M. – 9:15 A.M. ETS OUTSTANDING DISSERTATIONS COMPETITION:

3RD PLACE WINNER

LOS GUERREROS ACADÉMICOS 30 Academically Invulnerable Mexican-American Students Who Forged Their Way into America’s Most Selective Universities Room: Trabuco A Presenter: Roxanne Gutierrez-Ocampo Educational Consultant University of California at San Diego

In recent years, mentoring has been proven to positively influence Latina/o undergraduates’ persistence decisions (Bordes-Edgar et al., 2011). Furthermore, those Latina/o students who are mentored are more likely to succeed academically (Gandara, 1995). This study explores elements within different types of mentoring relationships. Learning objectives include greater understanding of mentoring by providing specific strength-based directives for three different types of mentoring relationships 1) peers, 2) university staff and 3) faculty who may mentor Latina/o undergraduates.

CONFERENCE AGENDA MARCH 9, 2018 u 8:00 AM – 9:15 AM FRIDAY, MARCH 9, 2018 8:00 A.M. – 9:15 A.M. MEETING THE NEEDS OF IMMIGRANT STUDENTS

Undocumented Student Development: Statewide Partnerships & High Impact Practices Room: Trabuco B Presenters: Marcela Pattinson Assistant Director Washington State University Magdalena Fonseca Interim Director University of Washington

This presentation benefits higher education professionals who work with undocumented student populations. The presenters will map out steps that led to the development of a statewide coalition working with undocumented student issues on college campuses in Washington State. Participants can expect to articulate experiences and challenges of undocumented students, and make a commitment to personalize best practices and interventions at their institutions or statewide. FRIDAY, MARCH 9, 2018 8:00 A.M. – 9:15 A.M. POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

Self-Efficacy in Education: Utilizing the Theory to Increase Latino/a Academic Self-Efficacy Room: Quail Hill Presenters: Yvonne Ortiz-Bush Assistant Professor California State University, Bakersfield Jenny Zorn Provost & V.P. for Academic Affairs California State University, Bakersfield

FRIDAY, MARCH 9, 2018 8:00 A.M. – 9:15 A.M.

NATIONAL LEADERSHIP ACADEMY (NLA) POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

Facilitating Student Success through New Student Orientation Focused on Diversity, Equity and Inclusion Room: Oak Creek Presenters: Reuben Kapp Senior Admissions Counselor University of Michigan, Ann Arbor Kimberly Flint-Hamilton Associate Dean of Diversity and Inclusion St. Lawrence University John Foster III Director of Diversity, Interfaith and Inclusion Education Coker College Juanita Hannan Assistant Dean for Budget and Finance New Mexico State University

Understanding that many institutions operationalize their policies through orientation programs for their new students, this presentation will look at orientation programs with a diversity, equity and inclusion (DEI) focus. The session’s goal is to show the importance of addressing diversity, equity and inclusion in orientation programs and how it relates to students’ success. Participants will learn why it is important to include DEI in their new student orientation programs and look at strategies to include DEI into their institution’s orientation programs. This session will benefit those interested in learning more about programs aimed towards student success, and why incorporating DEI into these programs is important to this success.

Claudia Catota Assistant to the President, Equity Inclusion & Compliance California State University, Bakersfield

Bandura’s self-efficacy theory has been studied in relation to various aspects of Latino/a academic success. Operating from a scientist-practitioner framework, participants will learn about two campus projects at a HSI that utilizes this theory to increase the academic self-efficacy of Latino/a students: 1) a First Generation Initiative and 2) the Camp to Campus project. Finally, participants will have time to engage in professional dialogue about possible uses of this theory on their campus.

A AHHE | W W W. A AHHE.ORG

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CONFERENCE AGENDA MARCH 9, 2018 u 8:00 AM – 9:15 AM

FRIDAY, MARCH 9, 2018 FRIDAY, MARCH 9, 2018 8:00 A.M. – 9:15 A.M. POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

Curriculum Alignment, Vertical and Horizontal: An EPP Systematic Response to an Ever-Growing Diverse Student Population through and Intentional Intervention Process Room: Shady Canyon Presenters: Carmen Tejeda-Delgado Associate Professor and Chair Texas A&M University, Corpus Christi Frank Lucido Professor and Director of Field Experience Texas A&M University, Corpus Christi

This presentation will focus on the academic preparation initiatives an Educator Preparation Program (EPP) has it in place in response to an ever-growing diverse population. In an EPP serving students enrolled in a Hispanic Serving Institution, it is especially important that curriculum, both within departments as well as across colleges, be aligned to prepare candidates for success in the classroom mastery of required state content exams. This presentation will enlighten PLCs in EPPs.

FRIDAY, MARCH 9, 2018 8:00 A.M. – 9:15 A.M. CREATING PATHWAYS FOR LATINAS/OS IN THE STEM FIELDS

Multicontextuality: A Framework for Access and Assessment of Underrepresented STEM Students Room: Turtle Rock B Presenters: Rebecca Beals Assistant Professor University of Northern Colorado Roberto Ibarra Professor Emeritus University of New Mexico

The authors discuss how higher education professionals can create alternative academic environments as a means for assessing the promise of underrepresented minority students and benefits to these students once they start work in STEM that challenge typical assimilationist practices for student development. The authors will demonstrate ways to attract minority students to STEM and help them thrive as they engage in STEM environments. Tips for mentoring will also be discussed.

“At the conference I met other graduate student fellows who were engaged in doing great work on behalf of and with communities of color. Meeting a group of doctoral students pursuing their degrees in order to get out in the field and make a positive impact on the educational outcomes for Chicanas/os Latinas/ os was motivating and inspiring.” José R. Del Real Viramontes 2016 A AHHE Graduate Fellow

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13 TH ANNUAL NATIONAL CONFERENCE

CONFERENCE AGENDA MARCH 9, 2018 u 8:00 AM – 9:15 AM FRIDAY, MARCH 9, 2018 8:00 A.M. – 9:15 A.M. CREATING PATHWAYS FOR LATINAS/OS IN THE STEM FIELDS

Building a Pathway to the Health Professions: Challenges and Opportunities for HSIs Room: Turtle Rock C Presenters: Miguel Bedolla Associate Director University of Texas, San Antonio Roger Enriquez Associate Professor University of Texas, San Antonio

and academic factors that lead Latino males to fall under academic probation. The session will focus on what behaviors cause students to remain on academic probation and what factors help students improve academically and move towards transfer and degree completion. FRIDAY, MARCH 9, 2018 11:15 A.M. – 12:30 P.M. CREATING PATHWAYS FOR LATINAS/OS IN THE STEM FIELDS

Cientificos Latinx: Testimonios and the Textured Counter Narrative of STEM Success Room: Saddleback B Presenters:

Natalia Garcia Program Coordinator University of Texas, San Antonio

Laura Rendon Professor Emeritus University of Texas, San Antonio

Faculty and administrators can learn about building a pathway to the health professions from high school through college. Federally funded project is discussed where nearly 85% of participants were Latina/o; more than 90% were economically disadvantaged; and nearly all resided in Health Manpower Shortage Areas. Participants attend a problem based-learning, six-week, summer curriculum for three years. The program also included a year of peer mentoring while preparing participants for program specific admission tests. Further, participants served as peernavigators while submitting applications and preparing for admissions interviews. All economically disadvantaged received a stipend to offset lost summer income.

Amaury Nora Professor and Associate Dean University of Texas, San Antonio

This session will report findings from a qualitative study of 14 Latinx STEM graduates featured in the new book: The Latino Student Guide to STEM Careers (Rendon & Kanagala, 2017). The audience will learn: challenges experienced, student assets employed to overcome barriers, and examples of high-leverage STEM practices. The audience will benefit from a description of the counter story that emerged about Latinx in STEM that defies traditional wisdom about what constitutes student success.

FRIDAY, MARCH 9, 2018 11:15 A.M. – 12:30 P.M. SERVING LATINA /O STUDENTS: EVOLVING ROLE OF THE COMMUNIT Y COLLEGE

Cause and Effect: Factors that Cause Academic Probation for Latino Community College Males Room: Saddleback A Presenters: Eligio Martinez Jr. Visiting Assistant Professor Cal Poly Pomona Adrian Huerta Provost Postdoctoral Scholar University of Southern California Mike Munoz Executive Dean of Counseling University of Southern California

Despite gains in college enrollment and completion, Latino males continue to fall behind their female counterparts. This session explores the social, personal A AHHE | W W W. A AHHE.ORG

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CONFERENCE AGENDA MARCH 9, 2018 u 11:15 AM – 12:30 PM

FRIDAY, MARCH 9, 2018 FRIDAY, MARCH 9, 2018 11:15 A.M. – 12:30 P.M.

AAHHE SCHOLARLY PAPER #2

Institutional Leadership at Hispanic Serving Institutions Room: Saddleback C Presenter: Patricia Marin Assistant Professor Higher, Adult, and Life Long Education Michigan State University

This study examines the perspectives of university administrators to understand the implications of a Research I institution becoming an Hispanic Serving Institution. Demographic trends indicate more institutions, including RIs, are becoming HSIs. This new designation, and the increasing enrollment of Latinos/ as that led to it, will be a scenario for which many institutions are unprepared. The study considers what HSI status means for a research institution and provides insights into both policy and practice options.

FRIDAY, MARCH 9, 2018 11:15 A.M. – 12:30 P.M. ETS OUTSTANDING DISSERTATIONS COMPETITION:

2ND PLACE WINNER

Exploring Psych Sociocultural Processes within Mentoring Relationships that Influence Academic Persistence Decisions for Latina/o Undergraduates: A Mixed Methods Approach Room: Trabuco A Presenter: Marla Delgado-Guerrero Staff Psychologist & Diversity Coordinator College Marquette University

In recent years, mentoring has been proven to positively influence Latina/o undergraduates’ persistence decisions (Bordes-Edgar et al., 2011). Furthermore, those Latina/o students who are mentored are more likely to succeed academically (Gandara, 1995). This study explores elements within different types of mentoring relationships. Learning objectives include greater understanding of mentoring by providing specific strengthbased directives for three different types of mentoring relationships 1) peers, 2) university staff, and 3) faculty who may mentor Latina/o undergraduates.

RENOWNED ARTIST AND MURALIST JUDY BACA

B.A. (ART), M.A. (ART EDUCATION)

CSUN is a catalyst for visionaries like award-winning alumna Judy Baca, who created the Great Wall of Los Angeles. CSUN helps nearly 40,000 students annually reach their potential, just like Baca did. Today, CSUN is home to the oldest and the largest Chicana/o Studies Department and only Department of Central American Studies in the nation. Ranking in the top seven nationally in bachelor’s degrees awarded to Latina/o students and public university Pell Grant recipients, the Wall Street Journal ranked CSUN No. 2 for its diverse learning environment.

CSUN.EDU/RISE

CONFERENCE AGENDA MARCH 9, 2018 u 11:15 AM – 12:30 PM FRIDAY, MARCH 9, 2018 11:15 A.M. – 12:30 P.M. PREPARING THE NEXT GENERATION OF LATINA /O STUDENTS: ACCESS, DELIVERY, WORKFORCE

Racial Ethnic Minority Student Scholarship Development: A Mentorship Research Model Room: Trabuco B Presenters: Jeanett Castellanos Lecturer SOE University of California, Irvine Veronica Franco Graduate Student University of Wisconsin, Madison

The presentation addresses a mentorship-research model focusing on Latina/o scholar identity development. Addressing the need of Latina/o faculty, this multitiered model underscores the role of empowerment, cultural awareness, cultural validation and social consciousness in scholarship. An undergraduate to the professoriate-focused model, the presentation notes shortand long-term retention and professional development activities that promote a Latina/o scholar pipeline leading to culturally conscious professors in higher education. Faculty, students and administrators will benefit from this presentation.

“Attending the 2017 AAHHE National Conference as a Faculty Fellow was incredibly empowering. AAHHE may be the only Latinx in higher education centered conference in which the most Latinx PhDs/Doctoral students converge annually. I can say con confianza that AAHHE has propelled me to new personal and professional levels.”

FRIDAY, MARCH 9, 2018 11:15 A.M. – 12:30 P.M.

NATIONAL LEADERSHIP ACADEMY (NLA) POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

Reflections on Leadership Challenges: Identity and Institutional Change Room: Trabuco C Presenters: Domingo Hernández-Gómez Director Grand Rapids Community College Damian Evans Assistant Dean of Students University of Wisconsin, Parkside Liliana Gallegos Assistant Professor California State University, San Bernardino Diana Ortega-Feerick Associate Dean of Student engagement and Retention Del Mar College Malini Raghavan Professor University of Michigan Medical School

Is personal identity and cultural heritage a strength or a hindrance in exercising leadership? This session will explore this question with a diverse group of panelists, with leadership positions in various academic institutions, presenting a particular challenge in driving institutional change. Participants will share dilemmas, strategies and opportunities as they navigate a more complex and contested environment where competing interests are present. This session will benefit those seeking to explore new ways of thinking about leadership in higher education.

Antonio G. Estudillo 2017 A AHHE Faculty Fellow

A AHHE | W W W. A AHHE.ORG

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CONFERENCE AGENDA MARCH 9, 2018 u 11:15 AM – 12:30 PM

Presenters:

the United States and around the world. This is the new norm and requires a different approach to satisfy students’ educational needs. Program design must be innovative, flexible and on-demand as well as affordable. In addition, student services must be tailored to accommodate busy life style schedules. Established in 2014, TCC Connect Campus is the newest and fastest growing campus of Tarrant County College District serving over 20,000 students. TCC Connect is an emerging HSI Campus within a Hispanic Serving Institution. The session discusses the campus design to meet the need of the non-traditional student via eLearning and accelerated programs, Competency-based Education, and degree pathways that afford students the opportunity to complete an associate degree in 18 months or less, which also addresses student retention and completion deficiencies.

José M. Aguilar-Hernández Assistant Professor Cal Poly Pomona

FRIDAY, MARCH 9, 2018 11:15 A.M. – 12:30 P.M.

FRIDAY, MARCH 9, 2018 FRIDAY, MARCH 9, 2018 11:15 A.M. – 12:30 P.M. POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

Resisting the ‘Death of Diversity’: Chicana/o and Latina/o Student Activism, Cultural Centers and Student Success in Higher Education Room: Quail Hill

Corina Benavides López Assistant Professor California State University, Dominguez Hills Rebecca Gutiérrez Keeton Assistant Professor California State University, Fullerton

This session focuses on the César E. Chávez Center for Higher Education at Cal Poly Pomona as a historical case study to discuss: 1) student strategies used to establish the center; 2) how university leaders supported student efforts; and 3) how the cocurricular work affected the identity formation of those involved. The presenters will engage the audience in a discussion on how high-impact practices led by cultural centers positively affects Latina/o students in higher education. FRIDAY, MARCH 9, 2018 11:15 A.M. – 12:30 P.M. POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

Framework for Supporting Hispanic Non-Traditional Students via: eLearning and Accelerated Programs Room: Oak Creek Presenter: Carlos Morales President Tarrant County College District, TCC Connect Campus

The presentation delivers information about the structure and implementation of non-traditional and accelerated programs at a virtual campus and how the intentional design elements ensures quality teaching and learning. In the last five years, non-traditional students have become a majority in many educational institutions in 24

13 TH ANNUAL NATIONAL CONFERENCE

PREPARING THE NEXT GENERATION OF LATINA /O STUDENTS: ACCESS, DELIVERY, WORKFORCE

Cross-cultural Bridges, Anxiety and Uncertainty Reduction: Implementing Residential Learning Models and Cultural Programs for Diverse Students in La Comunidad Intelectual Room: Shady Canyon Presenters: Diana Rios Director, La Comunidad Intelectual University of Connecticut Graciela Quinonez-Rodriguez, CMHC & MSW Co-Director LCI & Psychotherapist University of Connecticut

La Comunidad Intelectual (LCI) is the first living-learning community of its kind at the state’s flagship. Diverse students are geared for success. LCI leadership and student Concilio plan cultural, professional activities to cultivate academics and the emerging intellectual. Difficult U.S. and global political environments call for reinforcement of safe and inclusive learning; opportunities for personal, academic and emotional growth, and skills for cross-cultural resilience. Uncertainty reduction strategies are especially important for DACA students.

Committed to student success and providing an exceptional educational experience, California State University, Fullerton is proud of its record supporting Hispanic student achievement in higher education.

· Ranked first in California and consistently among the top 10 in the nation for the number of bachelor’s degrees awarded to Hispanic students · Among the top institutions graduating Latino students entering the health professions · Recognized as a “Best Bang for the Buck” university 1

2

3

“Incredible things happen when we truly reach higher – to transform lives and help students graduate into a diverse world and reach their dreams.” – President Mildred García 1 Hispanic Outlook in Higher Education (August 2017)

2 Excelencia in Education “Finding Your Workforce: In Health” (April 2015) 3 Washington Monthly (August 2017)

Cal Poly Pomona is a special place. We’re in the heart of Southern California, where opportunities abound for innovation, creativity and discovery. As a leader in elevating students’ social and economic mobility, we offer something that no other university in the region does – a high-quality, polytechnic education that prepares students for the careers of tomorrow. Diverse: Issues in Higher Education lists Cal Poly Pomona among “The Top Producers of Hispanic Graduates.” We’re ranked No. 4 in business, No. 5 in engineering and No. 33 in social sciences. Attending Cal Poly Pomona is a transformative experience. Our students dare to dream bigger and are ready to take on the impossible. Learn more at www.cpp.edu.

CONFERENCE AGENDA MARCH 9, 2018 u 2:15 PM – 3:30 PM

FRIDAY, MARCH 9, 2018 FRIDAY, MARCH 9, 2018 11:15 A.M. – 12:30 P.M. SERVING LATINA /O STUDENTS: EVOLVING ROLE OF THE COMMUNIT Y COLLEGE

Building a Campus-Wide Culture of Equity-Minded Practitioners Room: Woodbridge Presenters: Rebecca Montes Dean of Instruction Mendocino College Minerva Flores Director Mendocino College Debbie Hanson Senior Project Specialist University of Southern California

Mendocino College collaborated with the Center for Urban Education to build a campus-wide culture of equityminded practice, which included re-visioning teaching and support practices. The presenters will discuss the multiple professional development projects they implemented, as well as the challenges they encountered. This session will be useful for practitioners seeking strategies to engage a broad swath of their campus community in equity efforts. FRIDAY, MARCH 9, 2018 11:15 A.M. – 12:30 P.M. PREPARING THE NEXT GENERATION OF LATINA /O STUDENTS: ACCESS, DELIVERY, WORKFORCE

A Summer Career Exploration Academy Centered on College Readiness and Workforce Pathways Using Decision-Making Strategies for Next Generation Latina/o Student Success Room: Turtle Rock B Presenters: Edelmiro Escamilla Assistant Instructional Professor Texas A&M University Edward Tarlton CEO Help Consulting, Inc.

Competitive Advantage for the “Next Generation Leadership” will only happen by improving work force diversity as the key to growing a sustainable United States economy. The authors

will interactively present the methodology that has resulted in changes of negative perceptions toward career pathways and increased admissions into higher education through college readiness strategies. The programs multi-dimensional approach includes strategies for differing learning styles centered on developing strong decision-making processes for Latina/o student success. FRIDAY, MARCH 9, 2018 11:15 A.M. – 12:30 P.M. POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

Supporting First Generation College Students: From Students’ Perspectives Room: Turtle Rock C Presenter: Yesenia Fernandez Assistant Professor California State University, Dominguez Hills

The presenter will discuss strategies implemented by a Hispanic Serving Institution to support first generation college students (FGCS) as well as students’ perceptions of the support they received. The author and session participants will examine results from this qualitative study, which was informed by social capital and social network theory, to gain insight into the experiences of a mostly Latinx first-generation college student population and explore highimpact practices to improve FGCS persistence.

“As a faculty fellow, AAHHE helped affirm my presence in the academy. By recognizing the need to center and amplify the voices and experiences of Latinx students, scholars, and practitioners, alike, AAHHE is at once enriching and humanizing. AAHHE offers a unique and necessary space in higher education.” Maria Ledesma 2017 Faculty Fellow A AHHE | W W W. A AHHE.ORG

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CONFERENCE AGENDA MARCH 9, 2018 u 2:15 PM – 3:30 PM

FRIDAY, MARCH 9, 2018

FRIDAY, MARCH 9, 2018 2:15 A.M. – 3:30 P.M.

AAHHE SCHOLARLY PAPER #3 FRIDAY, MARCH 9, 2018 2:15 A.M. – 3:30 P.M. SERVING LATINA /O STUDENTS: EVOLVING ROLE OF THE COMMUNIT Y COLLEGE

The Next Generation of Latina/os Leaders in Education Room: Saddleback C Presenters:

A Case Study of an “Equity Leader” at a Hispanic Serving Community College

Francisco Guajardo, Professor Executive Director, B3 Institute University of Texas, Rio Grande Valley

Room: Saddleback A

Miguel A. Guajardo, Professor Education & Community Leadership Program Texas State University, San Marcos

Presenters: Jordan Greer Project Specialist University of Southern California, Rossier School Cynthia Villarreal PhD Student and Research Assistant University of Southern California, Rossier School Susana Castellanos Golden West College

Scholarship on Hispanic Serving Institutions (HSIs) states that an institution must transform their organizational policies, practices, culture and processes to serve Latinx students (Hurtado, et al., 2012). This session presents a case that illustrates the process that one institution took to build equity leaders on campus to advocate for equity and create lasting change. Faculty, administrators and graduate students will learn how to incorporate action research into transformation of policies and practices. FRIDAY, MARCH 9, 2018 2:15 A.M. – 3:30 P.M. CREATING PATHWAYS FOR LATINAS/OS IN THE STEM FIELDS

Becoming Scientists: Science Identity Development of Latinx STEM Students Room: Saddleback B Presenter: Edgar Romo University of California, Los Angeles

The development of a science identity is crucial for student success in Science, Technology, Engineering and Mathematics (STEM) majors. This study utilizes linear regression to examine the characteristics and experiences associated with Latinx STEM students’ science identity and is particularly beneficial for staff and faculty who work closely with students in advising and STEM. By sessions end, participants will have an understanding of factors that promote and mitigate science identity development for Latinx students.

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Lisa Cardoza Chief of Staff California State University, San Bernardino Cristina Salinas Assistant Professor University of Texas at Arlington

This paper is authored by four educators – all graduated from the same public high school in a rural south Texas community, and all received their doctoral degrees from Texas public universities. Community emerges as a key unit of analysis, as the authors explore the future of higher education for Latinos. The paper employs auto-ethnography and multi-sited ethnography as methodologies to explore spaces of imagination, development and good work. FRIDAY, MARCH 9, 2018 2:15 A.M. – 3:30 P.M. ETS OUTSTANDING DISSERTATIONS COMPETITION:

1ST PLACE WINNER

Doctoral Education of Latinas and Latinos in the United States: Examinations of (Sub) Baccalaureate Origins, the Role of Hispanic Serving Institutions, and the Relationship between Sources of Financial Support and Post-Graduation Plans Room: Trabuco A Presenter: Frank Fernandez Assistant Professor Higher Education University of Houston University of Houston

This presentation examines the role that Hispanic Serving Institutions (HSIs) play in the production of Latina/o social scientists. The presenter shows that Latinas and Latinos who earned baccalaureate degrees from HSIs were less likely to earn doctorates from the nation’s leading research universities. He argues that when scholars, practitioners, and policymakers conceptualize a Latina/o pipeline to the doctorate, they should consider whether that pipeline tends to increase equity throughout the U.S. system of doctoral education.

CONFERENCE AGENDA MARCH 9, 2018 u 2:15 PM – 3:30 PM FRIDAY, MARCH 9, 2018 2:15 P.M. – 3:30 P.M. MEETING THE NEEDS OF IMMIGRANT STUDENTS

Immigrant and Native Hispanic Students and Post-High School Pathways Room: Trabuco B Presenters: Leticia Oseguera Associate Professor Penn State University Wil Del Pilar Vice President of HE Policy, Practice and Research The Education Trust

This session highlights the immigrant advantage phenomenon for participants and how this relates to Hispanic students’ post-high school decisions. The paper, which is included in the 2018 A AHHE conference book, Moving Forward: Policies, Planning, and Promoting Access of Hispanic College Students, examines the pathways Hispanic students from different immigrant generations (immigrants, children of immigrants and natives) take after high school. This session will be useful to high school counselors and scholars interested in school stratification. FRIDAY, MARCH 9, 2018 2:15 P.M. – 3:30 P.M. PREPARING THE NEXT GENERATION OF LATINA /O STUDENTS: ACCESS, DELIVERY, WORKFORCE

FRIDAY, MARCH 9, 2018 2:15 P.M. – 3:30 P.M. POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

The Multiple Roles of Chosen Familia: Exploring the Intersections of Queer Latino Men’s Community Cultural Wealth Room: Quail Hill Presenters: Antonio Duran Doctoral Student The Ohio State University David Pérez II Assistant Professor Miami University

Utilizing Yosso’s (2005) Community Cultural Wealth framework, this session will elucidate how chosen family members of queer Latino men fulfill multiple roles in helping them to succeed at selective institutions. In particular, chosen familia bolster queer Latino college men’s navigational, aspiration and resistant capital. By centering the stories of participants using a narrative inquiry approach, this presentation offers numerous implications for staff and faculty at selective institutions as they support queer Latino men on campus. FRIDAY, MARCH 9, 2018 2:15 P.M. – 3:30 P.M. MEETING THE NEEDS OF IMMIGRANT STUDENTS

They Thought They Could Bury Us, But They Forgot We Were Seeds: The Mexican American Studies Victory in Tucson

Signaling 21st Century Skill Development for Hispanic College Students in a Changing Economy

Room: Trabuco C

Room: Oak Creek

Presenters:

Presenter:

Nolan Cabrera Associate Professor University of Arizona

Joseph Rios Associate Research Scientist Educational Testing Service

Sean Arce Doctoral Student University of Arizona

Hispanic workforce competitiveness requires the development of 21st century skills (e.g., collaboration) to meet the demands of the information-based economy. In this presentation, the author will discuss: (a) why there is a demand for development of these skills in higher education, (b) the need for Hispanic serving institutional accountability measures to signal student learning in these domains, and (c) how supplementing traditional certification with 21st century skill attainment has the potential to improve Hispanic workforce competitiveness.

In 2010, the State of Arizona passed a law banning Mexican American Studies (MAS) in Tucson (A.R.S.§15-112) despite it being a highly successful program. This became the center of the highest-profile Ethnic Studies court case in U.S. history. This session will offer firsthand accounts of the struggle over MAS, in particular the role teachers and scholars played. Session participants will learn how MAS was developed, why it so “threatening,” and how it was defended.

A AHHE | W W W. A AHHE.ORG

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CONFERENCE AGENDA MARCH 9, 2018 u 2:15 PM – 3:30 PM

FRIDAY, MARCH 9, 2018 FRIDAY, MARCH 9, 2018 2:15 P.M. – 3:30 P.M. POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

Conocimiento, Confianza and Cariño: Building a Culturally-Resonant Academic Latinx Student Community Room: Shady Canyon Presenters: Magdalena Barrera Associate Professor San José State University Lilly Pinedo Gangai Academic Advisor San José State University Itza Sanchez Operations Coordinator San José State University Marcos Pizarro Professor and Department Chair San Jose State University

This session provides participants with the opportunity to learn an innovative approach to building and facilitating a culturally based academic community for Latinx student success at a large comprehensive university. The project emphasized holistic identity development through the concepts of conocimiento, confianza, and cariño. Faculty and staff from both academic and student affairs interested in developing support for Latinx students will see and engage in project examples and review the data on its impact.

FRIDAY, MARCH 9, 2018 2:15 P.M. – 3:30 P.M. PREPARING THE NEXT GENERATION OF LATINA /O STUDENTS: ACCESS, DELIVERY, WORKFORCE

A State of Neglect: Latino Educational Attainment Room: Woodbridge Presenters: Blanca Rincón Assistant Professor University of Nevada, Las Vegas Belinda De La Rosa Director of Assessment for the Office of the Dean of Students University of Illinois Urbana, Champaign

Audience members who attend this session will learn about major shifts in the heterogeneity, geographic distribution, educational attainment and sociodemographic characteristics of the Latino population in the United States in the past twenty-five years. This session will highlight educational gap and access issues. Educational researchers, university administrators and policy makers working with Latino college students, as well as teachers and counselors who are preparing Latino students for college will come away with insight into Latina/o educational issues. FRIDAY, MARCH 9, 2018 2:15 P.M. – 3:30 P.M. PREPARING THE NEXT GENERATION OF LATINA /O STUDENTS: ACCESS, DELIVERY, WORKFORCE

Best Practices for Pre-Tenure Latinx Faculty & Graduate Students to Consider: Building a Successful Pathway to Tenure and Beyond Room: Turtle Rock B Presenters: Julie Lopez Figueroa Professor California State University, Sacramento James L. Rodriguez Professor California State University, Fullerton Gloria M. Rodriguez Associate Professor University of California, Davis

While the conventions of graduate school call us to become experts in our respective fields, Latino faculty often become interdisciplinary in their work as a result of recognizing how scholarship can be used to benefit the community. To this point, the presenters’ workshop demonstrates how pre-tenure faculty and graduate students seeking to become faculty can retain the focus of their professional trajectories while at the same time avoid compromising their values of making invaluable community contributions. 30

13 TH ANNUAL NATIONAL CONFERENCE

CONFERENCE AGENDA MARCH 10, 2018 u 3:45 PM – 5:00 PM FRIDAY, MARCH 9, 2018 2:15 P.M. – 3:30 P.M. POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

FRIDAY, MARCH 9, 2018 3:45 P.M. – 5:00 P.M. CREATING PATHWAYS FOR LATINAS/OS IN THE STEM FIELDS

Combating Academic Disengagement in the First Year: Factors that Mitigate and Exacerbate Latinx Student Persistence

Middle School Latinas: Enhancing STEM Career Opportunities

Room: Turtle Rock C

Presenters:

Presenter:

Alfredo Benavides Professor Texas Tech University

Ana Gomez Research Analyst UCLA Graduate School of Education & Information Studies

Academically disengaged students are more likely to be unsuccessful and face a greater risk of departing from the institution. This session highlights student activities and characteristics that influence academic disengagement and will be particularly beneficial to staff and faculty who work closely with students in the areas of access, persistence and first-year success. At the end of this session, participants will be equipped with strategies to combat disengagement among first-year Latinx students. FRIDAY, MARCH 9, 2018 3:45 P.M. – 5:00 P.M. SERVING LATINA /O STUDENTS: EVOLVING ROLE OF THE COMMUNIT Y COLLEGE

Building “Equity Leaders” at Hispanic Serving Community Colleges through Critical Action Research Room: Saddleback A Presenters: Cynthia Villarreal Doctoral Student and Research Assistant University of Southern California, Rossier School Jordan Greer Project Specialist University of Southern California, Rossier School Román Liera Doctoral candidate University of Southern California, Rossier School

Scholarship on Hispanic Serving Institutions (HSIs) argues that administrators must become institutional agents for change and articulate what it means to be Hispanic serving (Garcia; Ramirez, 2015; Contreras, Malcom; Bensimon, 2008). The authors of this session will present participants with discussion of what it means to build “equity leaders” to make institutional transformation towards equity for Latinx students. Faculty, administrators and graduate students will learn how they can use action research to transform practices.

Room: Saddleback B

Eva Midobuche Professor Texas Tech University Rebecca Hite Assistant Professor Texas Tech University

STEM experiences that incorporate and value Latino cultural connections to the curriculum have been cited in developing students’ STEM interest, identity and persistence. This session will explore the need to restructure curriculum to reflect the contributions of young Latinas, thus allowing them to pursue STEM careers. This study explores the affordances of an adolescent Latina STEM club model utilizing Third Space Theory to create a carefully curated STEM curriculum focused on Latina contributions. FRIDAY, MARCH 9, 2018 3:45 P.M. – 5:00 P.M. PREPARING THE NEXT GENERATION OF LATINA /O STUDENTS: ACCESS, DELIVERY, WORKFORCE

An Understanding of Culture in Hispanic Marketing and Media Consumption Room: Saddleback C Presenters: Sindy Chapa Assistant Professor Florida State University Sean Sawicki Doctoral Student Florida State University

This session will provide a general overview on how culture impacts the Hispanic marketing industry in the U.S. Results from a 2017 national study conducted by researchers will be used to compare and understand the existence of cultural values across Hispanic segments and their behavioral effects. Specifically, the researchers aim to present how Hispanics’ core values differ across generations, levels of acculturation and educational status in addition to how these cultural values might affect the way Hispanics consume media and technology in their daily decision-making.

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CONFERENCE AGENDA MARCH 9, 2018 u 3:45 PM – 5:00 PM

FRIDAY, MARCH 9, 2018 FRIDAY, MARCH 9, 2018 3:45 P.M. – 5:00 P.M.

NATIONAL LEADERSHIP ACADEMY (NLA) POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

A Resourceful Approach to Advancing Equity, Fairness and Social Justice Room: Trabuco A Presenters: Carlos Nevarez Professor & Executive Editor California State University, Sacramento Sharon Lalla Vice President of Instruction Luna Community College Jeff Witt Diversity and Inclusion Specialist University of Michigan Jorge Delva Kristine A. Siefert Collegiate Professor of Social Work Michigan Institute for Clinical & Health Research Jennifer Lares Instructional Designer California State University, Long Beach

The increasing challenges marginalized students encounter on college campuses is significant. Presenters will share strategies, research, and narrative analysis about their experiences when creating, recognizing and/or engaging in equitable leadership for change about the following topics: technology’s role in advancing equity; ally diversity training; social determinants of health and mental health; navigating safe spaces and transformative leadership as an inclusive approach to leading. These topics will be discussed in light of advancing fairness and equity while discerning a case study scenario focused on the elimination of DACA (the Deferred Action for Childhood Arrivals program).

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13 TH ANNUAL NATIONAL CONFERENCE

FRIDAY, MARCH 9, 2018 3:45 P.M. – 5:00 P.M. POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

Tranzas and Interruptions along the PK-20 Educational Pipeline: Using Participatory Action Research to Challenge Educational Inequities Room: Trabuco B Presenters: Nancy Acevedo-Gil Assistant Professor California State University, San Bernardino Hector Garcia Undergraduate Student California State University, San Bernardino Mary McAllister-Parsons Doctoral Student California State University, San Bernardino Fernando Villalpando Doctoral Student California State University, San Bernardino

This session will use mixed methods to examine the college access and college choices of Latina/o students. The session will highlight a Participatory Action Research (PAR) project, which entailed a collaboration between California State University, San Bernardino and a local elementary school. After facilitating a discussion that addresses processes and challenges of PAR to increase educational opportunities, the session will conclude with the audience reflecting on possible PAR projects.

CONFERENCE AGENDA MARCH 9, 2018 u 3:45 PM – 5:00 PM FRIDAY, MARCH 9, 2018 3:45 P.M. – 5:00 P.M. POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

Developing Capacity Building Tools & Activities with the Texas Education Consortium for Male Students of Color

FRIDAY, MARCH 9, 2018 3:45 P.M. – 5:00 P.M. POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

Room: Trabuco C

Promoting Mathematics Education in Dual-Language Education Programs in Spanish Towards a Growing Understanding of Engineering

Presenters:

Room: Quail Hill

Emmet Campos Director University of Texas, Austin

Presenters:

Myra Barrera Research Associate University of Texas, Austin Luis Ponjuan Associate Professor Texas A&M University Victor Saenz Associate Professor University of Texas, Austin

This presentation will facilitate an interactive discussion on the Texas Education Consortium for Male Students of Color, its goals, and the next phase of the Consortium work: the development of Capacity Building Tools & Activities (CBTAs). Presenters will share the creation of the CBTA Matrix that is being implemented at four pilot sites (i.e., public school districts, community colleges and four-year institutions).

“The 2017 national conference provided me a space of validation, connection, and embrace of me as a whole person and scholar. The mentorship received and colleagueship exchanged are invaluable to me as I move forward in my career towards tenure and actualizing my potential to make an impact on our education system.”

Marialuisa Di Stefano Postdoctoral Research Fellow Utah State University Idalis Villanueva Assistant Professor Utah State University

This work addresses the lack of a national guidance for the integration of mathematics and engineering in the Dual Language Education (DLE) programs in Spanish. Participants will learn about the impact of DLE programs on Latina/o students, and explore potential guidelines and strategies to implement mathematics and engineering in DLE schools. Educators and program developers, advocating for the integration of STEM knowledge in DLE programs in their district(s)/school(s), would particularly benefit from this session. FRIDAY, MARCH 9, 2018 3:45 P.M. – 5:00 P.M. PREPARING THE NEXT GENERATION OF LATINA /O STUDENTS: ACCESS, DELIVERY, WORKFORCE

The Many Roles of an Educator: Fostering Agents of Change Within & Beyond the Classroom Room: Oak Creek Presenters: Alexia DeLeon Assistant Professor Lewis and Clark College Tami Tribitt Assistant Professor University of Redlands

This session will discuss a brief overview of the different roles we have as educators, including how we contribute to the safety and success of our Latina/o students. The presenters will introduce non-traditional methods of instruction that help nurture change agents and promote the safety and respect for difference in the classroom experience. Participants will learn about strategies used to facilitate safety and inclusion within diverse classrooms.

Desiree Zerquera Depar tment of Leadership Studies School of Education University of San Francisco 2017 Faculty Fellow

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CONFERENCE AGENDA MARCH 9, 2018 u 3:45 PM – 5:00 PM FRIDAY, MARCH 9, 2018 3:45 P.M. – 5:00 P.M.

FRIDAY, MARCH 9, 2018 3:45 P.M. – 5:00 P.M.

POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

SERVING LATINA /O STUDENTS: EVOLVING ROLE OF THE COMMUNIT Y COLLEGE

Assessment Toolbox: Designing Reliable Assessment to Improve Performance and Academic Success for Latinx Students

Planning for Latinx Equity in Hispanic Serving Community Colleges

Room: Shady Canyon

Presenters:

Presenter:

Adrian Trinidad Doctoral Student and Research Assistant Univ. of Southern California, Rossier School of Education

Javier Clavere Associate Professor, Faculty Assessment Fellow Berea College

What counts and what matters in assessment? Foucault’s concept of panopticism and its model of surveillance, tests the notion of evidence as improvement for student learning. Who dictates the rubric, the standards, the benchmarks? This presentation will explore techniques and procedures on how to create the Assessment Toolkit, and for whom. Participants will explore techniques to design their own psychometric properties of validity (tools measuring what they are supposed to measure), and reliability and consistency in assessment for LatinX students in the twenty-first century. FRIDAY, MARCH 9, 2018 3:45 P.M. – 5:00 P.M. POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

More than a Bridge: Designing a Comprehensive Success Program for First-Year Latinx Graduate Students Room: Woodbridge Presenters: Maritere Lopez Associate Professor & Director California State University, Fresno Andrea Cortes Project Assistant California State University, Fresno

The positive impact of discipline-specific bridge programs, graduate cohorts and other individual development opportunities for first-year graduate students has long been embraced. However, ongoing research suggests they might be insufficient to assure the degree attainment of Latinx, first generation and/or returning students. This session will focus on the development and assessment of a comprehensive, interdisciplinary year-long program offering the co-curricular, professional and personal support graduate students need to succeed in their first year and beyond.

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13 TH ANNUAL NATIONAL CONFERENCE

Room: Turtle Rock B

Chery Ching Postdoctoral Scholar and Research Associate Univ. of Southern California, Rossier School of Education

All California Community Colleges (CCCs), many of which are Hispanic Serving Institutions (HSIs), are required to have “student equity plans.” Findings from an analysis of whether and how HSI CCCs used the planning process as an opportunity to advance equity for Latinx students in developmental education and transfer will be presented, discussed and used in an activity. This session is especially relevant for HSI practitioners who will learn how to develop a Latinx-focused equity plan. FRIDAY, MARCH 9, 2018 3:45 P.M. – 5:00 P.M. SERVING LATINA /O STUDENTS: EVOLVING ROLE OF THE COMMUNIT Y COLLEGE

Boosting the Success of Latinx Community College Students in Developmental Education: The Dream Catchers Program in Texas Room: Turtle Rock C Presenter: Erin Doran Assistant Professor Iowa State University

This session presents data from the Dream Catchers program, a culturally relevant intervention for students in developmental education – 90% of whom are Latinx. Participants will learn about the program, hear students’ testimonios and learn strategies for serving Latinx students that can be applied in a variety of settings. This session is of interest to researchers, practitioners and administrators who want to know more about boosting success for developmental students in their first year of college.

CONFERENCE AGENDA MARCH 10, 2018 u 8:00 AM – 9:15 AM

SATURDAY, MARCH 10, 2018 SATURDAY, MARCH 10, 2018 8:00 A.M. – 9:15 A.M. SERVING LATINA /O STUDENTS: EVOLVING ROLE OF THE COMMUNIT Y COLLEGE

Serving Latina/o Students: Evolving Role of the Community College Room: Saddleback A Presenters: Guadalupe Corona Director Southwestern College Arthur Guaracha Counselor Southwestern College David Ramirez Counselor Southwestern College

This workshop focuses on the Latinx campus wide committee efforts to fully embrace short- and long-term collaborations to support students’ success by leveraging resources and closing the achievement gap. By providing campus wide programming, Latinx students have the opportunity to engage in campus activities while working alongside with employees, faculty and staff who aim at mentoring and supporting students.

SATURDAY, MARCH 10, 2018 8:00 A.M. – 9:15 A.M. CREATING PATHWAYS FOR LATINAS/OS IN THE STEM FIELDS

Maximizing Insights into Latinx STEM Pathways: A Demonstration of Compass (Comprehensive Analytics for Student Success) Room: Saddleback B Presenters: Joseph Morales Assistant Director for Strategic Initiatives and Partnerships University of California, Irvine Briandy Walden Associate Director, Student and Academic Services University of California, Irvine Michael Dennin Vice Provost of Teaching and Learning University of California, Irvine

This session gives a demonstration of a UCI initiative focused on undergraduate student success. Compass (Comprehensive Analytics for Student Success) brings relevant student data to campus advisors, faculty, and administrators, with the goal of providing actionable information to improve student outcomes. Presenters will focus on the STEM pathways of Latinx students. This session will benefit leaders and practitioners at Hispanic Serving Institutions and those interested in the potential of data analytics to advance Latinx student success.

“As a Mexicana aspiring to enter the professoriate in the coming years, I appreciate having a conference dedicated to supporting the success of emerging Latinx scholars via intentional mentoring and networking opportunities. Moreover, being in a space where the majority of people are scholars, look like you and potentially even share similar experiences as you, has the ability to be healing.” Tanya J. Gaxiola Serrano 2017 A AHHE Graduate Fellow

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CONFERENCE AGENDA MARCH 10, 2018 u 8:00 AM – 9:15 AM

SATURDAY, MARCH 10, 2018

SATURDAY, MARCH 10, 2018 8:00 A.M. – 9:15 A.M. MEETING THE NEEDS OF IMMIGRANT STUDENTS

SATURDAY, MARCH 10, 2018 8:00 A.M. – 9:15 A.M.

2018 LOS CAMINOS THESIS COMPETITION Room: Saddleback C FIRST PLACE WINNER: Alejandra Fuentes Master Student, Food Safety University of Texas, Rio Grande Valley Thesis Title: Genetic Variation in Two Economically Important Arthropod Vectors of Citrus Diseases SECOND PLACE WINNER: Yara I. Rosada Rivera Research Assistant, Food Safety North Carolina State University Thesis Title: Evaluation of Conventional and Organic Fungicides to Manage Foliar Disease in Yam (Dioscorea alata L) THIRD PLACE WINNER: Gabriela Solis Masters Student, Food Safety Texas State University Thesis Title: Detecting Presence or Absence of Alternative Splicing at The Superkdr Locus in Horn Fly, Haematobia irritans

Cultural Competency, the Antidote to Institutional Racism that Continues to Negatively Impact Students’ College Experience Room: Trabuco A Presenters: Inez González Perezchica Founding Director Latino Communications Institute – College of Communications California State Fullerton Rosa Heckenberg Director of Student Success Center Arkansas State University

This session will present two studies, 1) a quantitative study confirming the inf luence of high-quality encounters on students’ commitment to their educational goals and 2) a qualitative study on the campus climate and experiences of 25 undocumented students, including their encounters with faculty microaggressions. To address educational inequities, educational leaders must learn how to support students. Cultural competency training can combat institutional racism. Participants will discuss viability of a national campaign to promote faculty cultural competency on campus. SATURDAY, MARCH 10, 2018 8:00 A.M. – 9:15 A.M. PREPARING THE NEXT GENERATION OF LATINA /O STUDENTS: ACCESS, DELIVERY, WORKFORCE

Examining Trends in Postgraduate Plans among Latina/o Research Doctorate Earners Room: Trabuco B

“Attending AAHHE as a graduate student fellow was a transformative and humanizing experience for me.” José R. Del Real Viramontes 2016 A AHHE Graduate Fellow

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13 TH ANNUAL NATIONAL CONFERENCE

Presenters: Marcela Cuellar Assistant Professor University of California, Davis Alicia Garcia Graduate Student University of California, Davis

The number of Latina/os earning research doctorates has more than doubled in the last two decades. Yet, Latina/o representation among the professoriate has only increased incrementally. Expanding access to the professoriate is vital to advancing equity as well as ensuring postsecondary faculty reflect the growing Latina/o undergraduate population. Using national data, the presenters will review trends over the last 20 years on Latina/o PhD earners and postgraduate plans.

CONFERENCE AGENDA MARCH 10, 2018 u 8:00 AM – 9:15 AM SATURDAY, MARCH 10, 2018 8:00 A.M. – 9:15 A.M.

NATIONAL LEADERSHIP ACADEMY (NLA) PREPARING THE NEXT GENERATION OF LATINA /O STUDENTS: ACCESS, DELIVERY, WORKFORCE

Workforce Development for Whom: Is There a Need for a New LatinX Leadership Model? Room: Trabuco C Presenters: Michelle Rosemond Fellow School of Education Wanda Brown Bursar Mott Community College Javier Clavere Associate Professor Berea College Nicholas Natividad Assistant Professor New Mexico State University Mariam Lam Associate Vice Chancellor for Diversity and Inclusion University of California, Riverside

The presentation plan for Team 3 will consist of the use of a Poll Everywhere App to engage the audience in the learning process. The audience will be polled on no more than four questions related to the presentation topic before the presentation begins and again at the end of the presentation to see the real-time change in their level of understanding. A laptop and projector will be needed. Summary handouts listing key ‘gold’ nuggets of information will be handed out for the participants to take with them along with pieces of candy with various nuggets tied to them the participants can also take at will. SATURDAY, MARCH 10, 2018 8:00 A.M. – 9:15 A.M. POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

Neoliberalism, Latinos and Public Higher Education Room: Quail Hill Presenter: Ruben Martinez Director Michigan State University

To understand and promote the representation and presence of Latinos in public higher education it is important to take into account the shift from social democracy to neoliberalism and its attendant changes in the political

climate, public policies and the structures of opportunity. This paper provides an overview of the principal elements of neoliberalism and highlights their structural influences on Latinos and public higher education from funding issues to corporatization of the university. SATURDAY, MARCH 10, 2018 8:00 A.M. – 9:15 A.M. POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

First-Year Hispanic Retention and Dropout: What’s Really Needed to Increase Student Academic Success Room: Oak Creek Presenter: Omar López Associate Professor Texas State University

In this session, the presenter will engage participants in exploring findings from a study of first-year Hispanic retention and dropout at a select HSI. Participants will learn how to prove—or disprove—what Hispanic students need for firstyear academic success. The session is for administrators and staff managing student success programs, students interested in understanding first-year academic success, and researchers seeking ideas for program evaluation or publication using their institution’s data. SATURDAY, MARCH 10, 2018 8:00 A.M. – 9:15 A.M. POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

Latino College Students: A Trajectory in the Right Direction after Years of Despondency Room: Shady Canyon Presenters: Vincent Carales Assistant Professor University of Houston Amaury Nora Professor University of Texas, San Antonio

This session highlights the academic performance, persistence and degree completion of Latina/o students at a Hispanic Serving Institution. Presenters identified six assertions regarding Latina/o students and discuss empirical data that refutes these deficit narratives. The session will also include a critical discussion on ways to advance Latino student research utilizing asset-based frameworks. Participants interested in learning more about how the HSI context promotes or hinders Latina/o student outcomes are expected to benefit from this session. A AHHE | W W W. A AHHE.ORG

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CONFERENCE AGENDA MARCH 10, 2018 u 8:00 AM – 9:15 AM

SATURDAY, MARCH 10, 2018 SATURDAY, MARCH 10, 2018 8:00 A.M. – 9:15 A.M. POLICY, ASSESSMENT AND ACADEMIC PREPARATION: FACILITATING STUDENT SUCCESS

Reclaiming & Cultivating Intentional Excellence with Our Communities Room: Woodbridge Presenters: Louie Rodriguez Associate Professor University of California, Riverside Lorena Gutierrez Postdoctoral Scholar University of California, Riverside Franklin Perez Doctoral Student University of California, Riverside

This session foregrounds an empirical examination of excellence in K-12 schools to consider how excellence is cultivated in Southern California’s Inland Empire. Presenters draw from an in-depth exploration of excellence based on the voices of youth to suggest how stakeholders must intentionally produce conditions that facilitate educational excellence for student success. Attendees will experience youth led activities related to excellence and walk away with recommendations for policy and practice of excellence in education.

SATURDAY, MARCH 10, 2018 8:00 A.M. – 9:15 A.M. SERVING LATINA /O STUDENTS: EVOLVING ROLE OF THE COMMUNIT Y COLLEGE

Latinx Male Transfer Students: An Anti-Deficit Perspective on Persistence and Motivation Room: Turtle Rock B Presenters: Bryan Osorio Research Fellow San Diego State University Anthony Mota Research Fellow San Diego State University Oscar Duran Research Fellow San Diego State University

This session will share findings from an ongoing exploratory study on the experiences of Latinx male transfer students. Using an anti-deficit lens, the researchers sought to explore the motivational factors associated with persistence among these students. Participants will gain insights into the forms of capital that Latinx male transfer students use to navigate and overcome their challenges in transitioning from a community college to a four-year university. Two- and four-year educators and scholars will benefit. saturday, March 10, 2018 SATURDAY, MARCH 10, 2018 8:00 A.M. – 9:15 A.M. PREPARING THE NEXT GENERATION OF LATINA /O STUDENTS: ACCESS, DELIVERY, WORKFORCE

The Latina First-Generation College Graduates Psychosocial Support Model: A Constructivist Grounded Theory Room: Turtle Rock C Presenter: Angelica Tello Assistant Professor University of Houston, Clear Lake

Academically prepared Latina first-generation college students often face psychosocial challenges that create difficulties for college persistence. A Constructivist Grounded Theory was conducted to examine the psychosocial experiences of Latina first-generation graduates. The model that emerged encompasses the invalidating and validating support received by participants as they transitioned from high to college and post-bachelor’s degree. The model and its implications for college personnel will be discussed. Participants will also gain strategies to help their college transition.

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13 TH ANNUAL NATIONAL CONFERENCE

INSTITUTIONAL MEMBERS As of Januar y 18, 2018

A.T. Still University

California State University, East Bay

Colorado State University

Adelphi University

Hayward, CA

Garden City, NY

California State University, Fresno

Colorado State University, Global Campus

Kirksville, MO

Alamo Community College District

Fort Collins, CO

Greenwood Village, CO

Fresno, CA

Columbia Basin College

California State University, Fullerton

Pasco, WA

New Haven, CT

Fullerton, CA

Chicago, IL

Allan Hancock College

California State University, Long Beach

San Antonio, TX

Albertus Magnus College

Santa Maria, CA

Allegheny College Meadville, PA

Alverno College Milwaukee, WI

Arizona State University, Tempe Campus Tempe, AZ

Arizona Western College Yuma, AZ

Atlantic University College Guaynabo, PR

Apollo Education Group Phoenix, AZ

Austin Community College District Austin, TX

Bronx Community College Bronx, NY

California Lutheran University Thousand Oaks, CA

California State Polytechnic University, Pomona Pomona, CA

California State University, Bakersfield Bakersfield, CA

California State University, Channel Islands Camarillo, CA

California State University, Dominguez Hills Carson, CA

Long Beach, CA

California State University, Los Angeles Los Angeles, CA

California State University, Monterey Bay Seaside, CA

California State University, Northridge Northridge, CA

California State University, Sacramento Sacramento, CA

California State University, San Bernardino San Bernardino, CA

Cambridge College Cambridge, MA

Chapman University Orange, CA

City College 21st Century Foundation Inc. New York, NY

City University of New York Brooklyn, NY

Coleman University San Diego, CA

College of Southern Idaho Twin Falls, ID

College of Southern Nevada Las Vegas, NV

Colorado School of Mines Golden, CO

Columbia College Chicago Community College of Denver Denver, CO

Community College of Rhode Island Warwick, RI

Dallas County Community College District System Dallas, TX

Dominican College Melville, NY

Eastern Connecticut State University Willimantic, CT

El Paso Community College El Paso, TX

Estrella Mountain Community College Avondale, AZ

Florida Gulf Coast University Fort Meyers, FL

Florida International University Miami, FL

Florida National University Hialeah, FL

Florida State University Tallahassee, FL

Fresno Pacific University Fresno, CA

Frontier Nursing University Lexington, UT

Galveston College Galveston, TX

Gateway Community College Phoenix, AZ

A AHHE | W W W. A AHHE.ORG

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INSTITUTIONAL MEMBERS As of Januar y 18, 2018

Glendale Community College

Maricopa County Community College District

Northwestern Health Sciences University

Goodwin College

Tempe, AZ

Bloomington, MN

East Hartford, CT

Marquette University

Palo Alto College

Goshen College

Milwaukee, WI

San Antonio, TX

Goshen, IN

Medgar Evers College

Palomar College

Grace College and Seminary

Brooklyn, NY

San Marcos, CA

Winona Lake, IN

Mercy College

Harper College

Dobbs Ferry, NY

Paradise Valley Community College

Palatine, IL

Mesa Community College

Phoenix, AZ

Hillsborough Community College

Mesa, AZ

Prescott College

Metropolitan State College of Denver

Prescott, AZ

Housatonic Community College

Denver, CO

Houston, TX

Bridgeport, CT

MGH Institute of Health Professions

Rio Salado College

Gary, IN

Boston, MA

Inter-American University of Puerto Rico, Metropolitan Campus

Miami Dade College

Rochester Institute of Technology

Miami, FL

Rochester, NY

National University System

Roger Williams University

San Juan, PR

LaJolla, CA

Bristol, RI

Iowa Valley Community College

Nassau Community College

Rutgers University

Marshalltown, IA

Garden City, NY

New Brunswick, NJ

Kansas State University

Naugatuck Valley Community College

Sam Houston State University

Kingsborough Community College

Waterbury, CT

San Antonio College

New Jersey City University

San Antonio, TX

Brooklyn, NY

Jersey City, NJ

San Diego Mesa College

Lafayette College

New Mexico State University, Carlsbad

San Diego, CA

Lamar University

Carlsbad, NM

San Diego, CA

Beaumont, TX

New York College of Health Professions

Glendale, AZ

Tampa, FL

Indiana University, Northwest

Manhattan, KS

Easton, PA

Laredo Community College Laredo, TX

Syosset, NY

Lewis University

Northeast Ohio Medical University

Romeoville, IL

Lone Star College System The Woodlands, TX

Los Angeles Community College District

Rootstown, OH

Northeastern Illinois University Chicago, IL

Northern Arizona University

Los Angeles, CA

Flagstaff, AZ

Loyola Marymount University

Northwestern College

Los Angeles, CA

Orange City, IA

Rice University

Tempe, AZ

Huntsville, TX

San Diego State University San Jacinto College District Pasadena, TX

San Jose State University San Jose, CA

Santa Monica College Santa Monica, CA

Seton Hall University South Orange, NJ

Seward County Community College Liberal, KS

South Mountain Community College Phoenix, AZ

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13 TH ANNUAL NATIONAL CONFERENCE

INSTITUTIONAL MEMBERS As of Januar y 18, 2018

South Suburban College

The Citadel

South Holland, IL

Charleston, SC

South Texas College

The University of Scranton

Greensboro, NC

McAllen, TX

Scranton, PA

University of Northern Colorado

Southeast Missouri State University

The University of Texas, El Paso

Greeley, CO

Cape Girardeu, MD

El Paso, TX

Southern Adventist University

The University of Texas, Health Science Center at Houston

San Juan, PR

Houston, TX

University of San Diego

The University of Texas, Rio Grande Valley

San Diego, CA

Edinburg, TX

Arlington, TX

Collegedale, TN

Southern Illinois University, Edwardsville Edwardsville, IL

Southern New Hampshire University Manchester, NH

Trinity University

Southern University of Law Center

San Antonio, TX

Baton Rouge, LA

Universidad del Sagrado Corazon

University of North Carolina, Greensboro

University of Puerto Rico-Rio Piedras Campus University of Richmond Richmond, VA

University of Texas, Arlington University of Texas, Austin Austin, TX

University of Texas, Health Science Center at San Antonio

Southwestern College Community College District

San Juan, PR

Chula Vista, CA

Fayetteville, AP

University of Texas, San Antonio

St. Edward’s University

University of Bridgeport

San Antonio, TX

Austin, TX

Bridgeport, CT

University of the Incarnate Word

Sul Ross State University

University of California, Irvine

San Antonio, TX

Alpine, TX

Texas A&M University, Corpus Christi Corpus Christi, TX

Texas A&M University, Kingsville Kingsville, TX

University of Arkansas

Irvine, CA

University of Wisconsin, Madison

University of California, Riverside

Madison, WI

Riverside, CA

Utica, NY

University of California, San Diego

Texas A&M University, San Antonio

La Jolla, CA

San Antonio, TX

Dayton, OH

Texas Christian University

University of Houston

Fort Worth, TX

Houston, TX

Texas State University, San Marcos

University of Michigan

San Marcos, TX

Texas Tech University

University of Missouri, System

Lubbock, TX

Columbia, MO

The California State University

University of North Carolina, Charlotte

Long Beach, CA

San Antonio, TX

University of Dayton

Utica College Vanguard University of Southern California Costa Mesa, CA

Warner Pacific College Portland, OR

West Texas A&M University Canyon, TX

Ann Arbor, MI

Charlotte, NC

A AHHE | W W W. A AHHE.ORG

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RECRUITING FACULTY AS DIVERSE AS OUR STUDENTS The California State University offers specialized career opportunities in a wide range of disciplines at its 23 campuses throughout the state. Our Faculty prepare students for success through leadingedge programs, high quality teaching, research, and scholarly activity.

Visit CALSTATE.EDU/CAREERS to learn how you can accelerate your career and educate the next generation of industry leaders and scholars. BAKERSFIELD • CHANNEL ISLANDS • CHICO • DOMINGUEZ HILLS • EAST BAY • FRESNO • FULLERTON • HUMBOLDT LONG BEACH • LOS ANGELES • MARITIME • MONTEREY BAY • NORTHRIDGE • POMONA • SACRAMENTO • SAN BERNARDINO SAN DIEGO • SAN FRANCISCO • SAN JOSÉ • SAN LUIS OBISPO • SAN MARCOS • SONOMA • STANISLAUS

INDIVIDUAL MEMBERS As of Januar y 18, 2018

Kathleen Abowitz

Jaime Chahín

Department of Education Leadership Miami University

Dean, College of Applied Arts Texas State University, San Marcos

José M. Aguilar

Stephen Keith Chapes

Assistant Professor California State Poly University, Pomona

Professor of Biology Kansas State University

Mercedes Aguirre Batty

Ph.D. Candidate University of Wisconsin-Madison

Dean of Arts, Humanities, and Social Sciences Sheridan College

Ryan E. Alcantara V.P. of Student Affairs/Dean of Students Marymount California University

Lizette “Lucha” Arévalo Doctoral Candidate UC Riverside

Miguel Bedolla Director of the Pathway to the Health Professions UTSA

Estela Bensimon Director and Professor of Higher Education University of Southern California

Haro Bianca Doctoral Candidate University of California

Maria Bryant Professor of Sociology College of Southern Maryland

Jorge Burmicky Graduate Assistant UT-Austin

Judith Flores Carmona Assistant Professor New Mexico State University

Jason Casellas Associate Professor University of Houston

Wendy Castillo Graduate Assistant University of Pennsylvania

Carlos CastilIo-Chavez Executive Director Arizona State University

Laura Chavez-Moreno

Valerie Crespin-Trujillo Research Assistant University of Wisconsin-Madison

Marta Cronin V.P. of Academic Affairs Indian River State

Karen Dace Vice Chancellor Indiana University

Cynthia Davalos Chief of Staff University of California, San Diego

Linda De Jong Senior Adjunct Professor University of La Verne

Marialuisa Di Stefano Postdoctoral Research Fellow Utah State University

Walter Diaz Interim V.P. for Student Affairs Eastern Connecticut State University

Erin Doran Assistant Professor Iowa State University

Antonio Duran Doctoral Student The Ohio State University

Marita Esposito Assistant Dean MCPHS University

Antonio Estudillo Assistant Professor Monmouth University

Maruth Figueroa Director CSU Dominguez Hills

Stella Flores-Montgomery Associate Professor/Associate Dean New York University

Eugene Fujimoto Professor California State University, Fullerton

Raul Gamez Ph.D. Student University of Michigan

Carmen Garcia Assistant Director of Finance and Budget Western University of Health Sciences

Natalia Garcia Sr Project Coordinator University of Texas San Antonio

Lisa Garza Director of University Planning and Assessment Texas State University-San Marcos

Mia Reinoso Genoni Dean of Westhamton College University of Richmond

Michael Gold-Bliss International Higher Education Texas A&M University

Virgen Gonzales

PhD Student University of San Diego

Chief Diversity Inclusion & Community Engagement Officer Framingham State University

Edelmiro Escamilla

Mary Gonzalez

Briselda Elenes

Assistant Professor Texas A&M University

AVP-TRIO Programs Texas A&M University King

Corina Espinoza

Ara Grimaldo

Lecturer University of California Irvine

Ph.D. Student TAMU-Commerce

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INDIVIDUAL MEMBERS As of Januar y 18, 2018

Tito Guerrero III

Sylvia Hodge

Velma Menchaca

Vice President Middle States Commission on Higher Education

Doctoral Fellow Loyola Marymount University

Professor/Department Chair University of Texas, Rio Grande Valley

Mary Hohing

Carlos Morales

Lorena Guitierrez

Director University of Maryland Baltimore

President TCC Connect Campus

Olga Inglebritson

Carolyn Morales

Associate Director The Evergreen State College

Director The Ohio State University

Sara Kaufman

Tomás Morales

Communications Manager Ross University

President CSU, San Bernardino

Gary Keller

Ernesto Moralez

Director & Regents’ Professor Arizona State University

Assistant Professor New Mexico State University

Amy Lanoie

Molly Morin

Employment Coordinator Roger Williams University

Ph.D. Candidate University of Maryland College Park

Anthony Marin

Pedro Nava

Director, Student Affairs New Mexico State University

Assistant Professor Mills College

Postdoctoral Scholar UC Riverside

Rebecca Gutierrez-Keeton AVP & Dean of Students California State Polytechnic University, Pomona

John A. Guzman Vice President for Academic Planning Boricua College

Arturo Hernandez College Counselor Canada College

Juan Hernandez Educator Y.I.S.D

HAS MANY VOICES. What makes our Valley such a powerful learning ground for student success is the diversity we celebrate at Fresno State. In every voice we hear opportunity—the kind that equips students to transform communities and empowers them to become the next generation of leaders in an increasingly complex world. Along the way, the most unique student needs are met with equity and innovation. That opportunity begins when 70 percent of our students are first in their family to attend college, and 75 percent receive valuable grants and scholarships … so nothing holds them back.

Where BOLD begins. www.fresnostate.edu/bold 44

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INDIVIDUAL MEMBERS As of Januar y 18, 2018

Cabrera Nolan

Elizabeth Rodas

Estebon Soto

Associate Professor University of Arizona

Assistant Professor Montclair State University

Director Community College of Baltimore County

Eli Rene Ochoa

James Rodriguez

Michael Soto

Manager M7 Development, LLC

Professor California State University, Fullerton

Associate V.P. Trinity University

Loui Olivas

Marisol Rodriguez

Idalis Villanueva

Professor Emeriti Arizona State University

Professor Miami Dade College

Assistant Professor The University of Texas at San Antonio

Guillermo Ortega

Andrea Romero

Fernando Villapando

Research Assistant University of Houston

Professor University of Arizona

Nancy Ortiz

Diana Ros

Education Leadership California State University, San Bernardino

Student University of California, Berkeley

Associate Professor University of Connecticut

Fabian Pacheco

Victor Sáenz

PhD Student University of California Santa Barbara

Associate Professor Higher Education University of Texas, Austin

Victor Villareal

Michelle Segovia

Joanna Wamsley

Ph.D. Candidate Texas A&M University

V.P. for Finance and Deputy Treasurer Arizona State University

Eva Serrano

Diana Wright

Dean, Latino/a Initiatives Aurora University

Director of Facilities St. Petersburg College

Carolina Silva

Yolanda Zepeda

Research Assistant Washington State University

Assistant Vice Provost for Diversity & Inclusion Ohio State University

Elizabeth Palacios Dean of Student Development Baylor University

Oscar Patron Research Associate University of Pittsburgh

David Pèrez II Assistant Professor Miami University

Joanna Perez Assistant Professor California State University, Dominguez Hills

Michele Siquerios President Campaign for College Opportunity

Patricia Pèrez

Anthony Villareal Research Assistant San Diego State University

Assistant Professor The University of Texas at San Antonio

Jenny Zorn Provost & V.P. for Academic Affairs California State University, Bakersfield

Professor California State University, Fullerton

Michael Pretes Professor of Geography University of North Alabama

Ernest Ramirez Instructor of Government Wharton County Junior College

Louis Reyes EOP Director SUNY Delhi

Osmara Reyes Osorio Interim Director Marymount California University

Irene Robles-Lopez

“The 2017 AAHHE Faculty Fellowship Program was a wonderful experience. I met other scholars working hard to transform society for mi gente in this country. I was able to attend AAHHE sessions and received excellent mentoring and support towards my professional goals as a social justice scholar.” Juan A . Freire 2017 Faculty Fellow

V.P. of Student Development Pima Community College A AHHE | W W W. A AHHE.ORG

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AAHHE L ATINO/A STUDENT SUCCESS INSTITUTE PRESENTERS

Luis Ponjuan, Institute Chair Associate Professor University of Florida

Luis is currently an associate professor in the College of Education at the University of Florida. In this position, he has developed a comprehensive research agenda focused on equity and access in higher education for underrepresented students and faculty of color. He has three primary strands that focus on these interrelated issues: improving undergraduate women and students of color attitudes about pursuing careers in STEM graduate fields through early immersion research laboratory experiences, understanding the Latino and African American males’ pathways to higher education (i.e., PK-16) and the institutional policies and practices that influence the work lives of faculty of color and women faculty in higher education. Coupled with his research agenda, he has an active grant writing process. In the last three years, he has acquired approximately $144,000 in grant funds from Howard Hughes Medical Institute and the University of Florida’s Division of Sponsored Research. While Luis has achieved relative success in publishing and obtaining research grants, he contributed my success based on his doctoral education training. He earned his PhD from the Center for the Study of Higher and Postsecondary Education (CSHPE) at the University of Michigan with the support and guidance of Dr. Sylvia Hurtado. Luis earned his Master of Science in higher education from The Florida State University and Bachelor of Science in psychology from the University of New Orleans. Luis is a first generation immigrant born in La Habana, Cuba. He is most grateful to his parents (Luis and Martha Ponjuan) for their sacrifices and unyielding support to provide their children the opportunity to achieve and succeed.

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Edith Fernández, Institute Co-Chair Associate Vice President Nevada State College

Edith Fernández is a proven administrative professional skilled in building relationships with community leaders, elected and government officials. She has substantial experience in the field of higher education with expertise in institutional research, student success initiatives and strategic collaborations as well as significant marketing and organizational leadership skills. She has built a reputation as a tireless advocate for postsecondary education. As district director for Congressman Steven Horsford, she monitored federal legislation and integrated the Congressman’s legislative plan with district activities. She has been sought out to conceptualize, build and open new offices across a variety of public industries. She recently joined Nevada State College as an associate vice president. Her career in higher education spans 25 years working with community college and university students with experiences in financial aid, admissions, academic advising, service learning, study abroad, residence life and student life. She sailed across the world to nine countries with 600 undergraduates on a ship. She has also worked at the University of Michigan and a premiere HSI in Texas overseeing an array of student life programs to include a study abroad and a women’s resource center, student organizations, campus activities board, Greek life, diversity and leadership initiatives. Dr. Fernández is a quantitative and qualitative researcher. She has been a PI for research projects focused on intercultural competence, intercultural learning skills and civic engagement on a global scale. Her current research focuses on humanizing diversity work, student achievement and HSIs. Edith is a proud alumna of the University of Nevada, Reno. She received her PhD in higher education from the University of Michigan, an EdM from the Harvard Graduate School of Education and a MPA from UNLV.

AAHHE L ATINO/A STUDENT SUCCESS INSTITUTE PRESENTERS

Chrystal Anderson Client Relations Specialist Educational Testing Service

Gina Garcia Assistant Professor University of Pittsburgh

Chrystal Anderson is a client relations specialist for the Criterion Online Writing Evaluation Service, based at Educational Testing Service in Princeton, New Jersey. In this role, she builds relationships with educators and administrators using the Criterion service. She responsible for the successful training, implementation and renewal of accounts for institutions using Criterion.

Dr. Gina Ann Garcia is an assistant professor in the department of Administrative and Policy Studies at the University of Pittsburgh, where she teaches master’s and doctoral students pursuing degrees in higher education and student affairs. Her research centers on issues of equity and justice in higher education with an emphasis on three core areas: Hispanic Serving Institutions, Latinx college students, and race and racism in higher education.

Chrystal’s work with Criterion for the past decade has influenced institutions across the country. She manages K-12 and college and university institutions located in California, the Mid-Atlantic and Southern United States, Alaska and the U.S. Virgin Islands.

She looks specifically at the way organizational members at HSIs construct a racialized HSI identity, focusing on how they come to serve minoritized populations, including Students of Color, low-income students, undocumented students, and first generation college students. She deconstructs the structural and organizational elements that must be in place in order to transform organizations that are inherently oppressive into equitable and inclusive spaces for these minoritized populations.

She has a bachelor’s degree from Rutgers University, and a master’s in business administration with a focus on global leadership and entrepreneurship from Regent University. The most satisfying part of her work is seeing students improve their writing ability, which is a foundational skill that will serve them for the rest of their lives. Chrystal was recently quoted in an article about the Criterion Service that was published in Diverse Issues in Higher Education Magazine. In it, she states, “Writing is a learned skill that requires guided practice…That’s where ETS believes our Criterion online writing tool can help students and institutions overcome nonacademic obstacles that hinder student success.”

Dr. Garcia has made numerous presentations at national conferences, including the American Educational Research Association (AERA), Association for the Study of Higher Education (ASHE), and ACPA College Student Educators International, and co-authored multiple publications in top journals including American Educational Research Journal, The Review of Higher Education, and Journal of Diversity in Higher Education. Dr. Garcia is the principal investigator for the Midwest HSI Study, partially funded by Penn’s Center for Minority Serving Institutions and supported by postdoctoral fellowships from the Ford Foundation and a National Academy of Education/Spencer postdoctoral fellowship. Dr. Garcia graduated from California State University, Northridge with a bachelor’s degree in marketing and the University of Maryland, College Park with a master’s degree in college student personnel. She graduated from University of California, Los Angeles with a PhD in higher education and organizational change.

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AAHHE/ETS SEMINAR CULTUR ALLY RELEVANT ASSESSEMENT TOOLS, IMPLICATIONS FOR POLICY The data are clear. For the next three decades, the majority of new racially and ethnically diverse student enrollments in institutions of higher education will come from the Latinx student community. This cohort represents the largest and fastest growing millennial and post-millennial (under age 18) racially and ethnically diverse group in the United States. Yet, the U.S. higher education system continues to perform inequitably for Latinx when compared to White students. Critically-oriented scholars are challenging current assessment tools and policies, which perpetuate racialized policies and deficit thinking practices that systematically disadvantage Latinx, African American and Indigenous students. This seminar will discuss Latinx cultural assets, as well as strategies, tools and policy/advocacy considerations, which can assist higher education systems and institutions to systemically improve their ability to close educational equity gaps.

Richard J. Tannenbaum Principal Research Director Research and Development ETS

Richard J. Tannenbaum is a principal research director in the Research and Development Division of Educational Testing Service (ETS). In this role, Richard has strategic oversight for multiple Centers of Research that include more than 100 directors, scientists and research associates. These Centers address foundational and applied research in the areas of academic-to-career readiness [e.g., research that (a) targets the transition from high school to higher education (including technical education/training programs) and the workforce, and (b) supports success in these sectors]; English language learning and assessment (both domestic and international); and K-12 student assessment and teacher credentialing. Prior to this position, Richard was the senior research director for the Center for Validity Research at ETS. In this capacity, Richard oversaw research supporting the validity evidence associated with score use and score interpretation for several of ETS’s major testing programs. Richard also co-directed a Validity Initiative, which conducted innovative research in various areas related to validity.

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Richard has also held the title of director of Licensure and Certification Research at ETS where his primary responsibilities included providing measurement expertise in support of educator credentialing and building both standard-setting capabilities and a standard-setting research agenda. Richard earned the ETS Presidential Award for Extraordinary Accomplishments for his innovative design and implementation of a multistate standard-setting process. Richard holds a PhD in Industrial/Organizational Psychology from Old Dominion University. He has published numerous articles, book chapters and technical papers. His areas of expertise include assessment development, licensure and certification, standard setting and alignment and validation.

AAHHE/ETS SEMINAR CULTUR ALLY RELEVANT ASSESSEMENT TOOLS, IMPLICATIONS FOR POLICY

Estela Mara Bensimon Professor of Higher Education USC Rosier School of Education & Co-Director of the Center for Urban Education

Estela Mara Bensimon, EdD, is a professor of higher education at the USC Rossier School of Education and Co-Director of the Center for Urban Education, which she founded in 1999. Bensimon applies her knowledge on organizational learning, leadership, and equity on the ground, at colleges and universities in several states. With a singular focus on increasing equity in higher education outcomes for students of color, she developed the Equity Scorecard—a process for using inquiry to drive changes in institutional practice and culture. Since its founding, CUE has worked with thousands of college professionals—from presidents to faculty to academic counselors, helping them take steps in their daily work to reverse the impact of the historical and structural disadvantages that prevent many students of color from excelling in higher education. The innovative Equity Scorecard process takes a strengths-based approach starting from the premise that faculty and administrators are committed to doing “the good.” CUE builds upon this premise by developing tools and processes that empower these professionals as “researchers” into their own practices, with the ultimate goal of not just marginal changes in policy or practice, but shifts on those campuses towards cultures of inclusion and broad ownership over racial equity.

Dr. Bensimon has published extensively about equity, organizational learning, practitioner inquiry and change; and her articles have appeared in journals such as the Review of Higher Education, Journal of Higher Education, Liberal Education, and Harvard Educational Review. Her most recent publications include a co-edited book Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice. She is also the co-editor of Critical Perspectives on Race and Equity, a special issue of the Review of Higher Education. Dr. Bensimon has held the highest leadership positions in the Association for the Study of Higher Education (President, 2005-2006) and in the American Education Research Association, Division on Postsecondary Education (Vice-President, 1992-1994). She has served on the boards of the American Association for Higher Education and the Association of American Colleges and Universities. She is the current Chair of AERA’s Social Justice and Action Committee. In 2011, she was inducted as an AERA Fellow in recognition of excellence in research and in 2013 she received the Association for the Study of Higher Education Research Achievement Award. She is a recipient of the USC Mellon Mentoring Award for faculty and Distinguished Service Award from the Association for the Study of Higher Education. Dr. Bensimon was associate dean of the USC Rossier School of Education from 1996-2000 and was a Fulbright Scholar to Mexico in 2002. She earned her doctorate in higher education from Teachers College, Columbia University.

Dr. Bensimon is the principal investigator of Equity in Excellence in Colorado, a place-based project funded by the Ford Foundation and Bill and Melinda Gates Foundation. She is also the principal investigator for the Equity Scorecard Initiative in the Pennsylvania State System of Higher Education. In 2007, Professor Bensimon received a grant from the Ford Foundation to organize a series of institutes on the use of critical research methods for over 100 young scholars of equity in higher education.

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AAHHE/ETS SEMINAR CULTUR ALLY RELEVANT ASSESSEMENT TOOLS, IMPLICATIONS FOR POLICY

Tomás D. Morales President California State University, San Bernardino

Tomás D. Morales was selected as the president of California State University, San Bernardino in May 2012. He is the university’s fourth president since it opened in 1965. Previously, Morales was president of the College of Staten Island, The City University of New York (CUNY), since 2007. From 2001 to 2007, Morales served in various capacities at California State Polytechnic University, Pomona, including provost and vice president for Academic Affairs, vice president for Student Affairs, and professor of education. While at Cal Poly Pomona, he established the Kellogg Honors College, realigned the division of Academic Affairs and played a key role in completing a $23 million expansion of the Bronco Student Center. In addition, Morales helped faculty secure a $3.5 million National Science Foundation ADVANCE grant to create a universitywide program for the recruitment and development of diverse faculty in the STEM fields. Morales also served as a principal investigator of a six-year $12 million comprehensive teacher reform grant from the U.S. Department of Education. Prior to joining Pomona, Morales was vice president for Student Affairs and dean of students at The City College of New York/CUNY from 1994 to 2001. He provided strategic leadership, restructured the Student Services Corporation, and implemented a new student-centered model for the division of Student Affairs. From 1992 to 1994, Morales was assistant dean of the School of Education at the State University of New York (SUNY), New Paltz. He holds a Bachelor of Arts in history from SUNY, New Paltz, and earned his Master of Science and Ph.D. in educational administration and policy studies from SUNY, Albany. Having served as an educator and administrative leader in higher education for more than 37 years, he is one of the few higher education administrators in the United States who has held senior administrative positions at the three largest public university systems in the nation: The California State University, The State University of New York, and The City University of New York. Morales is actively involved with several national organizations. He is a board member of the American Association of State

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Colleges and Universities and will become the organization’s chair in 2014. He also was co-chair of AASCU’s National Task Force on College Readiness, which recently released the report, “Serving America’s Future: Increasing College Readiness,” a comprehensive examination that advocates approaches for public institutions to take. In addition, Dr. Morales serves as vice chair of the Governing Board of the Hispanic Association of Colleges and Universities, and as a member of the board of directors of the American Council on Education. He previously served on the Executive Committee of the Coalition of Urban and Metropolitan Universities, the American Council on Education’s Commission on Racial and Ethnic Equity, and the National Information and Communication Technology Literacy Policy Council. In New York, Morales was actively involved in the educational and economic development of the community. He was appointed by Mayor Michael Bloomberg to the New York City Panel on Educational Policy, and was a member of the Board of Directors of the Staten Island Foundation, SINY Inc., the Staten Island Chamber of Commerce, and A Vision for Staten Island. He also was a member of the Staten Island Academy Board of Trustees, and an Ambassador with the Immigrant Entrepreneur Program of the Staten Island Economic Development Corporation. In May 2012, he was awarded an honorary doctorate of humane letters from his alma mater SUNY, New Paltz, where he was the featured commencement speaker. In recognition for his service to education and his passion for the sport, the baseball field at the College of Staten Island was named in his honor as the Tomás D. Morales Baseball Field. His lifelong dedication to improving the access and quality of public higher education has been recognized with numerous awards, including the Distinguished Leader in Education award from Education Update; the Lifetime Achievement Award in Education from the New York League of Puerto Rican Women, Inc.; Effective Leadership Golden Age Award from the Latino Center on Aging; Latino Trendsetter Award at the United Nations; the IMAGEN Certificate Award from U.S. Citizenship and Immigration Services; the Professional Achievement Award from Boricua College; the Hispanic Leadership Award from the Boy Scouts of America; the Outstanding Leadership in the Service of Youth Award by the National Honor Society at Susan E. Wagner High School; and the Louis R. Miller Award from the Staten Island Chamber of Commerce and Staten Island Advance. Tomás and his wife Evy have been married for 41 years. They have three grown children (sons Thomas and Omar Morales, daughter Amanda Jimenez) and three grandchildren (Isabella Rose Morales, Sophia Lily Morales and Danica Noelle Jimenez).

AAHHE/ETS SEMINAR CULTUR ALLY RELEVANT ASSESSEMENT TOOLS, IMPLICATIONS FOR POLICY

Cristóbal Rodríguez

Laura I. Rendón

Associate Professor of Educational Leadership & Policy Studies, Director of Graduate Studies School of Education, Howard University

Professor Emeriti University of Texas, San Antonio

Laura I. Rendón is professor emerita and co-director of the Center for Research and Policy in Education at University of Texas-San Antonio. A native of Laredo, Texas Rendón’s scholarly endeavors have focused on college access and success especially for low-income, firstgeneration students. Rendón is credited with developing the theory of validation that academic and student affairs practitioners have employed as a student success framework. Student success themes are found in three books where she serves as co-editor: The Latino Student Guide to STEM Careers; New Directions in Hispanic College Student Assessment and Academic Preparation and Hispanic College Students Move Forward: Policies, Planning and Progress in Promoting Access. Rendón is also a teaching and learning thought leader. She is the author of the book, Sentipensante (Sensing/ Thinking Pedagogy): Educating for Wholeness, Social Justice and Liberation, that addresses deep, holistic learning and its relationship to social justice. Rendón has delivered keynote addresses at national and international conferences, and she has conducted faculty and staff development workshops at two- and four-year colleges. In 2013 the Texas Diversity Council awarded Rendón the title of being one of the Most Powerful and Inf luential Women in Texas. Rendón has also been a fellow of the Fetzer Institute and is currently a fellow of the Mind and Life Institute. Rendón earned a PhD from the University of Michigan, Ann Arbor. She holds a Master of Arts from Texas A&M University-Kingsville and a Bachelor of Arts from the University of Houston. Rendón earned an Associate of Arts from San Antonio College and also attended Laredo Community College.

Cristóbal Rodriguez provides expertise in education research, evaluation and policy analysis from a critical lens. Being born and raised in El Paso, and along with this educational background with a Bachelor of Arts in foreign languages with an emphasis in German and Spanish, and a Master of Arts in curriculum and instruction, provided Cristóbal with a strong foundation towards his doctoral aspirations. More specifically, influenced by his professional experiences in secondary and post-secondary education in serving and preparing diverse students for academic success, Cristóbal’s research interests are on education policies that influence educational opportunity throughout the educational pipeline, particularly for settings with concentrated diverse demographics, such as the U.S. Southwest Borderlands. Although Cristóbal’s recent work applies quantitative analyses to critical questions, his dissertation applied mixed methods to understand access and success of Borderland Latina/o students at Texas flagship and Borderland universities amidst the Top 10% Admissions Plan. Other works have also included qualitative analyses to understand the lived experiences of undocumented high school and college students amidst Texas accountability and financial aid policies. Additionally, Cristóbal’s doctoral training also included work and collaborations with organizations such as the Texas Center for Education Policy, under Angela Valenzuela; the University of Texas-Austin Education Research Center, under Pedro Reyes; and the Headquarters of the University Council for Educational Administration (UCEA), under Executive Director Michelle Young. Cristóbal has the honor of being the UCEA Associate Director of Graduate Student Development, and had the recognition of the American Association for Hispanics in Higher Education as a 2010 Faculty Fellow and as a 2010 Dissertation Competition Semifinalist. Cristobal’s most recent work as been published in the book Linguistic Minority Students Go to College (2012), edited by Yasuko Kanno and Linda Harklau, as well as published in the Harvard Journal for African American Policy (2011) and the Journal of Latinos and Education (2011). A AHHE | W W W. A AHHE.ORG

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Daniele C. Struppa President Chapman University

Daniele C. Struppa became president of Chapman University September 1, 2016. Previously, Dr. Struppa held the position of Chancellor at Chapman University for the last nine years. Daniele C. Struppa, PhD, joined Chapman University in 2006 as provost, responsible for creating and implementing academic priorities for the University and for the allocation of resources to support those priorities. In 2007, with the addition of further leadership responsibilities, he was appointed as Chapman’s first chancellor. Dr. Struppa came to Chapman University from George Mason University, where he served as director of the Center for the Applications of Mathematics, as chair of the Department of Mathematical Sciences, and as associate dean for graduate studies. In 1997, he was selected dean of George Mason’s College of Arts and Sciences. Prior to his tenure at George Mason, Dr. Struppa held positions at the University of Milano (Milan, Italy), the Scuola Normale Superiore (Pisa, Italy) and the University of Calabria (Calabria, Italy). Dr. Struppa earned his laurea in mathematics from the University of Milan, Italy in 1977, and received his doctorate degree in mathematics from the University of Maryland, College Park, in 1981. In recognition of his work, he has been awarded the Bartolozzi Prize from the Italian Mathematical Union (1981), and the Matsumae Medal from the Matsumae International Foundation of Tokyo (1987). In 2006, the BIO-IT Coalition (a non-profit organization based in Washington, D.C., and dedicated to the support of bioinformatics) established a new prize in Dr. Struppa’s honor – the “Professor Daniele Struppa Award” – which is designed to honor high school teachers in math, science and technology. Dr. Struppa is the author of more than 200 refereed publications, and he is the editor of several volumes. He has edited or co-authored more than ten books, including Bicomplex Holomorphic Functions (2015), Regular Functions of a Quaternionic Variable (2013), Noncommutative Functional Calculus: Theory and Applications of Slice Hyperholomorphic Functions (2011), Analysis of Dirac Systems and Computational Algebra (2004), Fundamentals of Algebraic Microlocal Analysis (1999), and The Fundamental Principle for Systems of Convolution Equations (1983). While serving as chancellor, Dr. Struppa continued his scholarly research focusing on Fourier analysis and its applications to a variety of problems including the algebraic analysis of systems of differential equations, signal processing and pattern recognition. Some of his recent work applies these ideas and methods to problems ranging from denoising to bio-contaminant protection to proteomics of cancerous cells.

AAHHE COMMISSIONED SCHOL ARLY PAPER AUTHORS SPONSORED BY CHAPMAN UNIVERSITY

Lisa Cardoza

Manuel S. Gonazlez Canché

The Next Generation of Latina/o Leaders in Education

Financial Aid Challenges

Lisa Cardoza is the chief of staff to President Robert S. Nelsen at California State University, Sacramento since 2015, having served an interim stint as vice president for University Advancement in 2017. Prior to her roles at Sacramento State, Lisa worked at The University of Texas-Pan American (UTPA) and the University of Texas Rio Grande Valley (UTRGV) in the areas of outreach, college access and support programs, president’s office and governmental relations. Lisa graduated from Stanford University with a bachelor’s and master’s in arts and earned her doctorate in educational leadership from UTRGV. Lisa is the proud mother of Gabriel and Diego.

“While at the conference, I was able to grow as a scholar, mentee, mentor and community advocate. More specifically, after each session I attended with the graduate and faculty fellows, I felt validated, empowered and inspired to keep pushing through my graduate studies and to keep working toward making my dream of becoming a tenured professor a reality.” Joanna Perez 2016 A AHHE Graduate Fellow

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Manuel S. González Canché in an associate professor of higher education at the University of Pennsylvania and the 2016 recipient of the Association for the Study of Higher Education’s Promising Scholar/Early Career Award. His research follows two different, yet interconnected paths. The first can be broadly classified into issues of access, persistence, and success, with emphasis on institutional sector effects on students’ outcomes. The second focuses on higher education finance, with emphasis on spatial modeling and student college choice and migration. González Canché’s research employs quasi-experimental, spatial econometric and datavisualization methods, including geographical information systems, representation of real-world networks and text mining techniques. As a first-generation college student and graduate himself, he has a special research interest in factors and policies enhancing underrepresented students’ opportunities for educational success. His research findings have offered a more nuanced understanding of the effect of location, influence and competition and have challenged traditional ideas about access, persistence and success in higher education. González Canché has secured funding for research from the Spencer Foundation, the American Education Research Association, National Science Foundation, the Association for Institutional Research and the Institute of Education Sciences. The project proposed herein perfectly aligns with his research agenda and interests.

AAHHE COMMISSIONED SCHOL ARLY PAPER AUTHORS SPONSORED BY CHAPMAN UNIVERSITY

Francisco Guajardo The Next Generation of Latina/o Leaders in Education

Francisco Guajardo is professor of Organization and School Leadership and Executive Director of the B3 Institute at the University of Texas Rio Grande Valley. He graduated from Edcouch-Elsa High School and holds BA, MA and PhD degrees from the University of Texas at Austin. He is a co-founder of the Llano Grande Center for Research and Development and co- founder of the Community Learning Exchange, a national initiative that unites the power of place and the wisdom of people. He is married to Yvonne and they have three adult children.

Miguel A. Guajardo The Next Generation of Latina/o Leaders in Education

Miguel A. Guajardo is a professor in the Education and Community Leadership and School Improvement PhD Programs at Texas State University. His research interests include community building, community youth development, leadership development, race, university and community partnerships, and Latino youth and families. He is a Fellow with the Kellogg International Leadership Program. He is the co-founder of the Llano Grande Center for Research and Development and the Community Learning Exchange. Miguel, Francisco and colleagues, co-authored Reframing Community Partnerships in Education: Uniting the Power of Place and Wisdom of People. He is married to Joyce and they have two adult children.

“The opportunity to attend the 2016 AAHHE National Conference as a graduate fellow provided an excellent opportunity to grow as a young academic scholar and as a community advocate. While I work toward finishing my doctoral studies and recovering the histories of Midwestern Latino communities, I look forward to continuing to work with my cohort fellows and mentors who are committed to making higher education more effective in meeting the needs of Latino students and a continually changing American demography.” Sergio M. Gonzalez Doctoral Candidate, Depar tment of Histor y University of Wisconsin – Madison Graduate Fellow – 2016

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AAHHE COMMISSIONED SCHOL ARLY PAPER AUTHORS SPONSORED BY CHAPMAN UNIVERSITY

Patricia Marin

Cristina Salinas

Institutional Leadership at Hispanic Serving Institutions

The Next Generation of Latina/o Leaders in Education

Dr. Patricia Marin is assistant professor in Higher, Adult, and Lifelong Education (HALE) at Michigan State University. Her work bridges issues of access, equity, diversity and policy in higher education. Her current research examines the changing nature of Hispanic Serving Institutions, with a focus on graduate students, leadership and institutional culture. Additional research foci include admissions policies and affirmative action, Latino students in higher education, diversity in college classrooms and research use in policy and practice. Her published work includes two co-edited volumes: Realizing Bakke’s Legacy: Affirmative Action, Equal Opportunity, and Access to Higher Education and Higher Education and the Color Line: College Access, Racial Equity and Social Change.

Cristina Salinas is an assistant professor of history at the University of Texas at Arlington. She is also a member of the core faculty of the Center for Mexican American Studies at UTA. She is originally from Elsa, Texas, in the Rio Grande Valley. She attended the University of Texas at Austin, where she received her BA, Masters and PhD. Cristina’s book, Managed Migrations, a history of the agricultural industry along the border and the role the Border Patrol played in shaping social relations between workers and growers will be published by UT Press in 2018. She is married to Marcel Rodriguez and has a daughter, Daniela Inés.

Before joining the MSU faculty she served as associate director of the University of California Educational Evaluation Center. She also worked for The Civil Rights Project (CRP) at Harvard University and the American Council on Education in Washington, DC. Her research has been highlighted in major media outlets and has been included in amicus briefs submitted to the U.S. Supreme Court as well as congressional testimony. She has a Bachelor of Arts in Spanish from the University of Pennsylvania and a Master of Education from the University of Vermont in higher education and student affairs administration. Her doctorate in higher education policy, planning and administration is from the University of Maryland.

“My aspirations to become a university professor were born from my desire to contribute to and transform the living conditions of marginalized communities. As the son of Mexican (im)migrant farmworkers and the first in my family to attend and graduate from college, my teaching and research are rooted in my commitment to work toward developing humanizing and transformative educational practices.” Pedro Nava 2015 Faculty Fellow

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! g n i h t y r e v E s e g n a h C n o i t Educa

For more than 75 years, the Los Angeles Community College District (LACCD) has made higher education affordable and accessible to more than 3 million students, 80 percent of whom come from underserved populations. LACCD, the largest community college district in the nation, currently serves nearly 250,000 students at nine colleges that span an area of 900 square miles. Buoyed by a mission to provide its students with an excellent education that prepares them to transfer to four-year institutions, the LACCD offers workforce development programs designed to meet local and statewide needs, while encouraging students to pursue opportunities for lifelong learning and civic engagement.

Learn more at LACCD.edu

PRE-CONFERENCE WORKSHOP PRESENTERS

John C. Burkhardt

Betty J. Overton-Adkins

Leading for Equity, Diversity and Inclusion in Higher Education

Leading for Equity, Diversity and Inclusion in Higher Education

John C. Burkhardt is professor of clinical practice at the Center for the Study of Higher and Postsecondary Education (CSHPE) at the University of Michigan, was the founding director of the National Forum on Higher Education for the Public Good (National Forum) and formerly served as director of the National Center for Institutional Diversity (NCID).

Dr. Betty OvertonAdkins is a former clinical professor of Higher Education in the Center for the Study of Higher and Postsecondary Education (CSHPE) at the University of Michigan. She also serves as senior faculty fellow and former director of the National Forum on Higher Education for the Public Good, an applied research center focusing on the scholarship and service to the public good role of higher education. Prior to joining the University of Michigan, Overton served in a variety of higher education positions, including provost at Spring Arbor University, graduate dean at the University of Arkansas at Little Rock, associate dean and faculty at Fisk University, faculty at Nashville State Technical Institute and at Tennessee State University. In addition to her campus experience, she served ten years as the director of higher education programs at the W.K. Kellogg Foundation, overseeing major initiatives on minority serving institutions, institutional transformation, community colleges and other projects.

Prior to establishing the National Forum, John was program director for leadership and higher education at the W.K. Kellogg Foundation, where he led several major initiatives focused on transformation and change in higher education and participated in a comprehensive effort to encourage leadership development among emerging and aspiring leaders. John’s research focuses on leadership and transformation, organizational culture and the role of philanthropy in U.S. society and higher education. In 2017, John edited two books focused on his work. One explored ways in which research and practice could be integrated in strategies for promoting community and society change. The other examined the changing definitions of “diversity” as a scholarly topic in higher education, explored through the lenses of demography, democracy and discourse. In August of this year, Dr. Burkhardt was featured in a massive open online course (MOOC) sponsored in partnership with Coursera. Entitled “Leading for Equity, Diversity and Inclusion in Higher Education” it draws current and aspiring leaders into a discussion about how these three important values differ and may even be in tension with one another, and explores why they seem so difficult to actualize within higher education and society.

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Her research and consultation involvements focus on strategic planning, institutional development and issues of access and diversity. She serves as a consultant evaluator for the Higher Learning Commission of the North Central Accrediting Association and has served as a consultant to several foundations. Dr. Overton-Adkins earned bachelor’s and master’s degrees from Tennessee State University and a PhD from George Peabody College at Vanderbilt University. She has pursued a sabbatical visiting professor role at Harvard University and completed the Harvard Institute for Education Management (IEM). Awarded leadership fellowships by both the American Council on Education and the W.K. Kellogg Foundation, she has been recognized at both the institutional and national levels for her leadership work on behalf of higher education.

PRE-CONFERENCE WORKSHOP PRESENTERS

Terry Rizzo

Victor Saenz

Publishing in Professional Journals

Publishing in Professional Journals

A native of Chicago, Illinois, Dr. Rizzo earned his PhD from University of Illinois, Urbana-Champaign, a master’s degree from the University of Arizona, a bachelor’s degree from Northeastern Illinois University. Dr. Rizzo served 21 years as chair of CSUSB’s Department of Kinesiology. As a professor and chair, Dr. Rizzo has served on numerous university committees related to the administration and operation of the university; including the CSUSB Faculty Senate, Faculty Senate Executive Committee, co-chair of the CSUSB Strategic Planning Committee, and chair of the Faculty Affairs Committee. In 2016 - 2017, he served as interim assistant vice president and dean of Undergraduate Studies at CSUSB. Now Dr. Rizzo is a professor of the Department of Kinesiology at CSUSB.

Victor B. Sáenz, PhD is an associate professor in the Department of Educational Administration at the University of Texas at Austin, and he is a Fellow in the Sid W. Richardson Regents Chair in Community College Leadership (2013-14). He also holds a faculty appointment with the UT Center for Mexican American Studies and is a Faculty Fellow with the UT Division of Diversity and Community Engagement (DDCE). Dr. Sáenz has published in numerous peer-reviewed journals and has recently co-authored a book on Men of Color in Higher Education (Stylus Publishing).

In addition to leading the CSUSB’s Department of Kinesiology, the CAHPERD Board, and the NCPEID, Dr. Rizzo served as editor of Adapted Physical Activity Quarterly; considered the best international journal in the rehabilitative sciences. Dr. Rizzo has earned many professional awards and honors including the American Kinesiology Association (AK A) Distinguished Leadership Award for Undergraduate Education Institutions for Outstanding Administrative and Leadership Performance. He received Outstanding Professor Award (for excellence in teaching, research and service) at CSUSB and Golden Apple Award for Excellence in Teaching at CSUSB; both are the most coveted awards for faculty members on campus. Those two awards earned him the prestige of induction to Phi Kappa Phi Honor Society and Founding Fellow of the Teaching Academy at the university. Dr. Rizzo’s scholarly activities earned him the Project Inspiration Award, from the National Association for Sport and Physical Education (NASPE) and recently the Honor Award from CAHPERD for Outstanding Service to the discipline and profession of Kinesiology.

Dr. Saenz has received several notable accolades in his academic career. In 2009 he was named by Diverse Magazine as “One of 25 to Watch” diversity leaders in American higher education and in fall 2010, he was recognized as one of seven “ING Professors of Excellence” among over two thousand faculty members at the University of Texas. He has been a member of several distinguished journal editorial boards in his field, and he is an active member of several national associations focused on higher education issues. He has spoken about his research and programmatic work at the White House, on Capitol Hill, at the National Press Club, and at conferences across the country. Dr. Saenz received his PhD from UCLA in higher education and organizational change (2005) with a focus on access, equity, and diversity issues in post-secondary education. He was a Spencer Foundation pre‐doctoral fellow while at UCLA, where he also completed a master’s in education in 2002. He also received a master’s degree in public affairs (1999) and a bachelor’s degree in mathematics (1996) from the University of Texas at Austin.

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KEYNOTE SPEAKER

Walt MacDonald President & Chief Executive Officer Educational Testing Ser vice (ETS)

Walt MacDonald became the sixth president and CEO of Educational Testing Service on January 1, 2014, 30 years after he joined the company as an assessment specialist with an expertise in science. Over the course of his career, he has led nearly every major program—guiding each to grow and achieve the mission of ETS.

of us at ETS is focused on improving teaching and learning, expanding opportunity for all individuals, and informing education and policy. This is how we’ll help individuals and society and achieve our mission.”

MacDonald came to ETS in 1984. As a science assessment specialist, he redesigned the College Board’s Advanced Placement® biology curriculum and exam. In the late 1980s, he directed test development for the National Assessment of Educational Progress (NAEP), known as the “Nation’s Report Card.” Rising through the organization, he directed the Advanced Placement program through incredible growth, and later led the College Board®, Higher Education, K–12 and Teacher Licensure divisions of ETS.

“Additionally, experiencing AAHHE as a fellow reinforced my commitment to continue supporting Chicanas/os Latinas/os at all levels of their education trajectory. Finally, I would encourage all Latina/o doctoral students to give themselves the opportunity to experience the AAHHE Graduate Student Fellow program by applying to become a fellow.”

MacDonald was appointed executive vice president in 2009 and took on more responsibilities when chief operating officer was added to his title the following year. As COO, he was responsible for all of ETS’s business and operational divisions. Now as President and CEO, his highest priority is to achieve the mission of the nonprofit organization— advancing quality and equity in education for all people worldwide. As he often says, “our mission is why we exist as an organization. The work of all

MacDonald earned an associate degree in science at Camden County Community College, a bachelor’s degree in biology at Rutgers University in Camden and a doctorate in ecology at Rutgers University in New Brunswick. He also completed the Advanced Management Program at the Harvard Business School.

José R. Del Real Viramontes 2016 A AHHE Graduate Fellow

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A UNIVERSITY ON THE RISE IN THE CITY'S SOUTH SIDE The year 2016 was a milestone for Texas A&M University-San Antonio as we welcomed our inaugural class of first-year students – an important point in our history, demonstrating leadership in educating historically underrepresented and first-generation students. By 2020, the year of graduation for the inaugural first-year class, A&M-San Antonio projects to increase enrollment to more than 8,000 students. We are building a National Model for Student and Academic Success through implemented intentional and deliberate student-centered initiatives which are geared to ensure success for first-year and first-time transfer students to campus, help students build mindset among their peers, bridge synergistic relationships between faculty and students with the goal of successful completion of a baccalaureate degree in four years. By virtue of our geography, our presence will continue to catapult purposeful economic development that contributes to south San Antonio and beyond. The University joins Brooks City-Base and the Port of San Antonio as the three economic engines for the southside of San Antonio. A&M-San Antonio has audacious plans for the future and we will continue to work at a Jaguar pace to ensure our students are prepared with marketable skills for meaningful careers.

/@TAMUSanAntonio BecomeAJaguar.com (210) 784-JAGS (5247)

2018 CIGARROA DISTINGUISHED LECTURE ABOUT THE LECTURE Established in 2017 the Cigarroa Distinguished Lecture spotlights a prominent scholar or leader in a medical or science discipline. The lecture is named in honor of the Cigarroa Family of Laredo, Texas and its three generations of medical doctors and active leaders who have served in their communities and in national organizations. This lecture features established leaders and icons in the medical and science professions.

Francisco Cigarroa, M.D. Transplant Center, UT Health Science Center University of Texas, San Antonio

Francisco Gonzalez Cigarroa, M.D., a third-generation physician, was born in Laredo, Texas as one of ten children. He attended Yale University, where he graduated in 1979 with a bachelor’s degree in biology. Dr. Cigarroa earned his medical degree in 1983 from The University of Texas Southwestern Medical Center at Dallas. Upon completing surgical training, Dr. Cigarroa joined the faculty of The University of Texas Health Science Center at San Antonio in 1995, where he served as director of pediatric surgery before serving as president of the institution from 2000–2009. As a pediatric and transplant surgeon, he established a multidisciplinary pediatric transplant program focused on kidney, liver and intestinal transplants with outstanding outcomes. In 2009, Dr. Cigarroa became the first Hispanic to be named chancellor of The University of Texas System. As chancellor, he oversaw one of the largest public systems of higher education in the nation, consisting of nine universities and six health institutions. Dr. Cigarroa’s leadership was critical in the establishment of two medical schools and The

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University of Texas Rio Grande Valley, and in the advancement of engineering across the University of Texas System. Dr. Cigarroa is a member of several prestigious societies, including the American College of Surgery, the Institute of Medicine, the American Board of Surgery and the American Academy of Arts and Sciences. He is also an honorary member of the National Academy of Science in Mexico. He received appointments to the President’s Committee on the National Medal of Science and the White House Initiative on Educational Excellence for Hispanic Americans by presidents George W. Bush and Barack Obama, respectively. He was elected in 2010 to serve on the Yale Corporation, the university’s governing board. He served on the National Research Council Committee on Research Universities and the American Academy Commission on the Humanities and Social Sciences. In January 2015, Dr. Cigarroa was named the director of Pediatric Transplantation at the University of Texas Health Science Center at San Antonio, holding several distinguished professorships and titles. Dr. Cigarroa and his wife, Graciela, an attorney, have two daughters.

2018 CIGARROA DISTINGUISHED LECTURE

Dr. José Hernández Retired NASA Astronaut CEO of Tierra Luna Engineering, LLC

NASA engineer José Hernández wanted to fly in space ever since he heard that the first HispanicAmerican had been chosen to travel into space. “I was hoeing a row of sugar beets in a field near Stockton, Calif., and I heard on my transistor radio that Franklin Chang-Diaz had been selected for the Astronaut Corps,” says Hernández, who was a senior in high school at the time. “I was already interested in science and engineering,” Hernández remembers, “but that was the moment I said, ‘I want to fly in space.’ And that’s something I’ve been striving for each day since then.” And now that hard work has paid off. He was selected to begin training as a mission specialist as part of the 2004 astronaut candidate class. One of four children in a migrant farming family from Mexico, Hernández —who didn’t learn English until he was 12 years old—spent much of his childhood on what he calls “the California circuit,” traveling with his family from Mexico to southern California each March, then working northward to the Stockton area by November, picking strawberries and cucumbers at farms along the route. Then they would return to Mexico for Christmas, and start the cycle all over again come spring. “Some kids might think it would be fun to travel like that,” Hernández laughs, “but we had to work. It wasn’t a vacation.”

program at the University of California in Santa Barbara, where he continued his engineering studies. In 1987, he accepted a full-time job with Lawrence Livermore National Laboratory where he had worked as a co-op in college. While at Lawrence Livermore, Hernández worked on signal and image processing applications in radar imaging, computed tomography and acoustic imaging. Later in his career, Hernández worked on developing quantitative x-ray film imaging analysis techniques for the x-ray laser
program. Hernández applied these techniques in the medical physics
arena and co-developed the first full-field digital mammography
imaging system. This system has proven useful for detecting breast
cancer at an earlier stage than present film/screen mammography techniques. Hernández has won recognition awards for his work on this
project. He has also worked in the international arena where he represented Lawrence Livermore and the U.S. Department of Energy on Russian nuclear non-proliferation issues. During the astronaut application process, Hernández had to meet with a review board. That’s where he came face-to-face with his original inspiration: Franklin Chang-Diaz. “It was a strange place to find myself, being evaluated by the person who gave me the motivation to get there in the first place,” Hernández says. “But I found that we actually had common experiences—a similar upbringing, the same language issues. That built up my confidence. Any barriers that existed, he had already hurdled them.” Hernández smiles. “Now it’s my turn!”

After graduating high school in Stockton, Hernández enrolled at the University of the Pacific in Stockton, where he earned a degree in electrical engineering and was awarded a full scholarship to the graduate A AHHE | W W W. A AHHE.ORG

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Building a Bright Future. Together. As a top public research university, we believe it’s part of our fundamental mission to foster a community of equity, diversity and inclusion to build a bright future for all. So we’re proud of our recent federal designation as a Hispanic-serving institution. This milestone reflects UCI’s aspiration to be a national leader and global model of inclusive excellence.

University of California, Irvine Shine brighter.

.edu

RECOGNIZES THE IMPORTANCE OF BOOKS THAT HIGHLIGHT HISPANIC CULTURE AND LITERARY ACCOMPLISHMENT AND IS PROUD TO SPONSOR

THE AAHHE

BOOK OF THE YEAR AWARD

AAHHE BOOK OF THE YEAR AWARD SPONSORED BY PEPSI CO

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“The data, perspectives, and recommendations presented in New Directions make the volume a must read for educational practitioners, advocates, and policymakers.” José luis cruz President, lehman College, City University of new york

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NEW LEADERSHIP ACADEMY knowledge. tools. courage.

2017-2018 Fellow Cohort

Advancing the Public Good Mission of Higher Education

Fellow Group Session

The New Leadership Academy (NLA) Fellows Program fosters the exploration of critical issues that surround leaders, leadership, and leadership development across higher education and society. As colleges and universities respond to changing contexts, leaders will require specialized knowledge, tools, and courage needed to be effective in addressing highly complex and contested issues.

The NLA Fellows Program seeks candidates from diverse personal and professional backgrounds. We aim to foster great leadership and long term impact within institutions of higher education, policy centers, and philanthropic organizations that focus on diversity, equity, and inclusion.

Apply or Nominate Today! For questions please email us at: [email protected] www.thenationalforum.org | www.aahhe.org

2018 AAHHE FACULT Y FELLOWS

María Ledesma

Pedro E. Nava

A AHHE Faculty Fellows Co-Chair

A AHHE Faculty Fellows Co-Chair

Dr. María C. Ledesma is an associate professor in the Department of Educational Leadership & Policy at the University of Utah’s College of Education. Dr. Ledesma earned her doctorate in education from the University of California, Los Angeles where she was selected as the 32nd Student Regent for the University of California, the first Latina to hold this post. She is the recipient of the Ford Foundation Dissertation Fellowship and the Ford Foundation Postdoctoral Fellowship. As a critical race scholar, Dr. Ledesma’s research broadly examines the sociology of race-conscious policy in higher education. She is most concerned with historicizing and contextualizing race-conscious affirmative action policy and practice with the goal of advancing and expanding educational access and opportunity for historically minoritized students of color in higher education. Her work is interdisciplinary, reaching across the social sciences, borrowing from communications, ethnic studies, history, public policy, sociology, as well as law, to encourage equity oriented critical policy analysis for praxis. Dr. Ledesma is the recipient of the 2017 American Educational Research Association (AER A) Scholars of Color Early Career Contribution Award.

The Faculty Fellows program allows faculty on tenure track positions to focus on and find solutions for Latino issues that impact higher education. These junior faculty members rarely have an opportunity to attend a national conference out of their discipline area to meet other Latino faculty and senior-level higher education administrators, connect into networks, and establish professional relationships that lead to publications and leadership skills. Key to their development is learning how to become stronger faculty citizens, creating a strategic venue for publications, and establishing a sense of service toward their communities.

Dr. Pedro E. Nava is an assistant professor of education in the Educational Leadership Program at Mills College in Oakland, California. Pedro completed his PhD from UCLA’s Graduate School of Education in the Urban Schooling division. His dissertation was titled, Sin Sacrificio No Hay Recompensa: Apoyo as (Im) migrant Parental Engagement in Farmworking Families of the California Central Valley. In his thesis, using critical race and political economy theory, he explored this process by conducting a qualitative case study examination through life histories and in-depth interviews of families in an agricultural community in California’s San Joaquin Valley. For this research, Pedro was recognized and supported by both the Ford Foundation and the University of California Office of the President in the form of dissertation fellowships, and by the Institute of American Cultures at UCLA through a research grant. Before becoming an assistant professor, he was a postdoctoral scholar with The College & Career Academy Support Network (CCASN) at UC Irvine. At CCASN he primarily focused on supporting Linked Learning school administrators and teachers by providing Technical Assistance in Los Angeles Unified and Pasadena Unified schools with college and career pathways. In the past several years he was also a contingent faculty member at UCLA, CSU San Bernardino, and CSU Los Angeles. The focus of his research and teaching are in urban and rural schooling inequality, critical pedagogy and critical race theory, immigration and education, family-school engagement and participatory action research. Pedro has been published in InterActions: UCLA Journal of Education and Information Studies, Teachers College Record, and in Latino Studies. Prior to his time at UCLA, he completed a master’s degree at Harvard’s Graduate School of Education with a specialization in administration, planning and social policy, and bachelor’s degrees from California State University at Fresno in Liberal Studies and Chicano Studies.

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Elvira J. Abrica

Nancy Acevedo-Gil

Dr. Elvira J. Abrica is a faculty member at the University of Nebraska-Lincoln (UNL) where she conducts research focused on increasing access to higher education for historically underrepresented groups across post-secondary institutional contexts. Specifically, her agenda centralizes race, ethnicity and immigrant status in research across contexts of community colleges, science, technology, engineering, and mathematics (STEM) fields, and institutional research and assessment. Prior to arriving at UNL, Dr. Abrica served as a Postdoctoral Research Fellow for an action-research grant sponsored by The California State University Office of the Chancellor where she led a study on student success among Black and Latino males at California State University Fullerton (CSUF). Simultaneously, Dr. Abrica held a research position in an office of institutional research at a Southern California community college. Professionally, Dr. Abrica has worked in institutional research, assessment and student affairs—across both two-year and four-year institutions—since 2009.

Dr. Nancy Acevedo-Gil is an assistant professor in the Doctoral Studies Program within the Department of Educational Leadership at CSUSB. As an interdisciplinary scholar, Dr. AcevedoGil uses critical race and Chicana feminist theories to examine transitions along the higher education pipeline for Chicanx/Latinx students. As a previous college advisor at under-resourced high schools, Dr. Acevedo-Gil’s professional experiences inform her commitment to social justice; through her research, she advocates for equitable opportunities to college preparation and aligning college access with college completion. Dr. Acevedo-Gil’s research juxtaposes the policing and control that is fostered in schools alongside college-going efforts. Her research includes examining the experiences of students who place below college-level courses into developmental education at community colleges—an area that represents a key exit point in the educational pipeline. As a senior scholar, she leads the research component for an NSF S-STEM grant awarded to CSUSB in partnership with four community colleges, to study the development of self-efficacy and self-belonging of STEM students pre- and post-transfer. Her research has received several recognitions, such as the UC/ACCORD Dissertation Fellowship and second place in the Outstanding Dissertation Award from the American Association for Hispanics in Higher Education. She has authored book chapters and journal articles, some of which are published in the Journal of Hispanic Higher Education, the Journal of Latinos and Education, and Race, Ethnicity, and Education.

Dr. Abrica received her Bachelor of Arts, Master of Arts and PhD from the University of California, Los Angeles (UCLA). Currently, Dr. Abrica is conducting two grant-funded studies. One is a qualitative study of the vocational and transfer pathways of Black, Latino, and Asian American immigrant students within the Nebraska community college system, supported by the Council for the Study of Community Colleges. A second study is a quantitative investigation of how community college leaders expand and restrict the STEM transfer function, funded by University of Nebraska Foundation. Her work currently appears in the Journal of Applied Research in the Community College and Educational Evaluation and Policy Analysis.

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A first-generation college student, Dr. Acevedo-Gil grew up in Northern California, working in the agriculture fields alongside her parents. She earned a BA from the University of California, Berkeley, MA from San Jose State University, and her PhD in Education with a focus on Race and Ethnic Studies at the University of California, Los Angeles.

2018 AAHHE FACULT Y FELLOWS

Judith Flores Carmona

Marcela Cuellar

Dr. Judith Flores Carmona is an assistant professor in the Department of Curriculum and Instruction with a joint appointment in the Honors College at New Mexico State University (NMSU). Before joining NMSU she was an Andrew W. Mellon Post-doctoral Fellow in Critical Literacies and Pedagogies at Hampshire College (20102012). She earned her doctorate at the University of Utah in the Department of Education, Culture, and Society (2010). Her research interests include critical pedagogy, Chicana/Latina feminist theory, critical race feminism, critical multicultural education, social justice education, and testimonio methodology and pedagogy. Her work has appeared in Equity and Excellence in Education, Race Ethnicity and Education, the Journal of Latino/Latin American Studies, the International Journal of Information Communication Technologies and Human Development, the Journal of Latinos and Education, and in Chicana/Latina Studies: The Journal of Mujeres Activas en Letras y Cambio Social.

Dr. Marcela Cuellar is an assistant professor in the School of Education at the University of California, Davis. She earned her PhD in education at the University of California, Los Angeles. Her research focuses on access and equity in higher education, Hispanic-Serving Institutions (HSIs) and Latinx student success. More specifically, Dr. Cuellar employs quantitative and qualitative methods to explore Latinx students’ experiences at HSIs and emerging HSIs and how they are empowered as a result of their educational experiences during college and beyond. Her research draws on critical frameworks to address gaps where foundational theories in higher education do not adequately describe Latinx student success. More recently, her scholarship has also examined community college baccalaureates to examine the extent to which these programs provide access and promote equity for underrepresented racial minorities. Her scholarship has been published in the Review of Higher Education, Teachers College Record and Community College Review. She was also the first place winner of the 2013 A AHHE/ ETS Dissertation award.

She has two co-edited books, Chicana/Latina Testimonios as Pedagogical, Methodological, and Activist Approaches to Social Justice (Routledge) with Dolores Delgado Bernal and Rebeca Burciaga and Crafting Critical Stories: Toward Pedagogies and Methodologies of Collaboration, Inclusion & Voice (Peter Lang) with Kristen Luschen. She also recently co-authored, Un-Standardizing Curriculum: Multicultural Teaching in the Standards-Based Classroom (2nd Edition) with Christine Sleeter (Teachers College Press). Dr. Flores Carmona is the daughter of Josefina and Vicente (QEPD). She was born in Veracruz, Mexico, raised in Los Angeles and is a first-generation college student. Her academic and community work is guided by a sense of responsibility and commitment to social change. She is Ex-Officio of the national organization, Mujeres Activas en Letras y Cambio Social (MALCS).

Dr. Cuellar’s passion for improving postsecondary access and success for historically underrepresented groups stems from her personal and professional experiences. Originally from Oxnard, California, she is the proud daughter of Mexican immigrants and was the first in her family to attain a bachelor’s degree. She has worked in outreach to encourage other first-generation, lowincome students to pursue a postsecondary education. She holds a Bachelor of Arts in psychology and Spanish from Stanford University and a Master of Arts in higher education leadership from the University of San Diego.

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Argelia Lara

Cati de los Rios Dr. Argelia Lara is an assistant professor of education in the Educational Leadership Program at Mills College in Oakland, California. Dr. Lara completed her PhD from UCLA’s Graduate School of Education in the division of Social Science and Comparative Education with a specializing in Race and Ethnic Studies.

Argelia’s research interests examine immigrant education, college choice, access and equity in higher education for students of color and first generation college students. Her dissertation explored the decision-making processes of undocumented Latinx college graduates’ pursuit of a graduate education. This work was a qualitative examination of undocumented students’ navigational strategies in graduate education as well as their marginalized experiences at all levels of the educational pipeline. Argelia is a member of the Critical Race Intersectional Think Tank (CRITT), a collective of critical race scholars seeking to investigate how racism intersects with other symptoms of power (e.g. sexism, homophobia, classism and nativism) by innovating tools to illuminate, deconstruct and transform educational outcomes. Argelia has been published in Urban Education, Association of Mexican American Educators Journal, Race Ethnicity and Education and has a forthcoming piece in the Journal of Hispanics in Higher Education. Ultimately, the combination of these experiences in supporting Latinx students and their families has shaped her desire to work towards equity in education. As a former Ronald E. McNair scholar and Sally Casanova Predoctoral scholar, Argelia supports academic programming that serves and targets traditionally underrepresented populations in higher education. Prior to attending UCLA, Argelia earned a Master of Science in counseling and student services with a concentration in higher education at California State University in Fresno.

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Dr. Cati V. de los Ríos is an assistant professor of Literacy and Language at University of California, Riverside’s Graduate School of Education. Cati completed her PhD in English education from Teachers College, Columbia University in 2017. Her dissertation, Literacies of Power: Exploring Multilingual and Multiliterate Practices in a Secondary Chicanx/Latinx Studies Course, examined the Common Core State Standards-aligned literacy activities in a high school ethnic studies course in California. Findings from her yearlong ethnographic study detail (a) the actively anti-colonial reading and writing processes found in these classrooms, (b) the ways in which youth engaged digital media and digital literacies to disrupt oppressive and hegemonic discourses in their lives and greater communities, and (c) the community-engaged and participatory nature of Chicanx Studies and Ethnic Studies curricula and pedagogy. Her dissertation work was awarded generous grants and fellowships from NCTE’s Cultivating New Voices Among Scholars of Color program, The Vice Dean and Provost’s Offices of Columbia University’s Teachers College, National Academy of Science/Spencer and the Ford Foundation, and was also awarded the 2017 AER A Jean Anyon Award. Her publications on bi/multilingual literacies and K-12 ethnic studies can be found in Reading Research Quarterly, Research in the Teaching of English, Journal of Adolescent & Adult Literacy, and Race and Social Problems. As a former high school Chicanx/Latinx Studies teacher, she has over a decade of community organizing for K-12 ethnic studies efforts nationwide. Since 2012, she has been an integral grassroots community organizer of the West Coast Ethnic Studies Summits & Assemblies (sponsored by Education for Liberation Network) where she co-leads action-oriented professional development workshops for K-12 ethnic studies teachers.

2018 AAHHE FACULT Y FELLOWS

Sanjuana C. Rodriguez Dr. Sanjuana C. Rodriguez is an assistant professor of Literacy Education in the Department of Elementary and Early Childhood Education at Kennesaw State University in Kennesaw, Georgia. Dr. Rodriguez is also the co-director for the Academy for Language and Literacy in the Bagwell College of Education. Sanjuana completed her PhD from Georgia State University in Teaching and Learning with a focus on language and literacy. Her dissertation was titled, Emerging Bilinguals’ Use of Social, Cultural, and Linguistic Resources in a Kindergarten Writing Workshop. This study focused on the writing and interactions of emergent bilingual in a kindergarten classroom. Before becoming an assistant professor, she was a teacher and literacy coach for Dalton Public Schools in Dalton, GA. Dr. Rodriguez began her career as a kindergarten teacher and taught in grades K-2nd grade. In her role as a literacy coordinator, Dr. Rodriguez provided instructional support for students and professional development for teachers in grades K-2. The focus of her research and teaching are early literacy development of culturally and linguistically diverse students, early writing development and analysis of diverse children’s literature. Sanjuana has been published in Race Ethnicity and Education, Journal of Language and Literacy, and Language Arts Journal of Michigan. Prior to her time at Kennesaw State University, she completed a master’s degree at the University of Tennessee, Knoxville in the area of reading education, and bachelor’s degree from Mercer University in Macon, Georgia in Early Childhood Education.

Cristobal Salinas Jr. Dr. Cristobal Salinas Jr., PhD, is an assistant professor in the Educational Leadership and Research Methodology Department at Florida Atlantic University. Prior to this, Cristobal served as the multicultural liaison officer of Iowa State University. He completed his PhD in educational leadership & policy studies from Iowa State University. The lived experiences of Cristobal, who arrived in the United States as a middle school student, provide him with a framework for his research and teaching. His research explores the economic, social and political context of educational opportunities and access for historically marginalized communities of people. In particular, he explores how the three levels of oppression at the institutional, cultural and individual impact marginalized communities in educational settings. He coauthored the Iowa’s Community Colleges: A Collective History of Fifty Years of Accomplishment book, and has a book contract with Rutledge publisher. Cristobal is the co-founder and managing editor for the Journal Committed to Social Change on Race and Ethnicity. Cristobal is a highly sought speaker for national conferences. In March 2016, Cristobal was asked to do a TEDx talk. Cristobal has gained national notoriety in his young career. In 2016, NASPA (Student Affairs in Higher Education) honored Salinas as an emerging faculty leader. That same year, the U.S. Department of Agriculture selected him to serve on its peer review panel for the Hispanic-Serving Institutions grant program. In 2017, Salinas received an outstanding social justice collaboration award from ACPA (College Student Educators International). And most recently, he was recognized by his alma mater institutions as the Outstanding Young Professional Award by Iowa State University, and as a Distinguish Alumni by Schuyler Central High School.

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C. Cecilia Tocaimaza-Hatch Dr. C. Cecilia TocaimazaHatch, a native of Buenos Aires, Argentina, is an assistant professor of Hispanic Linguistics in the Foreign Languages and Literature department and a faculty member in the Office of Latino/Latin American Studies (OLLAS) at the University of Nebraska at Omaha (UNO). Cecilia completed her PhD in Hispanic linguistics from the University of Texas at Austin (UT). Her dissertation was titled, “The Effect of Metatalk on L2 Spanish Vocabulary Development”, for which she received the Casis Dissertation Award. Prior to her time at UT, she completed a master’s degree in Hispanic linguistics and a graduate certificate in TESOL (Teaching English to Speakers of Other Languages) at Brigham Young University. She has over 15 years of teaching experience at universities and colleges in Utah, Massachusetts, Texas, and Nebraska. At UNO, she teaches language courses and graduate courses in Second Language Acquisition Research Methods, Sociolinguistics, Structure of the Spanish language and Translation, among others. A signature of her teaching is service-learning. In serving the Latino community in Omaha, the foci of her service-learning programs have been creating linguistic accessibility through the promotion of service offerings in Spanish, encouraging retention of the Spanish language in Latino children, and building common spaces that bring Latinos and other members of the community together in meaningful interaction. Cecilia pursues two research lines: service-learning and language learning for Spanish L2 and heritage language learners, and Spanish language learning and maintenance among Latino children. Her research has been published in Foreign Language Annals, Hispania and The Heritage Language Journal.

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Verónica Vélez Dr. Verónica Vélez is an assistant professor and founding director of the Education and Social Justice Minor at Western Washington University (W WU). Before joining W WU, Verónica worked as a postdoctoral research fellow and the director of public programming at the Center for Latino Policy Research (CLPR) at UC Berkeley. At CLPR, Verónica developed research partnerships with P-16 institutions, non-profit organizations and grassroots groups connected to CLPR’s research priorities in the areas of education, immigration and civic engagement. She co-led a multimethod community needs assessment in the Mission neighborhood of San Francisco as part of a U.S. Department of Education grant that resulted in $30 million to provide cradle-tocareer services for Mission residents. Her research focuses on Latina/o parent engagement in school reform, particularly for immigrant families, community-based participatory action research in grassroots contexts, popular education and the use of GIS mapping technologies and quantitative approaches to explore the spatial dimensions of educational (in) opportunity. Each of these areas is informed by her interdisciplinary training and expertise in Critical Race Theory (CRT), Latina/o Critical Theory (LatCrit), Radical Cartography and Chicana Feminist Epistemologies. Verónica has published in multiple academic journals including Educational Foundations, Harvard Educational Review, and Association of Mexican American Educators Journal to name a few. Verónica completed an Master of Arts and PhD in education from UCLA with a specialization in race and ethnic studies and a Bachelor of Arts in psychology from Stanford University. In 2017, she was one of six faculty across Washington State awarded The Ormsby Award for Faculty Citizenship to recognize exemplary service in the public interest for her efforts to create systems through which historically underrepresented and underserved students can access higher education.

2018 AAHHE FACULT Y FELLOWS

Idalis Villanueva

Victor Villarreal

Dr. Idalis Villanueva has a PhD in chemical and biological engineering from the University of Colorado-Boulder and a postdoctoral degree from the National Institutes of Health in Analytical Cell Biology. After her postdoctoral fellowship, she worked as a lecturer in the Fischell Department of Bioengineering in the University of Maryland where she developed an interest in engineering education research. For the past six years, Dr. Villanueva has worked on several engineering education projects where she derives from her experiences in engineering to improve outcomes for underrepresented minorities in engineering using mixed-methods approaches.

Dr. Victor Villarreal is an assistant professor of school psychology in the Department of Educational Psychology at the University of Texas at San Antonio (UTSA). He developed, and currently serves as the coordinator for, UTSA’s interdisciplinary graduate certificate in Language Acquisition and Bilingual Psychoeducational Assessment. The certificate focuses on training issues related to bilingual assessment and foundational knowledge in language acquisition and the bilingual continuum. He also serves as director of UTSA’s Psychological Assessment and Consultation Clinic.

Dr. Villanueva received the 2017 NSF CAREER Award on revealing the hidden curriculum of engineering, particularly for Hispanics and Latinx engineering students and faculty. Her focus is to learn about hidden curriculum across several types of academic institutions to develop instructional interventions and policies to improve the gross underrepresentation of minorities in engineering. Dr. Villanueva has two other NSF proposals to explore the inf luences stress has for engineering students and how informal learning environments (e.g., makerspaces) inf luence students’ socio-cultural development in engineering. Dr. Villanueva has been involved with committees like the Society of Hispanic Professional Engineers where she develops training workshops for faculty around issues of hidden curriculum. Dr. Villanueva also received the 2017 award in her department for undergraduate mentor of the year. She continues to pursue her interests in engineering education and mentors many undergraduate and graduate students, whom like her, intends to use their engineering degrees to improve the outcomes of this field. Inspired by her former mentors in engineering education, she continues to inspire the next generation of engineers to do the same.

Dr. Villarreal’s research interests emerged from his experiences providing psychological services in applied settings (i.e., schools, clinics). His research includes evaluation of how emerging models of school service delivery may better benefit culturally and linguistically diverse students, as well as appropriate ways of adapting typical practice (including education and psychological intervention) for use with diverse individuals. This track covers issues of professional development and training, as well as application in school and community settings. Dr. Villarreal’s research also includes an evaluation of the quality of intervention research conducted in school settings, including analysis regarding its utility to practitioners. Dr. Villarreal’s work has been published in major journals in his field, including: Psychology in the Schools, Journal of Applied School Psychology, Contemporary School Psychology, School Psychology International and Journal of Educational Psychology. He is also on the editorial review board of Research and Practice in the Schools. Prior to joining the faculty at UTSA, he completed his PhD in School psychology at Texas A&M University and his BA in psychology at the University of Notre Dame. Dr. Villarreal is also a licensed psychologist and specialist in school psychology.

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2018 AAHHE GR ADUATE FELLOWS

Aurora Kamimura

Øscar Medina

A AHHE Graduate Fellows Co-Chair

A AHHE Graduate Fellows Co-Chair

Aurora Kamimura is a PhD candidate in the Center for Higher and Postsecondary Education at the University of Michigan. She is a Rackham Merit Fellow studying higher education and organizational behavior, and earning a graduate certificate in Latina/o studies. Aurora’s career goal is to become a professor. Her research agenda examines organizational change and the impact of diverse learning environments in postsecondary institutions from strengths-based perspectives. Aurora’s dissertation specifically investigates STEM departments who have recruited and hired women faculty and/or faculty of color.

Øscar Medina received his bachelor’s at the University of Illinois at UrbanaChampaign, where he double majored and received high distinction in both Latina/Latino studies and sociology. Once Øscar had finished his undergraduate studies, he aimed at helping the Latina/o population through his studies in law school while focusing on immigration law. After deciding not to go to law school, Øscar knew that grad school was an excellent option for understanding the help necessary in the Latina/o population. Currently, Øscar is a fourth year doctoral student in the Department of Administration and Policy Studies in the School of Education at the University of Pittsburgh (Pitt).

Aurora has over ten years of experience in statewide college access initiatives and multicultural affairs. Most recently, she served as an associate dean of Student Services working with students in the K-20 pipeline. For the past two years, Aurora served on the University of Michigan School of Education’s Diversity Advisory Committee, and currently on the Graduate Affairs Committee. She was also recently inducted in the Edward Alexander Bouchet Graduate Honor Society, in recognition of her scholarship, leadership, character, service and advocacy. Aurora has co-authored several book chapters including a chapter entitled, “Undocumented student access to higher education: Focused efforts at the federal and institutional levels” in the forthcoming book Engaged Research and Practice: Higher Education and the Pursuit of the Public Good. Aurora earned a Bachelor of Arts in social sciences from the University of California, Irvine; Master in Education in administration, planning and social policy at Harvard University; and Master of Arts in higher education management and organizations at the University of Michigan.

Coming to the city of Pittsburgh, where a Latina/o community is largely lacking, has encouraged Øscar to volunteer a helping hand to Pittsburgh’s Latino Family Center. After two years, through his service at the center, Øscar mentored Maria Guadalupe’s son and nephew, Osvaldo and Roberto, by visiting and tutoring the boys several times a week in both math and reading. While at Pitt, Øscar has become a member of Dr. Gina A. Garcia’s research team, which focuses on Latino male leadership and Hispanic Serving Institutions (HSI) in the Midwest. Furthermore, in direct relationship to his experiences while at Pitt, Øscar is pursuing his own research interests in using a spatial analysis in examining the experiences of Latina/o graduate students. Case in point, unable to find a place at Pitt that caters to the Latina/o population, Øscar has recognized a neighborhood taco stand—which has no affiliation with the university—that he, other Latina/o students at Pitt, and the small neighboring Latina/o immigrant population have come to recognize as the “culture center”.

Graduate fellows are candidates in their doctoral programs and represent an array of disciplines; focus on the discovery of other doctoral programs, students, and career opportunities; and on forming a support group for completing their coursework and beginning the dissertation process. These graduate fellows have an opportunity to present their graduate proposals at the AAHHE national conference, and to publish in The Hispanic Outlook in Higher Education and in the Journal of Hispanic Higher Education. Both of these publications are AAHHE partners.

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2018 AAHHE GR ADUATE FELLOWS

Lizette “Lucha” Arévalo

Jorge Burmicky

Lucha Arévalo is a doctoral candidate in the Department of Ethnic Studies at the University of California, Riverside. She holds a Bachelor of Arts in sociology and Chicana/o studies with a minor in Black studies from UC Santa Barbara; and holds two Master of Arts degrees in sociology and education with a concentration in policy studies from Columbia University and another in ethnic studies from UC Riverside.

Jorge is a doctoral student at the University of Texas at Austin in the department of Educational Leadership and Policy (ELP). He is a graduate research associate at Project MALES, a research and mentoring initiative based within the Division of Diversity and Community Engagement (DDCE) committed to advancing the educational outcomes of male students of color.

Lucha’s dissertation, “Insurgent Learning: The Neoliberal Assault on Public Education in Los Angeles”, examines racial state violence as it is experienced in struggles against the privatization of K-12 education in Los Angeles. She theorizes “insurgent learning” to provide an alternative reading of racial state power, one that views racial state violence as a continual response to struggles for liberation and collective refusals in education. Through a framework of insurgent learning, she centers alternative subjectivities—collective, insurgent, and feminist subjectivities—that not only call the racial state into question, but also offer alternative processes for governing and being. Lucha’s work is situated within academic debates on race relations, citizenship, gender, immigration, policy formation, education reform and the governance of neoliberal cities. Originally from Compton, California, Lucha continues to organize alongside community activist to produce scholarship that advances struggles and alternative visions for K-12 public education. Lucha’s extensive teaching experience includes gender and sexuality studies, Latin American studies, Chicana/o studies, Black studies, global studies, and ethnic studies. She is currently teaching at various California State Universities, including a college-level ethnic studies course for high school students in Long Beach, CA. Lucha’s academic career goals include obtaining tenuretrack position that will equip her with more resources to continue mentoring the next generation of scholars, revolutionaries and professionals.

Before seeking his doctorate, Jorge spent nine years working as a higher education practitioner in the areas of admissions, orientation, residence life/housing and student activities. In addition, Jorge taught several undergraduate courses, with topics ranging from service-learning, leadership in residential environments, and academic success skills for first-generation college students. Jorge has facilitated a variety of leadership and inclusion workshops for students and staff. His training and development stems from his involvement with organizations such as the LeaderShape Institute and the Program of Intergroup Relations (IGR) at the University of Michigan, Ann Arbor, to name a few. Currently, Jorge’s research interest is centered around understanding the career trajectories of Latina/o senior executive administrators in higher education, more specifically the presidency. His research aims to address the lack of representation of Latinas/os at the highest levels of higher education leadership. Lastly, Jorge grew up in Caracas, Venezuela and immigrated to the U.S. after the military coup d’état attempt in 2002. He received a Bachelor of Arts in international business from Taylor University and a Master of Arts in student affairs from Ball State University. During his free time, Jorge spends most of his time chasing his very energetic and full-of-life daughter, Naomi. Jorge is married to Monica, who is also a higher education administrator at the community college sector.

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2018 AAHHE GR ADUATE FELLOWS

Jacqueline Caraves

Wendy Castillo

Jacqueline (Jackie) Caraves is a genderqueer Latinx activist scholar who was born and raised in Los Angeles, CA. She is currently a PhD candidate and teaching fellow in the César E. Chávez Department of Chicana and Chicano Studies with a concentration in Gender Studies. Jackie’s dissertation work focuses on the experiences of Trans and gender non-conforming Latinxs in Southern California and the role of family and spirituality in serving as spaces of empowerment and resistance. Her research centers a community based mixed methods approach which includes surveys, interviews and participant observation. Since 2015 she has worked collaboratively with the TransLatin@ Coalition, a national organization dedicated to the improvement of quality of life for Trans Latinxs. In 2016, together with the president of TransLatin@ Coalition, Bamby Salcedo they released the report “The State of Trans Health: Trans Latin@s and their Healthcare Needs,” to bring visibility of Trans Latinxs in Southern California.

Wendy Castillo was born and raised in East Los Angeles. She is a PhD candidate in education policy at the University of Pennsylvania’s Graduate School of Education. Her drive for education reform stems from receiving a sub-par public school education and being a first-generation college student. After graduating from Brown University, Wendy joined Teach for America. She taught first, second and fourth grade in Miami-Dade Public Schools while simultaneously completing her master’s degree in education and social change at the University of Miami. After two years, Wendy sought to return to her roots, she received a Fulbright scholarship, and moved to her parents’ hometown of Aguascalientes, Mexico. There she taught and mentored future English teachers at both the Universidad Autonoma de Aguascalientes and the Escuela Normal Superior Federal de Aguascalientes.

In 2014, Jackie received her Master of Arts in the César E. Chávez Department of Chicana and Chicano Studies at UCLA. Her master’s thesis analyses the ways in which four Latinas are criminalized for their gender transgression in the inside and outside of the juvenile justice system. A portion of her master’s thesis is currently in press with the Journal of LGBT Youth, titled, “Straddling the School-to-Prison Pipeline and Gender Non-Conforming Microaggressions as a Latina Lesbian.” Prior to arriving at UCLA, Jackie earned a Bachelor of Arts in Latin American & Latino studies and politics from the University of California Santa Cruz (UCSC) in 2010. While at UCSC, Jackie studied abroad at La Universidad de Chile, Santiago and also participated in the University of California’s, Washington D.C. Visitors Program.

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Wendy realized that Mexico was emulating the U.S. in education policy/reforms so she decided to return to the U.S. and research what works, for whom, why, and how. During her summers at Penn, she has worked as a policy intern at the White House Initiative on Educational Excellence for Hispanics and for Colorado State Senator Michael Johnston. Her research interests include policy and program evaluation with the aim of narrowing the income and racial “opportunity gaps” in P-16. Currently, Wendy is working on a large randomized controlled efficacy evaluation of a STEM kindergarten curriculum through an Institute of Education Sciences i3 grant. Wendy’s dissertation focuses on early reading motivation and its relationship to later reading achievement. She is looking forward to finishing her dissertation because she would like to find time to salsa dance and exercise more!

2018 AAHHE GR ADUATE FELLOWS

Laura C. Chavez-Moreno

Antonio Duran

Laura C. Chávez-Moreno grew up in the Sonora-Arizona borderlands and is a PhD candidate at the University of Wisconsin-Madison School of Education’s Curriculum & Instruction program. She received her Bachelor of Science in education, Spanish, and Latin American studies from Northern Arizona University; a Master of Arts in literacy, language, & culture from University of Michigan-Ann Arbor; and a C.A.E.S. in curriculum & instruction from Boston College. In Philadelphia, Laura served as a public-school teacher for five years, wrote district curriculum and worked as an adjunct professor at the University of Pennsylvania. Among her many service activities, Laura has mentored undergraduate and graduate students through several organizations, including the Hispanic Scholarship Fund, has served as Division K Representative for AER A’s Graduate Student Council, and co-founded Wisconsin Education Policy, Outreach & Practice.

Antonio Duran is a secondyear doctoral student in the Higher Education and Student Affairs program at The Ohio State University. Prior to OSU, Antonio received his undergraduate degree in English and American literature from New York University and his master’s degree in student affairs and higher education from Miami University.

Her trajectory has led to the two interrelated questions which animate her program of research: understanding how education policies, practices and pedagogies reproduce inequities that disenfranchise youth of color; and investigating how people marginalized by institutional racism can use schooling to work toward justice by enhancing these students’ and their teachers’ critical consciousness, a crucial component of an equitable education. Laura’s dissertation project is a critical race ethnography examining the racial ideologies undergirding a secondarylevel dual-language immersion program, and how the intersection of race and language affect the schooling experiences of Chicanxs/Latinxs. Her dissertation research has been funded by three prestigious awards: the UW School of Education’s Arvil S. Barr Graduate Fellowship; the Carrie R. Barton Memorial Scholarship Award; and the UW Education Graduate Research Scholar Fellowship. Her work has been published in the Handbook of Research on Teaching (5th edition), Peabody Journal of Education, Pennsylvania Language Forum, and Journal of Teacher Education.

Antonio is extremely passionate about advancing asset-based research about historically marginalized communities. Specifically, his research interests center the experiences of queer students of color. Antonio has worked closely with Dr. David Pérez II in the past, producing scholarship about queer Latino men, an underrepresented demographic in the higher education literature. As an aspiring faculty member, Antonio hopes to empower the voices of collegians with multiple marginalized identities. Identifying as queer person of color himself, Antonio desires to increase the representation of Latinx/a/o faculty on campus, especially queer Latinx/a/o individuals. Currently, Antonio is involved in various leadership roles in NASPA (Student Affairs Professionals in Higher Education), as well as the Association of the Study of Higher Education. He also serves as a reviewer for the Journal of Critical Scholarship in Higher Education and Student Affairs (JCSHESA), in addition to the NASPA Journal about Women in Higher Education. He has recently had pieces published in the Journal of Cases in Educational Leadership and the Journal of College Student Development. Antonio is excited to join the A AHHE Graduate Fellows familia. In particular, he is looking forward to learning from his peers and to engaging in critical discussions around equity, inclusion and social justice.

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Eastern Salutes AAHHE!

Mariana Serrano was one of only 10 undergraduates nationwide to participate in Harvard Medical School’s Summer Clinical and Translational Research Program, which exposes students from underrepresented backgrounds to clinical research. As part of the program, Radius Health has awarded Serrano a scholarship to continue her studies at Eastern. “This program has shown me that there are many opportunities to help students who are interested in research and medicine,” said Serrano, who aspires to become an obstetrician. “It just takes dedication and the will to step out of your comfort zone to pursue them.” Mariana Serrano ’18, Health Sciences Major

A Liberal Education. Practically Applied. www.easternct.edu

2018 AAHHE GR ADUATE FELLOWS

Bianca N. Haro

Anita Juárez

Bianca N. Haro, a FeministaScholar-Activist, is a fourth-year Urban Schooling doctoral candidate at the University of California, Los Angeles. Bianca’s career goals are to become a tenure-track professor and establish a Girls of Color Research Institute that will center the educational and life experiences of girls in efforts to advance equity and social justice for them. Using ethnographic modes of data collection, Bianca’s dissertation examines unique ways Latina high school students experience control, surveillance and the school-to-prison pipeline. More specifically, she hopes her work nuances our understanding of the school-to-prison pipeline and how it manifests for Latinas. Further, she wants to tell a more complete story of the school-to-prison pipeline and find gender-responsive ways to reverse the pipeline for Latinas and other Girls of Color.

Anita Juárez is a doctoral candidate in the department of Education, Culture, and Society at the University of Utah. She earned her Bachelor of Arts degrees in Chicana/o studies and sociology in UC, Santa Barbara and received a Master of Education in education, culture and society at the University of Utah. Her research interests are primarily centered on understanding the relationship between K-12 educational policy, settler colonialism, white supremacy and the political economy.

Prior to UCLA, Bianca obtained a Bachelor of Arts in Spanish and sociology from the University of San Diego. It was during her undergraduate career where her passion for juvenile justice further developed, after witnessing the disproportionate number of Students of Color detained at the Kearny Mesa Juvenile Detention Center. She later became a McNair Scholar and conducted research at the University of California, Santa Barbara to further understand the systems in place that criminalize students. For the past year, Bianca has been in collaboration with the American Civil Liberties Union and the #StudentsNotSuspects Coalition analyzing data in efforts to end the Los Angeles Unified School District’s random metal detector search policy and prove the ineffectiveness of the policy using the District’s own records. Bianca’s research agenda is a life-long commitment to centering the voices of young girls who are often overlooked in research, policy, practice and social justice efforts.

In her dissertation, Anita draws from theories of settler colonialism and racial capitalism to unsettle contemporary neoliberal schooling debates that normalize the U.S. school system as a rescuable structure through which racial socioeconomic inequalities could be appropriately tackled. By doing a historical tracing and analysis of U.S. federal education reform, in its original and revised versions, her dissertation specifically looks at how discourses of educational achievement, equity, and socioeconomic advancement have condensed notions of racial justice and self-determination to issues of access and equity. One of the overall goals of her project is to encourage collective ref lections that reconsider what is being fought for, and implicitly protected, in efforts to defend public education. She is thus drawn to the alternative futures and possibilities that abolitionist politics could offer to the field of education. Anita recently published a chapter entitled, “Educational Enclosure and the Existential Commons: Settler Colonialism, Racial Capitalism, and the Problem of the Human” in a book called Educational Commons in Theory and Practice. She currently works as the graduate assistant to the First-Year Scholars Program in the Center for Ethnic Student Affairs at the University of Utah.

“AAHHE and the graduate and faculty fellows hold a significantly deep place in my academic and professional trajectory, but they also inspire my commitment to support others in their pursuit to represent the professorate as Chicanas/os, Latinas/os, Central Americans and Indigenous people.” Christine Vega 2016 A AHHE Graduate Fellow A AHHE | W W W. A AHHE.ORG

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2018 AAHHE GR ADUATE FELLOWS

Molly F. Morin

Nancy Ortiz

Molly F. Morin is a PhD candidate in the higher education, student affairs and international education policy program at the University of Maryland College Park. She completed her master’s degree in counseling and personnel services with a concentration in College Student Personnel from the University of Maryland, participated in the McNair Scholars Program at Claremont Graduate University, and completed her bachelor’s degree in sociology and liberal studies from the University of La Verne. She is a proud Latina first-generation college student from El Monte, CA.

Nancy Ortiz is a fourthyear doctoral student in epidemiology at the School of Public Health at the University of California, Berkeley. Her research emphasis is in infectious diseases among highrisk populations. Nancy received Bachelor of Arts in anthropology from the University of California and a master’s in public health from the University of Southern California. Her research interests include vaccine preventable diseases and health disparities research in underserved populations.

Molly is completing her dissertation focused on the career pathways and lived experiences of Latina Senior Student Affairs Officers (SSAOs). Her research interests center on the experiences of Latina/o/x and first-generation college students, Latina leadership and education policies/practices that facilitate positive outcomes for underrepresented students. Molly served as the lead author of the 25th-anniversary report for the White House Initiative on Educational Excellence for Hispanics in 2015, titled: “A National Education Blueprint: Investing in Hispanics to Fulfill America’s Future.” She is also an HSF alum and participated in the AER A Division J Emerging Scholars Program. Molly’s professional experiences span the areas of academic advising, program development, first-generation student support programs and academic support services. She currently serves as the program manager of an NSF-grant funded program through the IU School of Informatics and Computing at IUPUI and Ivy Tech Community College. Before beginning doctoral studies, Molly served as an academic advisor at Chapman University where she also developed and directed an institutional support program for first-generation college students. Molly is a committed scholar-practitioner and is excited to be part of the AAHHE 2018 GSFP cohort.

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In addition to her academic work, Nancy has been involved in a number of educational outreach efforts, including volunteering with the Association of Health Minority Schools symposium. Each year, they organize a symposium on career opportunities in biomedical sciences for college students who are historically underrepresented in these fields. As a workshop speaker, she developed and led sessions that encouraged students to pursue careers in research and epidemiology. At UC Berkeley, she has participated in the Getting into Graduate School Program where she provided one-on-one mentoring on the graduate school application process to first generation college students who are interested in careers in science. In addition, she served as a Graduate Recruitment & Diversity Services Ambassador providing guidance for underrepresented prospective students in my field on how to successfully apply to PhD programs.

2018 AAHHE GR ADUATE FELLOWS

Oscar E. Patron

Gabriela Kovats Sánchez

Oscar E. Patrón is a PhD candidate in administrative and policy studies in the School of Education (SOE) at the University of Pittsburgh (Pitt). As an aspiring faculty, Oscar has worked in a variety of roles while at Pitt––from being a teaching assistant to serving on the SOE’s academic and student affairs committees. Upon his arrival at Pitt, Oscar joined his advisor’s, Dr. Gina A. Garcia, research team, where they conducted a mixed-methods multisite investigation examining the leadership development of Latinos in college. They are now working on a study on the development of Hispanic Serving Institutions by specifically exploring what it means to construct and enact a Latinx serving identity across several institutions in the Midwest.

Gabriela Kovats Sánchez is a PhD candidate in the Joint Doctoral Program in Education at San Diego State University and Claremont Graduate University. She is also adjunct faculty at San Diego City College in the Department of Chicana/o Studies. Gabriela serves as senior research analyst for the Research and Equity Scholarship Institute on Student Trajectories in Education at SDSU where she works on a project funded by the National Science Foundation that examines STEM pathways for students of color transferring from community colleges to four-year institutions.

Currently, Oscar is a visiting pre-doctoral scholar and research associate in the Race and Equity Center at the University of Southern California (USC), where he is serving as a teaching assistant for the Race in Education course. While at USC, Oscar is completing his dissertation, which investigates the resilience processes that queer Latino collegians undergo in relation to their social identities and surrounding contexts. Oscar completed his Bachelor of Arts from the University of Illinois at Urbana-Champaign (U of I), double majoring in sociology and Latinx studies. Oscar’s passion for research started from his participation in the Ronald E. McNair Scholars program while at the U of I, where he was provided with the opportunity to present his research on the complexities of identity and labels regarding the Latinx population at various conferences.

Gabriela’s research addresses the unique experiences of Mexican Indigenous youth in U.S. schools, distinguishing these experiences from the broader pan-Latinx student context—paying close attention to the complexity of multilayered colonialisms from the U.S. and Mexico that impact the construction of Indigeneity. Her dissertation research is a qualitative study that examines testimonios of Indigenous Mexican college students and how they define Indigeneity. With this work, Gabriela seeks to shed light on the racist and colonial attitudes of Latinxs against Indigenous people and challenge notions of panethnic Latinidad that have historically perpetuated the colonization and invisibility of Indigenous people. Gabriela obtained her bachelor’s degree from UC Davis and her master’s in Latin American studies from San Diego State University. Prior to pursuing her PhD, Gabriela was director of College and Career Success at Barrio Logan College Institute, a college prep nonprofit organization dedicated to serving Latinx, first generation college students. In addition to her academic work, Gabriela provides tutoring at Familia Indígena Unida, a local grassroots community organization. She is also a member of Mujeres en Resistencia, a Xicana/ Mexicana/Central American feminist dance collective that combines Zapatista autonomous knowledge with art and activism.

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Your community. Your future.

5009 AAHHE Conference Ad 17 01.indd 1

OFFICE OF THE PRESIDENT

11/9/17 10:46 AM

www.tamu.edu

2018 AAHHE GR ADUATE FELLOWS

Michelle Segovia

Carolina Silva

Michelle Segovia is a PhD candidate in the Department of Agricultural and Applied Economics at Texas A&M University, where she also completed her MSc in 2014. She holds a Bachelor of Science (2011) in food science and technology from the Pan American School of Agriculture, Zamorano. Michelle specializes in behavioral and experimental economics, consumer behavior, food economics, and neuroeconomics. She is currently the manager for the Human Behavior Laboratory. She works on combining neurophysiological tools with traditional economic methods to provide a better understanding of the factors inf luencing consumer decision-making.

Carolina Silva is a fourthyear doctoral student in the Cultural Studies and Social Thought in Education program at Washington State University. Carolina’s education advocacy work began at the age of 17 when she began helping her peers navigate the college admission process. In her first year in college, Carolina created a tutoring program at a Title I school in Salt Lake City. She further gained educational experience as an ArtsBridge fellow teaching integrated art and math. Her experience working in schools as well as being selected as an American Educational Research Association (AER A) Undergraduate Fellow solidified her plan to obtain a PhD in education. She received a bachelor’s in psychology and theater from Westminster College.

Michelle’s dissertation research, “Essays on HealthRelated Behavior and Goal Progress using Experimental and Biometric Data”, is mainly focused on the dynamics surrounding the relationship between self-control and individual decision-making. In particular, she has conducted lab and field experiments using biometric tools such as eye tracking, facial expression analysis to assess emotions, and electroencephalography (EEG) to analyze the influence of self-control exertion on subsequent purchasing decisions, food choices, time preferences and performance of individuals with different health characteristics. Michelle has also gained experience in market good evaluations for agricultural products using experimental methods and has helped in the planning, development and delivery of extension education programs. Michelle envisions herself working in the analysis of policies that address the various concerns of producers and consumers, economic development institutions, experimental economics associations, subsequently, in academia and research.

Currently, Carolina is a research assistant for a National Science Foundation sponsored project on culturally responsive indigenous science headed by her advisor Dr. Paula Groves Price. On campus, Carolina serves as a graduate student senator, leads a group for Latinx graduate students and advises an undocumented student group. She also works closely with administrators on undocumented initiatives. In addition to her campus engagement, Carolina is part of the AERA Division G Student Executive Committee and the American Educational Studies Association Graduate Student Council. Carolina’s research is guided by her own experiences as a Peruvian immigrant and previous undocumented student. Her dissertation research centers the experiences of undocumented youth in non-urban school settings and the notion of undocumented intelligence. She uses Latino Critical Theory (LatCrit) to investigate how the K-12 schooling narratives of undocumented students inf luence their participation in immigrant youth movements. Ultimately, Carolina’s goal is to build sustainable networks to train K-20 educators to work with immigrant youth and families.

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2018 AAHHE GR ADUATE FELLOWS

Ibette Valle Ibette Valle is a secondyear doctoral student in social psychology at the University of California, Santa Cruz (UCSC). She studies how social, cultural and familial factors affect the college transition of firstgeneration college students from low-income, Latinx, and migrant farm-working backgrounds. Through various methodologies, Ibette plans to contribute to theory and practice on improving the college transition for underserved students. Ibette graduated from the University of Washington with a Bachelor of Arts in psychology and medical anthropology & global health. As a Ronald E. McNair Achievement Scholar, she studied how students and communities of color experience adversity. As a low-income, first-generation student from a migrant farm-working background, Ibette sought to translate her research to various mentoring roles. For the College Success Foundation and the Dare to Dream Academy, she mentored low-income, firstgeneration students and immigrant youth on various aspects of the college transition experience. At UCSC, Ibette works to bridge research and mentoring through a social justice framework. A critical aspect of her work includes equipping marginalized students with tools for confronting challenges and countering deficit narratives. To work towards this goal, she continues to mentor diverse high school and undergraduate scholars in research. Recently, she led a project examining the family roles of first-generation students and how these roles are not recognized as valuable strengths in university contexts. Currently, she collaborates with a local charter school that serves a 96% Latinx first-generation student population to evaluate programmatic practices that support the transition to college. Ibette is committed to using research to foster learning contexts that promote belonging and success for underrepresented students.

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Bricio Vasquez Bricio Vasquez is a doctoral candidate pursing a PhD in applied demography in the Department of Demography at The University of Texas at San Antonio. Currently, he is working on his dissertation, Race and Ethnicity, Social Capital and Spatial NonStationarity in the Warehousing Hypothesis. He expects to graduate in May 2018. Bricio’s primary research interest is studying youth transitions into adulthood. Specifically, he is interested understanding the relationship between recent high school graduates’ access to labor markets versus access to postsecondary education. Additionally, Bricio is interested in studying adolescent health, the education/mortality gradient and spatial statistics. He recently completed a one year, visiting lecturer appointment in the sociology department at St. Mary’s University in San Antonio, TX. In this role, he was responsible for teaching demography and statistics courses, as well as mentoring and advising undergraduate students. Bricio has also taught as an adjunct instructor at Lone Star College in Houston, TX. After graduation, he aspires to enter a postdoctoral fellowship upon completion of his PhD where he can further build on his research skills. Subsequently, he hopes to earn a tenure track faculty position where he can continue his research agenda and strive to be an excellent educator and mentor. Bricio received a Bachelor of Arts in psychology from Texas Tech University and a Master of Arts in sociology from Texas State University – San Marcos. He is originally from Brownsville, TX, a city on the U.S./Mexico border. In his free time, he enjoys backpacking in Big Bend National Park with his rescue dog Cosmonaut, saltwater fishing with his dad and brother, and cooking delicious food.

2018 AAHHE GR ADUATE FELLOWS

Fernando Villalpando

Anthony Villarreal

Fernando Villalpando is currently a second-year doctoral student in educational leadership in higher education at California State University, San Bernardino (CSUSB). He currently serves as an Educational Opportunity Program (EOP) counselor also at CSUSB where he works directly with underrepresented student populations by providing guidance and support from the application process to graduation. He is actively involved on campus and the community by being a member on a number of committees, networks or advisory boards with the goal to advocate for the Latina/o communities.

Anthony Villarreal is a thirdyear PhD student at San Diego State University and Claremont Graduate University’s Joint Doctoral Program in education. He earned a master’s degree in counseling from Lewis and Clark College and a bachelor’s degree from Portland State University. For the past ten years, Anthony’s professional career in education has focused on college access and the transition from high school to college, particularly working with underrepresented, low-income and first generation students. His professional experience includes school counseling at the middle/high school levels in both Oregon and California; college outreach through GEAR UP, Upward Bound, and SDSU’s Compact for Success; educational policy development at the local/state level as an active member of the Oregon High School Emerging Bilingual Consortium and as a data specialist analyst for the Oregon Migrant Education Service Center; and as a residential counselor working with undocumented youth.

Since a young age, Fernando noticed the struggles of his family and community. While his older sister and he stayed in Mexicali, Mexico with his grandmother, his mother was a single parent, migrant worker who followed the harvest of fruits and vegetables starting in California’s Imperial and Coachella Valley, and ending in the Central Valley. In high school, he noticed many of his classmates were unable to access college due to their immigration status, lack of information and financial support. Fernando’s research interest is highly rooted in lived or witnessed experiences. His focus has been: first generation college students, college access for migrant students, aspirations and resiliency of undocumented students, bridging the high school to college gap, and working directly with underrepresented populations. His dissertation, “Implications of the Trump presidency on the resiliency and aspirations of undocumented students in higher education,” seeks to, by using CRT, unmask the unjust and oppressive current political discourse, and to understand the effects of the Trump administration phenomenon on this student population.

Anthony’s research is informed by his vast professional experience and personal background as the eldest son of immigrant parents from Nayarit and as a low-income, first generation college student. His dissertation research centers on promoting educational outcomes for students in “new Latinx destinations.” Recognized as an emerging scholar, he was awarded the Association for Public Policy Analysis and Management (APPAM) 2016 Equity & Inclusion Fellowship and named a CSU Chancellor’s Doctoral Incentive Program Scholar. He is currently a research assistant for the SDSU Center for Research in Mathematics and Science Education (CRMSE) working with linguistically diverse students in secondary mathematics and a research affiliate with the Research & Equity Scholarship Institute focused on studying underrepresented college students in STEM, both of which are large-scale projects funded by the National Science Foundation (NSF).

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Helping bridge the gap between education and employer needs.

Join the conversation: Lumina Foundation is an independent, private foundation committed to increasing the proportion of Americans with high-quality degrees, certificates and other credentials to 60 percent by 2025. Lumina’s outcomes-based approach focuses on helping to design and build an accessible, responsive and accountable higher education system while fostering a national sense of urgency for action to achieve Goal 2025. For more information on Lumina, visit: www.luminafoundation.org.

FOOD AND AGRICULTURAL SCIENCES (LOS CAMINOS)

March 8, 2018

Welcome to the Seventh Annual National Career Preparation Institute. It is my great pleasure to welcome you to the 13th Annual Meeting of the American Association of Hispanics in Higher Education (AAHHE). At the 2011 Annual AAHHE meeting in San Antonio, Texas, an ongoing discussion of creating a master’s thesis award program in the sciences, led to an opportunity for funding from the United States Department of Agriculture-National Institute of Food and Agriculture (USDANIFA). The result was a funded collaborative initiative between USDA-NIFA, AAHHE, and Texas State University known as Caminos. The goal of this project is to identify young Hispanic scholars primed to pursue a career in the food and agricultural sciences by creating a Master’s Thesis Award Program in Agriculture, Natural Sciences and Technology, recruiting students for USDA internships/ employment, and implementing a Career Preparation Institute designed to nurture individuals from the master’s degree program to the doctoral program and/or workplace. The Caminos Project is innovative in its synergy. While there are theses award programs, graduate fellow programs, mentoring programs, career preparation institutes, and internships, few if any of these initiatives are integrated to work in collaboration with federal agencies, institutions of higher education, and professional organizations committed to advancing the Latino population. To that end, USDA Graduate Fellows were identified through an outstanding thesis award competition and by faculty in the food and agricultural sciences to participate in a leadership development program, network with peers and nationally recognized faculty researchers and USDA agency representatives and create a leadership plan focused on developing human capital relevant to meeting the USDA labor force needs. My deepest gratitude and appreciation to the participants and mentors who so willingly and graciously gave their time and energy when approached with this initiative. This heartfelt gratitude and appreciation also extends to the USDA Graduate Fellows 2018 cohort for their willingness to venture into new territory and connect with seasoned professionals. A special note of gratitude to USDA-NIFA for their vote of confidence in funding the grant proposal that made this dream possible, to AAHHE whose commitment to improving the pipeline for future Hispanic leaders in education continues to be a driving force, and to the staff and administrators at Texas State University who have embraced and supported this innovative undertaking.

Jaime Chahín, PhD

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FOOD AND AGRICULTURAL SCIENCES (LOS CAMINOS) 2018 OUTSTANDING THESIS IN THE FOOD AND AGRICULTUR AL SCIENCES COMPETITION

1st Place Winner Alejandra Fuentes University of Texas, Rio Grande Valley Discipline: Food Safety

Alejandra Fuentes started her undergraduate education at the Universidad Autonoma de Nuevo Leon in 2010. In 2013, she transferred to the University of Texas-Pan American. As an undergraduate student, she participated in a research internship at the United States Department of Agriculture—Animal and Plant Health Inspection Service (USDA-APHIS) Mission Laboratory, in Edinburg, TX. In the fall of 2014, she received a Bachelor of Science in biology. Her research experiences as an undergraduate intern steered her passion to pursue a graduate degree to further develop her knowledge and skills in science. Her graduate research was a collaboration between the University of Texas Rio Grande Valley and USDA. Alejandra’s thesis focused on the genetic diversity of two agriculturally important arthropod vectors. Her first project focused on Diaphorina citri, the vector of citrus greening disease. She was able to analyze the global genetic variation of D. citri, using a fragment of the cytochrome oxidase I (COI) sequence. Her results revealed the genetic relationships of different populations at a global level. In her second project, she worked with Brevipalpus mites, where she assessed its genetic diversity in South Texas. These research projects provided her novel insight about the evolution of important agricultural pests. Alejandra received her Master of Science in biology from the University of Texas Rio Grande Valley in the spring of 2017. Prior to graduation, she obtained a position at the USDAAPHIS laboratory, where she works as a Biological Science Laboratory Technician. Alejandra plans to pursue a doctoral degree in genetics with an application in agriculture to further her studies in agricultural pests.

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“Prior to attending the AAHHE national conference I felt personal doubts about my place in the academy due to my own educational and schooling experiences as a community college transfer student. I did not know how to navigate and negotiate these feelings until I experienced AAHHE.” José R. Del Real Viramontes 2016 A AHHE Graduate Fellow

FOOD AND AGRICULTURAL SCIENCES (LOS CAMINOS) 2018 OUTSTANDING THESIS IN THE FOOD AND AGRICULTUR AL SCIENCES COMPETITION

2nd Place Winner Yara I. Rosado Rivera

3rd Place Winner Gabriela Solis

Nor th Carolina State University

Texas State University

Discipline: Food Safety

Discipline: Food Safety

Yara, a native to Utuado, Puerto Rico, started her studies in agronomy at University of Puerto Rico at Mayaguez where she later developed an interest in plant pathology. Soon after completing her bachelor’s degree in June 2013, Yara was accepted into the plant pathology master’s program. The primary focus of her thesis was evaluating conventional and organic fungicides to manage foliar disease in yam. Upon completion of her thesis, Yara had the opportunity to present her work to the Caribbean Food Crop Society at Guadeloupe.

Gabriela is a first-generation college student who has earned a bachelor’s degree from Texas State University where she was a participant of the United States Department of Agriculture (USDA)—Food Safety and Agroterrorism Training: Educating Our Future Workforce (FATE) program. Throughout Gabriela’s undergraduate career, she experienced many learning opportunities through internships, programs and projects. In 2014, she did an internship at a USDA—Agricultural Research Services (ARS) lab in Edinburg, Texas. One of the main research areas she worked with was on cattle fever ticks. The following year, Gabriela participated in another internship experience at the prestigious USDA national laboratory in Maryland. Both of these experiences, along with others, prepared her for a positive transition into graduate school.

Her expertise has steered her to North Carolina where she is currently working at the North Carolina State University as a research assistant in the Tobacco and Field Crops Laboratory. Yara’s responsibilities consist of working with a variety of tobacco diseases such as the black shank and nematodes and learn of methods to manage the disease. Yara is passionate about educating local farmers on managing plant diseases using sustainable resources. Yara plans to further her research in disease management and pursue a doctoral degree in plant pathology.

Currently in the master’s in biology program at Texas State University, Gabriela is developing her thesis in collaboration with researchers at the USDA-ARS laboratory, where she interned in the past. She will be addressing the topic, “molecular biology underpinning of insecticide resistance in horn flies”, an economically important pest for cattle. Her work will focus on the genomic and cDNA of horn flies to create better methods to study insecticide resistance, which can lead to improvement in control strategies of this pest in the future. Gabriela hopes to continue her studies to obtain a PhD in veterinary medicine and to one day be employed with the USDA conducting research on the eradication, control and prevention of vector-borne diseases. Conducting research that will benefit both humans and animals is what she aims to accomplish.

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FOOD AND AGRICULTURAL SCIENCES (LOS CAMINOS) FELLOWS

Maria Cuellar

Marcella I. Juarez

New Mexico State University Discipline: Food Safety

Texas State University

Maria obtained a Bachelor of Science in human nutrition and dietetics in December 2015 and is currently completing her master’s degree in food science and technology at New Mexico State University (NMSU), where she is determining whether folic acid fortification of maize is possible through the Nixtamalization process. This research aims to increase the consumption of folic acid and thus reduce the prevalence of Neural Tube Defects among the Hispanic population. Maria is also interested in food safety research and has had the opportunity to work in the Food Safety Laboratory in NMSU where she was researching the heat resistance of the Enterococcus Faecium in inoculated red chilies. She is currently a United States Department of Agriculture-Hispanic Serving Institution (USDAHSI) fellow and has presented her research at various conferences, among them the Graduate Research and Arts Symposium conference at NMSU, and the 2017 Principal Investigators Meeting at Albuquerque, New Mexico. She has completed multiple trainings including Better Process Control School, and all required courses for working in a Biosafety Level 2 Laboratory. Maria’s current plan is to apply to the Institute of Holistic Nutrition in Canada after graduation to grasp a better understanding of the intricacy of food properties and their interaction with the human digestive system. Ms. Cuellar continues to positively represent Hispanic women in the food industry and aspire to contribute to the well-being of others.

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Discipline: Global Food Security & Hunger

Marcella is currently studying agriculture education at Texas State University. Her thesis is conducting a feasibility study of shipping container farms, a new and innovative method of sustainable agricultural production, in businesses and schools. She is investigating the reason why a business or school might use shipping containers, challenges related to using this method and the benefits it provides. Her study will help identify these factors so organizations who consider using shipping container farms will have a better understanding of this method. Upon obtaining her master’s degree, Marcella plans to work with shipping container farms that emphasize sustainable production and focus on social issues by targeting individuals who reside in food deserts and low-income neighborhoods. Marcella’s education and experiences will be used to educate others on agriculture, healthy lifestyle choices, social issues, and sustainability. Marcella firmly believes agriculture and education have the power to transform lives for the better. In the future, she aims to take her expertise to her hometown of Laredo, Texas, where she will help strengthen and implement an agricultural education program throughout the city. The field of agriculture has given her a foundation to share her passion with the world and motivate others.

FOOD AND AGRICULTURAL SCIENCES (LOS CAMINOS) FELLOWS

Violeta Manzano

Marcela G. Marrero-Perez

Texas State University

University of Florida

Discipline: Global Food Security & Hunger

Discipline: Food Safety

In 2014, Violeta received a Bachelor of Science in family & consumer sciences in nutrition and foods with a concentration in dietetics. She is currently a second year, graduate student in the human nutrition program at Texas State University. For her independent research project, she is assisting Dr. Krystal Zuniga, assistant professor, in identifying barriers that keep older adults from consuming eggs regularly. The consumption of eggs can serve as a source of protein and several important nutrients for health, which can potentially be critical for maintenance of muscle mass and function in older adults.

Since the start of Marcela’s college career, she has been involved in several projects involving animal production. Her projects included working as a farm management intern at William H. Miner Institute in New York and as a research intern at the Animal Science Department of the University of Florida, investigating effects of heat stress in the mammary gland of dairy cows.

Violeta’s main interest is in community health and the prevention of chronic diet-related diseases. She has gained valuable experience working with Texas A&M AgriLife Extension Service in Bexar County as a nutritionist where she educated low-income families about the importance of a sound diet. Upon completing her master’s degree, Violeta plans to be accepted into a dietetic internship that emphasizes rural populations. She anticipates in successfully completing over 1,200 supervised practice hours in clinical and management/leadership rotations. As a dietitian, she looks forward to applying her expertise in rural communities. In doing so, she plans to implement programs that will change past cultural norms about health by networking with local hospitals and clinics to construct demonstration kitchens at their site, which will be used to educate patients on specific diets associated with their disease.

She obtained her master’s degree at the University of Puerto Rico- Mayagüez Campus under the guidance of Dr. Jaime Curbelo, extension dairy specialist. Her research focused on finding low cost detection tools for early subclinical mastitis detection and identification of bacteria in dairy cows. Her interest in the dairy industry deepened her desire to pursue her doctorate degree at University of Florida, where she is currently specializing in mammary gland physiology and lactation biology. She is an active member of the American Registry of Professional Animal Scientists and has worked more than 3,500 hours at a Research Dairy Farm in Puerto Rico. Her experiences have taught her to be a collaborative and motivated team member. Her leadership abilities and curiosity for research motivates her to understand and improve the mammary gland physiology of dairy cows.

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Brenda Morales

Julie J. Pedraza

Texas State University

California State University, Fresno

Discipline: Food Safety

Discipline: Global Food Security & Hunger

After graduating from Lee College in May 2013, Brenda was accepted into Texas State University where she completed her bachelor’s degree in general agriculture in December 2016. Soon after, she started her master’s degree in agriculture education with a teaching certification. Brenda was selected for the Houston Livestock Show and Rodeo Grant and is currently a teacher’s assistant for soil science and careers in agriculture. She is also a co-advisor for Collegiate FFA. Ms. Morale’s thesis topic focuses on self-efficacy levels of female agriculture instructors teaching agricultural mechanics competencies. Once completing her master’s degree, she plans to educate high school students, preferably in agriculture mechanics. Brenda is dedicated in her studies and looks forward to pursuing her doctorate degree where she plans to devote her time working in academia at Texas State University.

In 2015, Julie founded the student-run Plant Health Society, inviting investigators to lecture and encourage students to get involved in research. During her undergraduate studies, Julie was recognized as Outstanding University Undergraduate Leader for her efforts of mentoring students in projects and schoolwork in economic entomology, integrated pest management and biological control. She conducted undergraduate research investigating the effects of nanoparticles on the Southern Fire Ant Solenopsis xyloni and comparing it with a behaviorally and physiologically different insect, Bagrada Bug Bagrada hilaris. Julie is working to complete her master’s degree in plant science at California State University, Fresno. The past three years she has assisted in coaching University High School, Fresno students with Science Olympiad competitions. Her involvement in FFA since Junior College displays her commitment to the community. Julie’s collaboration with scientists along with overseeing numerous science focused projects, and performing research trials has encouraged her to pursue a doctorate degree. She strives to help local growers adopt sustainable practices in agriculture. Although the agriculture field is filled with many challenges, Julie finds it extremely rewarding and aspires to be an effective community leader.

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FOOD AND AGRICULTURAL SCIENCES (LOS CAMINOS) FELLOWS

Christina Ramirez

Casiani Marie Soto-Ramos

Texas State University

University of Puer to Rico, Mayaguez Campus

Discipline: Childhood Obesity

Discipline: Food Safety

Christina graduated from Texas A&M University in 2014 with a degree in general nutrition. Afterwards, she worked for WIC as a breastfeeding coordinator and clinic supervisor in Brenham, Texas for a year before transferring to WIC in Austin, Texas where she completed another year as a nutritionist. Since then, she has continued her studies and is currently working toward a master’s degree in human nutrition at Texas State University. Christina’s thesis focus is evaluating the relationship between macular carotenoids and cognition in a young adult population. She is also a graduate instructional assistant for Dr. Christopher Jenney, assistant professor, and participates in his lab as a research assistant working to identify nutritional inf luences of iron and omega-3-fatty acids deficiencies and behavioral differences. Christina has also devoted her time in volunteering with Sprouts, a research project lead by the University of Texas that builds gardens in disadvantage Elementary schools in Austin and provides nutrition classes to students and their parents. She has also volunteered with Greengate Farms in Austin as a Food Justice Advocate where she established relationships with local businesses. Her work there will help raise funds for their annual Summer Camp Scholarship Program to help underrepresented youth. After completing her master’s degree, she plans to attend a dietetic internship and work in a clinical setting before starting her own private practice. Christina aspires to become a respected leader in the nutrition and food industry by educating people on the importance of healthy diet.

Casiani is an alumna of University of Puerto Rico at Mayaguez where she earned her bachelor’s degree in crop protection in 2016. She is currently pursuing a master’s degree in the plant protection program. Casiani started her research in plants early in her academic career studying plants and their related pathogens. She has had the opportunity to work with an endangered and endemic Puerto Rican cactus, Harrisia portoricensis. Casiani has also studied different pathogens that affect the yam tuber and citrus along with Collectotrichum spp., Fusarium spp., and Penicilium spp. Under the United States Department of AgricultureNational Institute of Food (NIF)-Hispanic-Serving Institute (HSI), she has worked in the Plant Pathology lab at the Research Experimental Station at Isabela, Puerto Rico. Her continued efforts in plant research prompted her curiosity in yam and its associated diseases, particularly in third world countries. Casiani’s thesis, “Evaluation of different doses of organic products to control the populations of nematodes in yam and characterized Penicillium isolates causing internal dry rot in yam” attempts to improve yam farming in Puerto Rico as well as in Africa. After completing her graduate studies, Casiani plans to enroll in the doctoral program in plant pathology. Her goal is to educate local farmers on reliable fertilizing practices that will improve crop yield.

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SERVING THE HISPANIC COMMUNITY SINCE 1990

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Hispanic Outlook on 

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FOOD AND AGRICULTURAL SCIENCES (LOS CAMINOS) FELLOWS

Elizabeth Villegas University of Illinois Champaign-Urbana Discipline: Childhood Obesity

Elizabeth Villegas is currently working on her doctorate degree in human development and family studies at the University of Illinois at Urbana-Champaign. She has a bachelor’s degree in psychology and a master’s degree in human development and family studies at the University of Illinois at Urbana-Champaign. Her research and policy work centers on understanding the myriad factors that threaten or support the health of low-income Hispanic families and children in general populations. She is currently working on an obesity prevention multistate intervention program for Hispanic immigrant families across the nation. This intervention program focuses on encompassing the whole family and targeting multiple levels of ecological systems to combat health disparities and childhood obesity. Elizabeth has also worked on a number of various projects that seeks to promote health education and healthy lifestyles for young children and families. Elizabeth is motivated to participate in cutting-edge research on issues of health disparities such as obesity, socioemotional well-being, and health inequalities that affect underserved minority populations. She also aspires to serve as a mentor for underserved and underrepresented students as well as community members.

“In 2016, I attended my first American Association of Hispanics in Higher Education (AAHHE) conference as a graduate fellow. While at this conference, I met and learned from other Latino graduate fellows, professors and professionals from across the nation. By the end of the conference, I felt as though I had joined a community of scholars and administrators who were invested in addressing the needs of Latinos in the U.S and beyond.” Joanna Perez 2016 AAHHE Graduate Fellow

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FOOD AND AGRICULTURAL SCIENCES (LOS CAMINOS) MENTORS

Dana M. García

Refugio I. Rochín

Professor, Biology Texas State University – San Marcos

Professor & Director Emeritus UC Davis & UC Santa Cruz

Dr. García, professor and associate chair of biology and presidential fellow at Texas State University, directs research of graduate and undergraduate students investigating problems in vision research and in pigment cell biology using a variety of model systems. From 1999 to 2003, she headed Texas State University’s, NIH-funded Bridges to the Baccalaureate program, a cooperation with the Alamo Community College District aiming to get more underrepresented minority students to complete baccalaureate degrees in science. She continues to host Bridges students in her lab. From 2009 to 2014, she headed the planning committee for Texas State’s annual Women in Science and Engineering Conference.

Dr. Refugio I. Rochín is a long-time leader in promoting innovation and change in higher education settings, a published author, internationally recognized expert in his field of economics and international development. His experience includes serving as the executive director of the Society for the Advancement of Chicanos/Latinos and Native Americans in Science (SACNAS), founding director of the Smithsonian Center for Latino Initiatives, first university director of the Julian Samora Research Institute at Michigan State University, and principal investigator and research assessor for the U.S. Department of State (AID), Department of Agriculture, NSF and National Institutes of Health.

Dr. García grew up in Kingsville, Texas, daughter of Filiberto and Theda García. She got a Bachelor of Science in zoology from Texas A&M, where she was a National Merit and President’s Endowed Scholar. She graduated magna cum laude. Dr. García pursued a PhD in physiology at the University of California at Berkeley under the direction of Beth Burnside, who introduced her to a powerful model for cell motility—the fish retina. Dr. García was an NSF Graduate Fellow and a Chancellor’s Minority Scholar. After completing her dissertation, Dr. García joined the faculty at Southwest Texas State University, now known as Texas State University. Dr. García directed the Integrated Microscopy Facility, furnished with microscopes purchased with NSF funds she helped to acquire, and grew the user base for the facility. She served as Associate Dean for Research from 2006 to 2009 and was able to help a number of investigators write winning NSF Career grants.

He completed his PhD in agricultural economics at Michigan State University with additional graduate and undergraduate degrees in communication and economics from the University of Arizona and UC Berkeley. He served in the Peace Corps in Colombia (1962-64); building upon that experience as an expert advisor/ researcher on peasant farming, food, and marketing systems and institutional reform.

Dr. García is married to Mr. Paul Bain, and they have five children.

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Dr. Rochín cofounded Chicana/o Studies at UC Davis and advanced programs and related research at Michigan State University, the Smithsonian Institution and the University of Notre Dame. He has also worked in Mexico, the Caribbean, Latin America, the Middle East, Pakistan, Bangladesh, Kenya, Ghana, on projects for rural reform and economic development and was part of the Nobel Laureate Team of Dr. Norman Borlaug, recognized for the “Green Revolution” in Asia.

FOOD AND AGRICULTURAL SCIENCES (LOS CAMINOS) MENTORS

Ramona Salcedo Assistant Professor Texas State University

Ramona Salcedo is an assistant professor of nutrition at Texas State University. Dr. Salcedo earned her Bachelor of Science in dietetics and a PhD in nutritional sciences from The University of Texas at Austin. Thereafter, she was awarded a postdoctoral fellowship at The University of Texas at Austin to continue her research on dissecting the obesity-cancer link. Dr. Salcedo’s expertise in obesity, inf lammation and cancer is utilized in both a research and educational capacity. Dr. Salcedo’s research focuses on the impact of obesity on prostate cancer, liver cancer and non-alcoholic fatty liver disease. Understanding these relationships is critical due to the higher rates of obesity and liver cancer among individuals in Central and South Texas. Dr. Salcedo’s research integrates basic science and translational research by employing cell culture, animal models, and biospecimen analysis as it relates to obesity, cancer and fatty liver disease. The goal of this work is to optimize nutritional strategies to reverse the impact of obesity on cancer progression. Dr. Salcedo teaches undergraduate courses related to biochemical nutrition and nutrition research methods. She developed a graduate course on nutrition, obesity and cancer. She finds that sharing knowledge and providing mentorship can be greatly rewarding. Further, Dr. Salcedo recognizes the importance of helping others in the same capacity as she was mentored. Currently, she mentors several graduate and undergraduate students in her cancer research lab. Dr. Salcedo has published peer-reviewed articles on obesity and cancer, reviews scientific articles related to obesity and cancer, and edits nutrition textbooks. In addition, she holds a leadership position for The Obesity Society, which aims to prevent and treat obesity.

Juan E. Zalapa Research Geneticist, USDA-ARS, Vegetable Crops Research Unit Department of Horticulture Texas A&M University-Corpus Christi

Dr. Zalapa earned a Bachelor of Science in horticulture with a minor in biology from Texas Tech University (TTU). During his years at TTU, Juan conducted undergraduate research as a Ronald E. McNair and Howard Hughes Medical Institute (HHMI) fellow. In 1999, he became a graduate student at the University of Wisconsin-Madison and held the National Consortium for Graduate Degrees for Minorities in Engineering and Science (GEM) fellowship and UW-Madison’s Advanced Opportunity Fellowship (AOF) and National Science Foundation (NSF) funded K-Through-Infinity (KTI) fellowships. He received a doctorate degree in plant breeding and genetics from UW-Madison in 2005 for his work in genetic mapping and inheritance of yieldrelated traits in melon (Cucumis melo L.). In 2005, Dr. Zalapa was awarded the NSF minority postdoctoral fellowship to study hybridization between native red elm (Ulmus rubra Mulh.) and exotic, invasive Siberian elm (U. pumila L.) in the departments of Horticulture and Forestry at UW-Madison. In 2009, he joined the Agronomy department at UW-Madison as postdoctoral associate under the Great Lakes Bioenergy Research Center (GLBRC) to study switchgrass (Panicum virgatum L.) genetics. In 2010, Juan became a USDA-ARS Research Geneticist and assistant professor at UW-Madison. His current research focuses on cranberries (Vaccinium macrocarpon Ait.) breeding, genetics and genomics studies. He is also interested in increasing participation of underrepresented groups in the sciences through outreach and research. Dr. Zalapa developed an outreach (http://horticulture.wisc.edu/cggl/ZalapaLab/Outreach. html) program focused on introducing grade school students and their families to agricultural and genetics research. He currently mentors three graduate students, two minority undergraduate students and several other undergraduate researchers. In May 2016, Dr. Zalapa was promoted to associate professor with tenure at the UW-Madison.

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FOOD AND AGRICULTURAL SCIENCES (LOS CAMINOS) PRESENTERS

JoAnn Canales Founding Dean, College of Graduate Studies Texas A&M University, Corpus Christi

JoAnn Canales, PhD, founding dean of the College of Graduate Studies at Texas A&M UniversityCorpus Christi holds degrees from the University of Houston, Laredo State University and The University of Texas at Austin and has over 30 years of teaching experience in public schools and three public institutions of higher education in Texas and Colorado. She was awarded an American Council of Education Fellowship (2002-2003) and the Texas A&M University-Corpus Christi Excellence in Teaching Award (2005-2006). She currently holds an academic appointment as a full time professor in the College of Education. During her 18-year tenure at A&M-CC, she has served in numerous administrative roles both at the college and university levels. Her administrative portfolio includes establishing a nationally recognized field-based undergraduate teacher preparation program, developing a faculty development center and initiating a college of graduate studies. She has also served as a principal or co-investigator on federal grants, totaling over $800,000, funded by the National Science Foundation (NSF) and the United States Department of Agriculture-National Institute of Food and Agriculture (USDA-NIFA); participated in international collaborations to develop/evaluate programs in education; served in a leadership capacity in professional and community organizations and planned and executed conferences. Her portfolio includes extensive experience in group facilitation/mediation, strategic plan development, program evaluation and collaboration in a variety of settings including school districts, state departments, state/national organizations, banking institutions and international institutions of higher education in Chile, Mexico, Canada, Peru and Trinidad/Tobago. She currently serves on the Board of Directors for the American Association of Hispanics in Higher Education, Communities in Schools of the Coastal Bend and the Gulf Coast Credit Union of Corpus Christi.

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14ANNUAL SAVE th

T H E S E D AT E S

FEB. 26 - MAR. 2

2019 Join AAHHE for the 2019 National Conference Hilton Orange County Hotel Costa Mesa, CA

FOOD AND AGRICULTURAL SCIENCES (LOS CAMINOS) PRESENTERS

Norma Guerra Gaier

J. Don Luna

Director, Career Services Texas State University

Chair of the Department of Theatre and Dance Texas A&M University, Corpus Christi

Norma Guerra Gaier has worked in the career development field at both private and public institutions for more than 25 years. In addition to her extensive experience in career services, she has led efforts in law school career services, alumni relations, adult education career development, civic engagement, leadership initiatives and service learning. Currently, she serves as the director of career services at Texas State University.

J. Don Luna is a professor of theatre and chair of the Department of Theatre and Dance at Texas A&M University-Corpus Christi. He received his Master of Fine Arts in acting and directing from the University of Arizona. Mr. Luna has been in the theatre profession for over 40 years and has directed and acted in scores of plays, films and television. His international work is highlighted with two productions at the Edinburg Fringe Theater Festival and his New York work culminated in his performance in “The Wrath of Kali” directed by Lee Breuer of Mabou Mines Theatre Company.

Professional involvement has always been of high importance to Norma, and this year, she is serving on the National Association of Colleges and Employers (NACE) Board of Directors as vice president – College. She enjoys serving as a NACE mentor, presenting at conferences and she remains active in various committees. Her committee interests and involvements include Principles for Professional Practice Committee, Advocacy Committee, Finance and Audit Committee, Career Readiness Competencies Model Team, to name a few. She has also been active in various leadership positions within her region, state and locally, and is a proud pastpresident of the Southern Association of Colleges and Employers, the Texas Association of Employment in Education and the San Antonio Colleges and Universities Career Centers Association. She has also served as an expert reviewer for the CAS Standards for Career Services. One of her favorite topics is ethics in career services and recruitment, so she is pleased to serve as a faculty member for the NACE Management Leadership Institute teaching ethics. Her professional interests include communication analysis and interpretation involved in the career development process, life transitional issues, ethics and the integration of social media in the career development process. She earned a bachelor’s degree in English communication arts and a master’s degree in communication studies, both from St. Mary’s University.

In 2011, he was excited to be part of the inaugural Summer Institute at the Center for Communicating Science at Stony Brooke University. The work at the Summer Institute centered on empowering scientists and other professionals to find their own individual “voice” in communicating with the public. Using theatre games and strategies, this approach helped to free the participants and to engage the listener with the power of their passion for their professional lives. Mr. Luna enjoys teaching, acting, directing, voice and diction, and public speaking. Having completed workshops with Alan Alda at the Stony Brook State University of New York, he enjoys taking his theatre training beyond the stage and into the laboratory. His expertise in theatre and communication gives him the unique skills to develop performance abilities that enhance the communication skill set of the scientist.

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2018 TOMÁS RIVERA LECTURE About The Lecture Each year a distinguished scholar or national leader is selected to present the Tomás Rivera Lecture. In the tradition of the Hispanic Caucus, A AHHE will continue this lecture in honor of the late Dr. Tomás Rivera, professor, scholar, poet and former president of the University of California, Riverside.

Tomás Rivera Tomás Rivera, author, poet, teacher, and lifelong learner, was born in Texas to farm laborers who were Mexican immigrants. Neither of his parents had a formal education. He attended Southwest Texas State University, where he received B.A. and MEd degrees in English and administration, and the University of Oklahoma, where he earned his M.A. in Spanish literature and a PhD in romance language and literature. Rivera also studied Spanish culture and civilization at the University of Texas, Austin and studies in Guadalajara, Mexico. After completing his PhD, he taught at Sam Houston State University and served on the planning team that built The University of Texas, San Antonio, where he also served as chair of the Romance Language Department, associate dean and vice president. In 1978, he became the chief executive officer at The University of Texas, El Paso, and in 1979 he became chancellor of the University of California, Riverside. Rivera was an active author, poet, and artist, and loved to read. He began writing creatively at 11 or 12 years of age. He wrote about Chicano topics, themes and feelings. Rivera began documenting the struggles of migrant workers, although he did not write about politics and did not view his work as political. He published several poems, short prose pieces

and essays on literature and higher education. He served on many boards, including the Carnegie Foundation for the Advancement of Teaching, the American Association for Higher Education and the American Council on Education. In addition, Rivera was active in a great number of charitable organizations and was the recipient of numerous honors, awards and recognitions. He was one of the founders and presidents of the National Council of Chicanos in Higher Education and served on commissions on higher education under Presidents Carter and Reagan.

PAST LECTURERS 2017 Michele Siqueiros 2016 Antonia Hernández 2015 Manuel T. Pacheco 2014 Yvette Donado 2013 Francisco Cigarroa, M.D. 2012 Luis A. Ubiñas 2011 Rachel F. Moran 2010 Charles B. Reed and Jack Scott 2009 Mar ta Tienda 2008 Jamie P. Merisotis 2007 Sonia Nazario 2006 Michael A. Olivas 2005 Raul Yzaguirre 2004 Angela Oh 2003 Piedad Rober tson 2002 Harold L. Hodgkinson 2001 Félix Gutiérrez

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2000 David Hayes-Bautista 1999 Jim Cummins 1998 Samuel Betances 1997 Alber t H. Kauffman 1996 Rolando Hinojosa Smith 1995 Ronald Takaki 1994 Norma Cantú 1993 Gregor y R. Anrig 1992 Henr y Cisneros 1991 Toni Morrison 1990 Tomás Arciniega 1989 David Hamburg 1988 Ar turo Madrid 1987 Ann Reynolds 1986 Alfredo G. de los Santos Jr. 1985 John Maguire

2018 TOMÁS RIVERA LECTURE Eloy Oakley President Campaign for College Oppor tunity

The California Community Colleges Board of Governors appointed Eloy Ortiz Oakley as chancellor for the California Community Colleges beginning December 19, 2016. Eloy Ortiz Oakley is best known throughout California and the nation for implementing innovative programs and policies that help students succeed in college. Oakley strongly believes that California’s emerging economies demand a workforce with quality credentials and that the state’s 113 community colleges play a pivotal role in moving California forward. Under Oakley’s leadership, the Long Beach Community College District has received numerous awards and recognitions for its efforts to improve student completion rates and for directly supporting a strong small business and entrepreneurship eco-system throughout the greater Southern California region.

In 2014, he was invited to provide testimony on minority serving institutions to the U.S. Senate Health, Education, Labor and Pension (HELP) Committee. In his remarks, Oakley stresses that if America is to remain competitive, it must adopt innovative reforms to ensure its citizens are provided a realistic opportunity to succeed in college, regardless of their socioeconomic, racial or ethnic background. Oakley’s trailblazing efforts have been acknowledged through his appointments to the California Chamber of Commerce, the University of California Board of Regents, the Fair Shake Commission, the College Futures Foundation and the LA 2024 Advisory Board. He is frequently invited to speak to education, philanthropic and business organizations throughout the nation. Oakley himself is a community college success story. After serving four years in the U.S. Army, he enrolled at Golden West College. He then transferred to the University of California, Irvine where he received his degrees of Bachelor of Arts in environmental analysis and design and Master of Business Administration.

Oakley was appointed as the superintendent-president of the Long Beach Community College District (LBCCD) in 2007. While there he led one of the most diverse community colleges in the nation and provided statewide and national leadership on the issue of improving the education outcomes of historically underrepresented students. For his efforts, the James Irvine Foundation recognized him with their 2014 Leadership Award. Also in 2014, Gov. Brown appointed Oakley to the University of California Board of Regents. In this role, Oakley is using his experiences to better serve all Californians in higher education. In November of 2017, President Obama recognized him as a White House Champion of Change for his work promoting and supporting the national college promise movement.

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The Brilliance Michele Siqueiros

SUPPORTING EDUCATIONAL OPPORTUNITIES FOR ALL We congratulate the winners of the 2018 Outstanding Dissertations Competition and passionately share AAHHE’s mission to advance opportunities for Latinos through recognition, awareness and research. ETS’s recent Tomás Rivera Lecture Series reports include:

Underrepresentation of Hispanics Antonia Hernández

• The Brilliance, Tenacity and Strength of Latinos in America (2017) • Underrepresentation of Hispanics in Higher Education & the Need to Change (2016) • The Decade Ahead: Inquire, Innovate, Impact (2015)

Download the reports at ets.org/research/perc/pic/lectures

At ETS, our mission is to advance quality and equity in education by providing fair and valid assessments, research and related services. Our products and services measure knowledge and skills, promote learning and educational performance, and support education and professional development for all people worldwide.

The Decade Ahead Manuel T. Pacheco

Copyright © 2017 by Educational Testing Service. All rights reserved. ETS, the ETS logo and MEASURING THE POWER OF LEARNING are registered trademarks of Educational Testing Service (ETS). 38498

ETS OUTSTANDING DISSERTATIONS COMPETITION Recognizing scholarly achievement is an impor tant way to grow the pipeline of Hispanics in higher education. Since 2006, the three winners—and all the fine entrants—of the annual ETS Outstanding Disser tation Competition awards have become role models for successor generations of students, academics, and administrators. A AHHE and ETS share a vision of the future of Hispanics in higher education and a commitment to action. So ETS is deeply honored to join with A AHHE in honoring this year’s winners. Please join us in congratulating the winners and attending the presentations of the disser tations at a concurrent session of the conference. We at ETS look forward to working with A AHHE in next year’s competition.

Kurt M. Landgraf

ETS President and CEO, 2000 -2013

Walt MacDonald

ETS President and CEO, 2013-Present

Kurt M. Landgraf joined ETS as president and chief executive officer on August 7, 2000 and retired from ETS in December, 2013. While president, he oversaw ETS’s entrance into the K-12 market, expanded its international businesses, broadened its education research activities, and raised the company’s profile as a voice for education reform. Besides strengthening ETS’s business and research initiatives, Landgraf nurtured the company’s social and community outreach efforts, in part by instituting a policy that provided one paid community service day for every employee each fiscal year and that actively encouraged employees’ participation. He also led the establishment of innovative company programs to assist local communities and service groups and improve education. These include the ETSTrenton Community Partnership, which aims to improve student and teacher performance in the Trenton, NJ, public school system by bringing to bear ETS’s resources, including research-based instructional tools and tactics on curriculum and student needs. ETS, moreover, works with the school system and the community to help build a school culture that fosters motivation and learning. In its ongoing efforts to help close the academic achievement gap between affluent and disadvantaged students, under Landgraf’s leadership ETS strengthened ties and collaborated with Historically Black Colleges and Universities, the Urban League, the Hispanic Association of Colleges and Universities, the ASPIRA Association, and Native American education groups.

“As President and CEO of ETS, I am honored to continue our legacy as an advocate for greater opportunities for Hispanics. Since 2006, the winners of the annual ETS–AAHHE Outstanding Dissertations Competition have inspired their fellow students, academics and administrators. We are very fortunate that several of the award winners will visit ETS in Princeton to present their dissertations. AAHHE and ETS share a common vision and commitment to help narrow achievement gaps and to offer greater opportunities for Hispanics in higher education. This is why ETS is deeply honored to join with AAHHE in celebrating this year’s winners. We also look forward to collaborating with AAHHE on selecting and celebrating the winners of the 2016 competition. Please join us in congratulating this year’s winners, and encouraging Hispanic students to continue to excel in higher education.”

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ETS OUTSTANDING DISSERTATIONS COMPETITION 1ST PLACE WINNER

KURT M. L ANDGRAF OUTSTANDING DISSERTATION AWARD

Frank Fernandez Assistant Professor University of Houston

Disser tation Title: Doctoral Education of Latinas and Latinos in the United States: Examinations of (Sub) Baccalaureate Origins, the Role of Hispanic Ser ving Institutions, and the Relationship bet ween Sources of Financial Suppor t and Post-Graduation Plans Institution Granting Degree: The Pennsylvania State University

Frank Fernandez is assistant professor of higher education at University of Houston. He researches educational policy issues, particularly around underrepresented students graduate education, Minority Serving Institutions and legal issues. He is co-editor of Affirmative Action and Racial Equity: Considering the Fisher Case to Forge the Path Ahead (Routledge, 2015) and The Century of Science: The Global Triumph of the Research University (Emerald, 2017). The Century of Science received the 2017 award for significant research in international higher education by the Association for the Study of Higher Education’s (ASHE) Council on International Higher Education. He is co-writing a book on student free speech and how institutions can address problematic speech issues (tentatively titled Free Speech and Expression in Higher Education: Effective Professional Practice, under contract with NASPA). Frank’s dissertation, Doctoral Education of Latinas and Latinos in the United States, consisted of three empirical papers that examined different parts of the pathway to the PhD and into academic careers. In the first paper, he examined the (sub)baccalaureate origins of Latina and Latino doctorates in education, humanities and the social sciences. The first paper highlights the roles of community colleges, HSIs, and public colleges and universities in preparing Latina and Latino students for doctoral programs. The second paper shows that Latina and Latino social scientists who earned baccalaureate degrees from HSIs were more likely to earn their doctorates from less-research-intensive

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universities. Frank argues that an institutional pathway between HSIs and less-research-intensive universities may be problematic for preparing future Latina and Latino faculty members, because many faculty members are hired out of the nation’s most research-intensive universities. He argues that policymakers should devote more resources to HSIs to increase their capacity to help students pursue graduate education at the nation’s leading research universities. The third paper focuses on sources of financial support that can facilitate access to faculty careers. Unlike prior work that highlighted the importance of research assistantships, Frank’s findings show that teaching assistantships are consistently related to Latina and Latino doctoral students plans to work as a faculty member. At each point in his educational career (community college, baccalaureate program, master’s program), Frank had at least one faculty member who encouraged him to pursue a doctorate and work in higher education. When Frank was a PhD student, he was awarded an AAHHE graduate fellowship, which allowed him to present and receive feedback on some of the early ideas that culminated in his dissertation. Frank is especially thankful to Dr. Leticia Oseguera who recruited him into Penn State’s PhD program, and Dr. Liliana Garces who was his supervisor for three years at Penn State. Drs. Oseguera and Garces co-chaired Frank’s dissertation, and the AAHHE dissertation award is as much as recognition of their advising as it is of Frank’s research. Frank sees his responsibility as an early career faculty member as helping other Latina and Latino master’s and doctoral students pursue their educational and career goals to further diversity higher education faculty and administration.

ETS OUTSTANDING DISSERTATIONS COMPETITION 2ND PLACE WINNER

KURT M. L ANDGRAF OUTSTANDING DISSERTATION AWARD

Marla Delgado-Guerrero Staff Psychologist & Diversity Coordinator Marquette University

Dissertation Title: Exploring Psychosociocultural Processes within Mentoring Relationships that Influence Academic Persistence Decisions for Latina/o Undergraduates: A Mixed Methods Approach Institution Granting Degree: University of Wisconsin-Madison

Dr. Marla Delgado-Guerrero currently serves as a staff psychologist and diversity coordinator at the Marquette University Counseling Center. She completed a Bachelor of Science in journalism and was the valedictorian of the Chicana/o and Latina/o Studies program at the University of Wisconsin-Madison class of 2005. She continued on to earn a Master of Science in counseling and a PhD in counseling psychology also from the University of Wisconsin-Madison. In 2014, she was inducted into the UW-Madison chapter of the Edward A. Bouchet Graduate Honors Society and that same year was a recipient of the UW-Madison’s Outstanding Women of Color Award. Her research examines psychological, social and cultural factors that influence academic persistence for marginalized communities in higher education. Specifically, she has been examining Latina/os in higher education and her dissertation explored psychosociocultural processes within mentoring relationships that influence academic persistence decisions for Latina/o undergraduates. She has co-authored articles in top-tier journals such as the Journal of College Student Development and the Journal of Diversity in Higher Education. Dr. Delgado-Guerrero has been on both ends of mentoring relationships which have inf luenced both her research and practical experiences. She was a peer mentor while an undergraduate student and continued to mentor peer graduate students through the entire course of her graduate training. She served as a mentor through the Posse Program and supported her 11 mentees through each of their undergraduate journeys and continues to maintain these relationships 10 years later. Dr. Delgado-Guerrero also acknowledges her own mentors, Dr. Alberta M.

Gloria, Dr. Ruby Paredes and Dr. Kathy Sisneros as three inf luential women of color that inspired and encouraged her throughout her entire educational journey. Currently, Dr. Delgado-Guerrero co-chairs the Undocumented Students Task Force at Marquette University and the Diversion of Student Affairs Diversity Committee. Most recently, Dr. Delgado-Guerrero served on a committee within Marquette University’s HSI Initiative, which is the university’s effort to become one of the first HSI in Wisconsin. She also is one of the founding members of the Latinx Faculty and Staff Association at Marquette and holds professional memberships with the National Latina/o Psychological Association and Lambda Theta Alpha Latin Sorority, Inc. In her free time, Dr. Delgado-Guerrero enjoys traveling with her husband Sam and spending quality time with her family. Finally, Dr. Delgado-Guerrero is a past AAHHE Graduate Student Fellow and maintains relationships with members of her 2008 cohort to this day.

“Attending the American Association of Hispanics in Higher Education (AAHHE) conference in the spring of 2016 in Costa Mesa, California, transformed my worldview of the academic community entirely.” Christine Vega 2016 A AHHE Graduate Fellow

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3RD PLACE WINNER

KURT M. L ANDGRAF OUTSTANDING DISSERTATION AWARD

Roxanne Gutiérrez-Ocampo Educational Consultant University of California at San Diego

Dissertation Title: LOS GUERREROS ACADÉMICOS: 30 Academically Invulnerable MexicanAmerican Students Who Forged Their Way into America’s Most Selective Universities Institution Granting Degree: University of California at San Diego

Dr. Roxanne Gutiérrez-Ocampo is an award-winning author, public speaker and runs a national college admissions practice exclusively serving Latinx students. As a consultant serving school districts, community based organizations, and non-profits, Ocampo facilitates Professional Development workshops, designing and implementing culturally-relevant college-going programs, and helping organizations adopt successful practices to increase college-going participation rates. Her company – Quetzal Mama, provides college admission coaching, college boot camps, workshops, webinars and publications for historically underrepresented, low-income, first generation college going students. Ocampo also hosts the Quetzal Mama Scholars Program, a one-year intensive college admissions program for students attending eight school districts in San Diego County. As a true scholar/ practitioner, Ocampo views her classroom and workshops as a “laboratory” where she tests, observes, and assesses new concepts and theories, as a way to create more meaningful, effective and interesting curriculum for Latinx students. She has published five books on college admissions for Latinx students and parents including: Nailed It! Quetzal Mama’s Toolkit for Extraordinary College Essays; El Vuelo de la Mamá Quetzal: Cómo Criar Hijos Exitosos y Prepararlos para las Mejores Universidades; Flight of the Quetzal Mama: How to Raise Latino Superstars and Get Them into the Best Colleges; and her eBook, Betcha Didn’t Know! Quetzal Mama’s Tips for Latino Parents.

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Ocampo earned a doctorate degree in education from University of California at San Diego. Her dissertation is titled, “LOS GUERREROS ACADÉMICOS – 30 Academically Invulnerable Mexican-American Students Who Forged Their Way into America’s Most Selective Universities.” The purpose of the study was to examine the experiences, perspectives, patterns and decision making behaviors of 30 high-performing students who identify as Mexican-American, low-income, first generation, English Learners, with immigrant parents, and recently matriculated at a highly selective college. The study explored how participants successfully engaged in college choice behaviors that inf luenced application and matriculation at selective college campuses closely aligned with their exceptional academic profiles, and averted the phenomenon of Undermatching. This exploration included an examination of environmental, institutional, digital technology, psychological and community-based resources. The purposeful sample was comprised of students who graduated in 2015 from public high schools in Arizona, California, Nevada, and Texas. The qualitative methodology consisted of individual, semi-structured interviews, and a Qualtrics Survey. Dr. Ocampo holds a master’s degree in Chicano/Latino & African-American literature from CSU East Bay, and a bachelor’s degree in English from CSU East Bay. Born and raised in the Bay Area (San José, California) she resides with her family in San Marcos, California. Dr. Ocampo is married to Dr. Arturo E. Ocampo—a Civil Rights and Education Law Attorney, and an expert in Diversity & Educational Equity for public and private universities and California community colleges. Together they have raised three children – Carlos, Gabriella and Emilio.

ETS OUTSTANDING DISSERTATIONS COMPETITION

HONORABLE MENTION FINALISTS

KURT M. L ANDGRAF OUTSTANDING DISSERTATION AWARD

Jorge Ballinas “The context of success: Mexican educational achievement in the Northeast” Degree-Granting Institution: Temple University

Sonaliz Morel-Baker “Cognitive and motivational factors that inspire Hispanic female students to pursue stem-related academic programs that lead to careers in science, technology, engineering and mathematics” Degree-Granting Institution: New Jersey City University

Catherine Preito Olivarez “Narratives on college access and academic undermatch: Understanding Latinx students and their families” Degree-Granting Institution: University of North Texas

Johanna Clair Schuch “Socio-spatial geographies of Hispanic immigrant youth accessing the urban labor market” Degree-Granting Institution: University of North Carolina at Charlotte

“Attending the AAHHE conference gave me an opportunity to interact and engage with colleagues around higher education issues that are critical for the success of the Latinx community. Seeing the success of others working on these issues is inspiring and uplifting!” Renata A . Revelo, PhD 2017 ETS Outstanding Dissertations Winner Assistant Professor, Department of Leadership and Higher Education Clinical Assistant Professor Electrical and Computer Engineering University of Illinois at Chicago

Yvette Donado Senior Vice President, Chief Administrative Officer/Chief Diversity Officer ETS

“Recognizing scholarly achievement is an important way to help grow the pipeline of Hispanic students in higher education. For that reason, ETS began supporting AAHHE’s annual Outstanding Dissertations Competition a decade ago. It is indeed gratifying to read AAHHE’s 2015 report on where the past winners are today. Their success stories offer ample justification for our sustained support and inspire future generations of accomplished Latino academicians, educators, and administrators. As a former Tomás Rivera Lecturer and member of the AAHHE Latino Success Institute, I am both honored and gratified to see the progress of AAHHE and its supporters. ETS is proud to have AAHHE as one of its most robust collaborations in the domain of Latino education. Best wishes for a highly successful conference!”

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Sharing the Opportunity of Education Miami Dade College proudly supports the American Association of Hispanics in Higher Education and its commitment to enhance the educational aspirations of Hispanics. With the largest Hispanic student enrollment of any college in the nation, MDC is uniquely positioned to help more members of this important and growing population strive for and attain long-term success.

www.mdc.edu | 305-237-8888

Largest enrollment in the country | more than 300 academic pathways, associate and bachelor’s degrees, and career certificates | 8 campuses

ODC OUTSTANDING DISSERTATIONS JUDGES

Loui Olivas Ivonne Diaz-Claisse

President

President

American Association of Hispanics in Higher Education

Hispanics Inspiring Students’ Performance and Achievement (HISPA)

Arizona State University & Professor Emeriti W.P. Carey School of Business Arizona State University

David Garcia Associate Professor Director Mary Lou Fulton Teachers College Arizona Education Policy Initiative Arizona State University

Patricia Perez Professor College of Humanities and Social Sciences California State University, Fullerton

Beverly J. Irby

Rebecca A. Robles-Piña

Professor & Chair

(Committee Chair)

Educational Administrative Programs

Professor

College of Education and Human Development Texas A&M University

Dept. of Educational Leadership & Counseling Sam Houston State University

Amaury Nora Professor Dept. of Ed Leadership & Policy Studies College of Ed and Human Development University of Texas, San Antonio

Maricela Oliva Associate Vice Provost Educational Leadership & Policy Studies University of Texas, San Antonio

Edward A. Delgado-Romero Professor Dept. of Counseling and Human Development Services University of Georgia

Gilbert A. Valverde Professor and Department Chair Educational Administration & Policy Studies University at Albany, State University of New York

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THE INAUGURAL AAHHE PRESIDENT’S AWARD The A AHHE President’s Award is given to an individual or organization that has provided sustained leadership and suppor t of A AHHE’s mission and goals. This award was established to honor the unwavering dedication and model leadership of A AHHE’s founding president, Dr. Loui Olivas, a scholar, mentor, advocate and leader in higher education.

Loui Olivas Founding President A AHHE & Professor Emeritus Depar tment of Management W. P. Carey School of Business Arizona State University

Dr. Loui Olivas, a fourthgeneration native Phoenician, joined Arizona State University (ASU) in 1979 as the assistant director of the Center for Executive Development, and served as the director from 1982 to 1986. Dr. Olivas served as the assistant vice president for academic affairs at ASU for 17 years until his appointment in 2006 to the position of assistant vice president for education partnerships. After 30 years of service, Dr. Olivas retired from ASU in 2009. As a tenured professor in the W. P. Carey School of Business Department of Management, his teaching and research emphasis focused on entrepreneurship, small business management and Hispanic demographics–marketing perspectives. Published work by Dr. Olivas focuses on personnel, management, training and small business and entrepreneurial operations. For 20 years, beginning in 1990, he launched the first study of Hispanic-owned businesses in Arizona, and from 1999 to 2015, he authored the annual DATOS Report for the Arizona Hispanic Chamber of Commerce. He is also the editor of the 81st Arizona Town Hall Report entitled, Arizona Hispanics: The Evolution of Influence. As president of Olivas and Associates since 1989, Dr. Olivas has worked with Fortune 500 corporations as a consultant in Hispanic demographics and marketing. Prior to his work at ASU, Dr. Olivas served as the director of executive development and education for Western Savings and Loan Association, director of employee development with the City of Phoenix, and as a consultant, instructor and developer of various other executive development programs for Fortune 500 companies.

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In addition to the numerous national and local awards he has received for his work in business, education and the community, honors given to Dr. Olivas include the “Outstanding Teaching Award” by ASU undergraduate students and the Teaching Excellence Award for ASU’s Center for Executive Development. AZ LULAC also named him Educator of the Year, and he is a recipient of the Arizona McDonald’s Community Leader Award. The Be a Leader Foundation established an endowed scholarship in his name to honor his sustained efforts in mentoring business students. Dr. Olivas has provided leadership and service to numerous national and local boards and commissions, such as serving as the founding dean of the National Hispanic Corporate Council Institute; the founding president of the American Association of Hispanics in Higher Education; secretarytreasurer for Project ChalleNGe Foundation; director of the U.S./Mexico Solidarity Foundation; member of the U.S. Hispanic Chamber of Commerce, Council of Economic Advisors; board member of Angelita’s Amigos Inc.; board member of St. Joseph’s Hospital Foundation; founding board member and treasurer of The Victoria Foundation; and a founding board member of Sonoran Bank, Arizona. He is also a founding director of Construct Net International and was a founding board member of QuePasa.com, a publicly traded company on NASDAQ. In addition, Dr. Olivas is a retired colonel from the Arizona Air National Guard, having served a distinguished 29-year military career.

THE INAUGURAL AAHHE PRESIDENT’S AWARD

Gary Keller Regents Professor and Director, Hispanic Research Center Arizona State University

Gary Francisco Keller is the Arizona State University Regents’ Professor of Chicana/o Studies and director of the Hispanic Research Center. He has been at ASU since 1986; previously he was provost for Research and Graduate Studies at Binghamton University. He is a creative writer and a scholar who specializes in film history, religious studies, literature and sociolinguistics. A prolific writer, he is the author or editor of 34 books, including most recently The Cisco Kid: American Hero, Hispanic Roots (with Francis M. Nevins); Good Bandits, Warrior Women, and Revolutionaries in Hispanic Culture; Moving Forward: Policies, Planning, and Promoting Access of Hispanic College Students (co-edited with Alfredo G. de los Santos Jr., Laura I. Rendón, Alberto Acereda, Estela Mara Bensimón, and Richard J. Tannenbaum); and Moving Forward: Policies, Planning, and Promoting Access of Hispanic College Students (co-edited with Alfredo G. de los Santos Jr., Laura I. Rendón, Alberto Acereda, Estela Mara Bensimón, and Richard J. Tannenbaum).

Among the many awards recognizing Keller’s writing, scholarship and research leadership are the Dr. Loui Olivas Distinguished Leadership in Higher Education Award of the Victoria Foundation’s 8th Annual Arizona Higher Education Awards in 2017, the 2016 Galardón Luis Leal at the X Congreso Internacional de Literatura y Estudios Chicanos in Madrid, and the 2006 National Association for Chicana and Chicano Studies Distinguished Scholar Award. The November 1989 issue of Hispanic Business magazine featuring Keller states he is “one of the one hundred of the nation’s most influential Hispanics.” On November 4, 1993, he was awarded a $50,000 prize for “Pioneering Achievements in Education” from the Charles A. Dana Foundation. Gary Keller received a bachelor’s of philosophy from the University of the Americas, a master’s in Hispanic literature and linguistics from Columbia University, a master’s in experimental psychology from the New School for Social Research, and a PhD in Hispanic literature and linguistics from Columbia University.

In recent years, he has also produced and directed several documentaries, including Love in the Time of Revolution; 1927-1929, La Cristiada; and Papa Francisco y San Francisco. His recent published articles include “Mining and the Dignity and Indignities of Work,” and “The Border and Border-Running in United States, Mexican, Chicano, and Alter Cinema.”

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AWARDS Alfredo G. de los Santos Jr. Distinguished Leadership in Higher Education Award This award is given to an outstanding administrator in the field of higher education who has demonstrated excellence in the profession. The award is named in honor of Dr. Alfredo G. de los Santos, Jr., a leader, faculty member, mentor, and champion in higher education.

Alfredo G. de los Santos Jr. Professor, Mar y Lou Fulton Teachers College Research Professor, Hispanic Research Center Arizona State University

This award is given to an outstanding administrator in the field of higher education who has demonstrated excellence in the profession. The award is named in honor of Dr. Alfredo G. de los Santos, Jr., a leader, faculty member, mentor and champion in higher education. As a research professor at Arizona State University since January 2000, de los Santos has had research and development responsibilities at the Hispanic Research Center in the College of Liberal Arts and Sciences, and a teaching and advising assignment in the Mary Lou Fulton Teachers College until his resignation in November 2011. For more than 21 years—from 1978 through 1999—de los Santos served as Vice Chancellor for Student and Educational Development at the Maricopa Community Colleges. In that capacity, he was responsible for articulation, curriculum, faculty and student development, business and workforce development, international education, external resource development, institutional research, instructional technology development, facilities planning and construction management. He was also principal investigator for the Maricopa Advanced Technology Education Center, funded by the National Science Foundation. Over the years, he has served as a member of numerous boards, commissions and councils, including on the board of trustees of the Tomás Rivera Policy Institute; Multicultural Education, Training and Advocacy, Inc.; Jobs for the Future, Inc.; and the National Center for Public Policy and Higher Education.

As well, Dr. de los Santos served on the Board of Directors for the American Council on Education, the American Association of Community Colleges, the American Association for Higher Education, the Council for Higher Education Accreditation, the United States Open University and the Partnership for Service-Learning. He also was a member of the Board of Trustees for The Carnegie Foundation for the Advancement of Teaching, Educational Testing Service, the College Board, and the American College Testing. In addition, he served as a member of the National Advisory Committee on Institutional Quality and Integrity and the Advisory Committee to the W.K. Kellogg Foundation’s initiative with Hispanic Serving Institutions, ENLACE. Dr. de los Santos has received numerous awards and recognitions for his work in higher education, including the National Leadership Award from the American Association of Community Colleges in 2004, the Reginald Wilson Award from the American Council on Education in October 2001, the Harold W. McGraw, Jr. Prize in Education in September 1998, Special Recognition Award for Scholarly Research in Bilingual Education from the National Association for Bilingual Education in l994, and Education Achievement Award from the National Science Foundation in l993. In 2015, the National Association of Bilingual Education awarded him the Ramón Santiago Award for his life-long contributions to bilingual education. Dr. de los Santos earned the Associate in Arts degree (1955) from Laredo Community College, Texas, and three degrees from The University of Texas at Austin: Bachelor of Arts (English), 1957; Master of Library Science, 1959; and PhD, educational administration, 1965.

LIST OF PAST RECIPIENTS 2017 James E. Brenneman 2016 Ted Mar tinez, Jr. 2015 Havidán Rodríguez 2014 David López 2014 Tomás Morales 2013 Norma L. Hernandez 2012 J. Michael Or tiz

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2011 Leonardo de la Garza Shirley Reed

2005 Blandina Cardenas and Miguel A. Nevarez

2010 Milton Gordon

2004 Estela López

2009 Dolores M. Fernández

2003 B. Rober to Cruz

2008 Silas H. Abrego

2002 Margarita Benitez

2007 Diana Natalicio and Ernest H. Moreno

2001 Douglas X. Patiño

2006 Jose Jaime Rivera

13 TH ANNUAL NATIONAL CONFERENCE

2000 Cecilia L. Lopez 1999 Jesús Rangel

1998 Celestino Fernández 1997 Eduardo Padrón 1996 Lattie F. Coor 1995 Victor Alicea 1994 Juliet García 1993 José González

AWARDS Alfredo G. de los Santos Jr. Distinguished Leadership in Higher Education Award

Nora R. Garza Vice President for Research Development Laredo Community College

Dr. Nora Garza has devoted 40 years to education at Laredo Community College. She earned her doctor of philosophy degree in educational administration, community college leadership from the University of Texas at Austin in 1994. In 1996 she was promoted to associate dean and subsequently to dean of arts and sciences. She has represented LCC and Laredo as a W. K. Kellogg Fellow at the University of Texas Austin, as a leader at the National Institute for Leadership Development, as a Hispanic Serving Institutions Fellow at USDA, as AAUW Laredo president, as the first Hispanic AAUW Texas president, and as the founding president of the Texas Hispanic Serving Institutions Consortium. She was inducted into the Laredo Women’s Hall of Fame for her contributions to education.

Dr. Garza’s work in support of education has been tireless: working to secure external funding in support of the college’s mission and educational equity and excellence for the students of Laredo. Her grant awards have secured 40% funding for the Joaquin Cigarroa Science Lab Building, endowments for scholarships, computer technology and services for students and scientific equipment for faculty and staff. Her cooperative ventures include: Texas A&M International University, Houston Community College, Texas State University, and Southwest Texas Junior College. To date Dr. Garza has secured over $20 million for Laredo Community College and educational institutions in Laredo and Texas and over one million in endowments. She has written, administered and evaluated multiple grants. She serves as the vice president for resource development and as project director for Title V grants. Her leadership style and philosophy are guided by Peter Senge motto, “People who lead and follow in organizations work collectively to achieve the organization’s goals”.

University of Southern California is proud to support

The American Association of Hispanics in Higher Education (AAHHE).

Reward flights only available on days ending in “y.”

AWARDS Sponsored by Southwest Airlines Outstanding Latino/a Faculty in Higher Education: Research/Teaching (Research Institutions) Award Karen Lozano

This award recognizes an individual who has demonstrated excellence in both research and teaching and has provided significant contributions to his/her academic discipline.

Professor of Mechanical Engineering UTRGV Nanotechnology Center

Dr. Karen Lozano is the Julia Beecherl Endowed Professor and Director of the UTRGV Nanotechnology Center. Lozano focuses mostly on the development of nano-reinforced polymer composites and development of nanofiber systems through Forcespinning® (centrifugal spinning). She is a prolific inventor, co-founded an industry focused on the industrial production of nanofibers and has received several national/international awards for this invention such as the R&D 100. Lozano’s secret ingredients are hard work, personal responsibility and innovation. She is a very passionate engineer that even though started with serious disadvantages, has been able to achieve technical success while effectively changing a community one student at a time. Through high tech projects, she encourages, inspires and educates students. Lozano also enjoys instilling in K-12 students a passion for engineering careers, she has developed numerous summer camps, workshops and presentations and more recently launched a YouTube Channel, “Karen’s Lab” to promote STEM based innovation.

Erika Camacho Associate Professor of Mathematics School of Mathematical & Natural Sciences Arizona State University

Dr. Erika T. Camacho grew up in East Los Angeles and was taught by Jaime Escalante at Garfield High School. She received her Bachelor of Arts in mathematics and economics from Wellesley College in 1997. After earning her PhD in applied mathematics at Cornell University in 2003, Dr. Camacho spent a year as a researcher at Los Alamos National Laboratory. She then held a tenure-track faculty position

at Loyola Marymount University before joining the faculty at ASU in 2007. She was a 2013-2014 MLK visiting assistant professor of mathematics at Massachusetts Institute of Technology (MIT). She co-founded the Applied Mathematical Sciences Summer Institute (AMSSI) and co-directed other summer programs dedicated to the recruitment of undergraduate women, underrepresented minorities and those that might not otherwise have the opportunity. Dr. Camacho published the first set of mechanistic models addressing photoreceptor degeneration. While experimental physiologists have been working on this area for decades, Dr. Camacho has provided a new framework through which experimentalists can examine retina degeneration. Her work examines the mechanisms and interactions of photoreceptors that are critical to their functionality and viability with the ultimate goal of stopping blindness. She uses analytical and computational approaches to uncover new mechanisms and principles that are key, test and suggest hypotheses, as well as explore potential treatments. Her work catalyzed a number of papers and investigations by other researchers, some testing other biological hypotheses, others attempting alternative approaches, and others analyzing different aspects of the retina all utilizing mathematical models. She currently collaborates with experimentalists and experts on retina from the Vision institute of Pairs, Massachusetts Ear and Eyen Infirmary, and University of Massachusetts Medical School and other mathematicians. Her other research is at the interface of mathematics, biology, and sociology and also involves mathematically modeling pharmacokinetics/ pharmacodynamics, gene networks within yeast, social networks, alcohol effects on a neuron firing and fungal resistance under selective pressure. Her leadership, scholarship and mentoring have won her many national and regional recognition including the Great Minds in STEM Education Award, the SACNAS Distinguished Undergraduate Mentoring Award, and the Hispanic Women Corporation National Latina Leadership Award. Dr. Camacho’s passion is to continue the work and legacy of her mentors: to create opportunities for those individuals from marginalized communities and make graduate education attainable to them through intensive research. She truly believes that education is what allows individuals to follow their passion, excel even when the odds against this are many, and realize their dreams. In her own words, “STEM education is what allows us to shape and mold our lives and that of future generations to come. It is the biggest equalizer of life.”

LIST OF PAST RECIPIENTS 2017 Armando Mar tinez-Cruz

2009 Denise A. Segura

2002 Sergio Aguilar-Gaxiola

1994 Frank Bonilla

2016 Frederick Luis Aldama

2008 Alber ta M. Gloria

2001 Virginia Sánchez-Karroll

1993 Ar turo Madrid

2015 Estela Bensimon

2007 John Alderete

2000 Yvonne Enid González

1992 Paul Roldán

2014 Aida Hur tado

2006 Mar ta Tienda

1999 Kris Gutiérrez

1991 Sonia Nieto Rodriguez

2013 Margarita Calderón

2006 Jorge Chapa

1998 Edna Acosta-Belén

1990 Mari-Luci Jaramillo

2012 Cynthia Feliciano

2005 Patricia Gándara

1997 Laura Rendón

1989 Frank Talamantes

2011 Sylvia Hur tado

2004 Raymond V. Padilla

1996 Gloria Bonilla-Santiago

1988 Piedad Rober tson

2010 George J. Sanchez

2003 Rogelio Saenz

1995 Rolando Hinojosa Smith

1987 Flora Mancuso Edwards A AHHE | W W W. A AHHE.ORG

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UPS

is proud to sponsor The American Association of Hispanics in Higher Education (AAHHE) Outstanding Latino/a Faculty in Higher Education: Service/Teaching Award

Congratulations to the 2018 Recipient: Marissa Vasquez Assistant Professor Community College/Postsecondary Education Leadership Department of Administration, Rehabilitation, and Postsecondary Education San Diego State University

AWARDS Outstanding Latino/a Faculty in Higher Education: Service/Teaching (Teaching Institutions) Award This award recognizes an individual who has demonstrated excellence in both research and teaching and has provided significant contributions to his/her academic discipline.

Marissa Vasquez Assistant Professor Community College/Postsecondar y Education Leadership San Diego State University

Born and raised in South Bay San Diego, Dr. Marissa Vasquez has remained committed to uplifting the Latinx community through her teaching, research and service. As a scholar, Dr. Vasquez is actively engaged in research that explores the intersections of sociocultural and gender identity of historically underserved students in higher education. In particular, her work seeks to better understand the experiences, factors and conditions that facilitate success among Latino men in college. She does this while working collaboratively with and mentoring Latino male transfer students at SDSU. As the associate director of the Community College Equity Assessment Lab (CCEAL), Dr. Vasquez leads multiple projects that involve institutional needs assessments for disproportionately impacted students in community colleges. Dr. Vasquez is also the director of the Aztec Research Fellowship Program (ARFP), an undergraduate research program aimed at increasing the pipeline of historically marginalized students who pursue a graduate degree. In addition to her contributions as a scholar and campus leader, Dr. Vasquez also dedicates her time to the Latinx community in San Diego. Dr. Vasquez serves on the scholarship committee for MANA de San Diego, a local non-profit organization that empowers and supports Latinas through education. She also volunteers her time with MANA’s Tia’s program, which supports Latinas currently enrolled in college. Since 2005, she’s also served as a mentor for the Puente Project at Southwestern College, a program that she was once a part of as a community college student. In 2017, she was presented the Mentor of the Year award.

As a UC Berkeley alum, Dr. Vasquez is the founder and co-chair of the UC Berkeley Chicanx/Latinx Alumni Association in San Diego, a non-profit organization that supports local high school and community college Latinx students who will be attending UC Berkeley via scholarships and social networks. In 2017, she was the keynote speaker for the University of San Diego’s School of Leadership & Education Sciences Latinx Graduation Ceremony. An ardent advocate for Latinx student success, Dr. Vasquez established the Vasquez Scholarship for Advancing Latinx Student Success at SDSU. The scholarship supports doctoral students conducting research on Latinx community college students and/or Latinx transfer students and/or post-baccalaureate achievement of Latinx transfer students. Dr. Vasquez also remains dedicated to advancing research and cultivating the Latinx community at the national level. Dr. Vasquez is board member at Large for the Council for the Study of Community Colleges (CSCC), the co-chair of NASPA’s Latinx Knowledge Community Research and Scholarship Committee, and is an active member within a national network of professional organizations (ASHE, AER A, A AHHE) as an advocate for community colleges within the larger context of higher education. She is also the managing editor for the Journal of Applied Research in Community College (JARCC), a peer-reviewed journal that features articles relating to the integration of research and theory to practice in community colleges. Given the scholarly void on Latino male students, Dr. Vasquez Guest Edited a special issue dedicated to the experiences and outcomes of Latino men in community college. Dr. Vasquez earned an Associate of Arts from Southwestern College in San Diego, CA; a Bachelor of Arts in English from the University of California, Berkeley; a Master of Arts in counseling from the University of San Diego; and a Doctorate of Education in educational leadership from San Diego State University.

LIST OF PAST RECIPIENTS 2017 Christina Alfaro

2013 Sylvia Garcia-Navarrete

2009 José B. González

2005 René Díaz Lefebvre

2016 Cristina Villalobos

2012 Amaur y Nora

2008 Elba Maldonado-Colón

2004 Eduardo E. Aguilar

2015 Louie F. Rodríguez

2011 Stephanie Alvarez

2007 Enriqueta “Queta” Chavez

2003 Virginia González

2014 Sandra Trejos

2010 María del Carmen Martínez

2006 Ar turo Hernandez

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Successfully Matching

Employers and Job Seekers in Higher Education

Search Our Postings or Post a Job Today! 860.632.7676 www.LatinosinHigherEd.com The #1 Resource for Latina/o Professionals in Higher Education

AWARDS Outstanding Support of Hispanic Issues in Higher Education Award The Outstanding Support Award is given to an individual in the community who has demonstrated outstanding accomplishments and support of Hispanic issues. This individual need not be an educator but one who has made significant contributions to the Latino higher education community, i.e., community leader, civic leader, elected or appointed official, etc.

Richard Tapia Professor of Mathematics Rice University

Richard Tapia is a mathematician and professor in the Department of Computational and Applied Mathematics at Rice University in Houston, Texas. He is internationally known for his research in the computational and mathematical sciences and is a national leader in education and outreach. Tapia’s current Rice positions are university professor (only the sixth individual afforded this title in the 100-year history of Rice University), Maxfield-Oshman professor in engineering, and director of the Center for Excellence and Equity in Education. Tapia was born in Los Angeles to parents who separately emigrated from Mexico as young teenagers in search of educational opportunities for themselves and for future generations. The first in his family to attend college, Tapia went on to receive bachelor’s, master’s and PhD degrees in mathematics from the University of California, Los Angeles. In 1967 he joined the Department of Mathematics at UCLA and then spent two years on the faculty at the University of Wisconsin. In 1970 he moved to Rice University where he was promoted to associate professor in 1972 and full professor in 1976. He chaired the department from 1978-1983.

in Science, Mathematics and Engineering Mentoring; the Lifetime Mentor Award from the American Association for the Advancement of Science; the Distinguished Service to the Profession Award from the Society for Industrial and Applied Mathematics; the Distinguished Public Service Award from the American Mathematical Society; the Distinguished Scientist Award from the Society for the Advancement of Chicanos and Native Americans in Science in addition to seven honorary doctorates. Tapia was recently honored with the 2017 American Association for the Advancement of Science’s Public Engagement with Science Award for his remarkable career blending worldclass scholarship, admirable mentoring and profound contributions to science, technology, engineering and mathematics education and public engagement. In 2014 Tapia was awarded the National Science Board’s Vannevar Bush award for his extraordinary leadership, inspiration, and advocacy to increase opportunities for underrepresented minorities in science, distinguished public service leadership in science and engineering, and exceptional contributions to mathematics in the area of computational optimization. In 2011 President Barack Obama presented the National Medal of Science to Tapia for his pioneering and fundamental contributions in optimization theory and numerical analysis and for his dedication and sustained efforts in fostering diversity and excellence in mathematics and science education.

Among his many honors, Tapia was the first Hispanic elected to the National Academy of Engineering. In 1996 President Clinton appointed him to the National Science Board, where he served until 2002, and from 2001 to 2004 he chaired the National Research Council’s Board on Higher Education and the Workforce. He has received the National Science Foundation’s inaugural Presidential Award for Excellence

Two professional conferences have been named in Tapia’s honor, recognizing his contributions to diversity: Richard Tapia Celebration of Diversity in Computing conference and the Blackwell-Tapia Conference, whose founders described Tapia as a seminal figure who inspired a generation of African-American, Native American and Latino/Latina students to pursue careers in mathematics.

LIST OF PAST RECIPIENTS 2017 Irma Lawrence

2009 Peter Rosa

2001 Jesús Rangel

1993 José Serrano

2016 Marie T. Mora

2008 Maggie Rivas-Rodriguez

2000 Ar t Ruiz

1992 Edward Apodaca

2015 Jamie P. Merisotis

2007 Eddie Perez

1999 Rubén Hinojosa

1991 Ernesto Rodríguez

2014 Stephen Jordan

2006 Kur t M. Landgraf

1998 Irma Lerma Rangel

1990 Eloy Rodríguez

2013 Charles B. Reed

2005 Eugene Garcia

1997 Raúl Yzaguirre

1989 Isaura Santiago

2012 Jeanett Castellanos

2004 Louis Fernandez

1996 Rober t Atwell

1988 David Hamburg

2011 Enrique G. Murillo, Jr.

2003 Rick Noriega

1995 José López-Isa

1987 Allison Bernstein

2010 Carlos Vélez-Ibáñez

2002 Rober to Haro

1994 Ada López A AHHE | W W W. A AHHE.ORG

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AWARDS The William Aguilar Outstanding Latino/a Cultural Award in the Literary Arts or Publication This award has been established to recognize Latinos/as who have contributed significantly to our understanding of our Hispanic community and/or culture through literar y ar ts, publications and scholarship. This award will honor individuals for the following achievements: • Fictional shor t stor y, novel, children’s book or poetr y

authentically depicting Latinos/as

• N on-fictional publications, books, manuscripts, Latino journal • Editor of Latino newspaper

William Aguilar VP Emeritus University Advancement California State University, San Bernardino

Dr. William Aguilar was an A AHHE Founding Board Member and served as vice president and National Conference Chair from 2005– 2018. He retired from California State University, San Bernardino (CSUSB) after twenty-one years of service in 2009. He served as vice president for Advancement for four years and was responsible for Development, Advancement, Alumni Affairs, Public Affairs and Athletics. Dr. Aguilar served as the founding vice president for Information Resources and Technology (IRT). His doctoral degree is from the University of Illinois, Urbana in library and information sciences. Previous positions include the directorship of libraries at the following campuses: California State University, San Bernardino; Central Connecticut State University; Pikeville College and Lamar Community College.

Under his leadership, CSUSB celebrated its 40th Anniversary with three major events scheduled throughout the 2005-06 academic year. Areas of specific interest included increasing the university’s endowment, philanthropy to complete the building of the CSUSB Palm Desert Campus and the general overall improvement of the Advancement Division. Dr. Aguilar has been awarded several distinguished awards for outstanding performance. These include: 1998 Diversity Award from CSU, San Bernardino; Honorary Member, Epsilon Pi Tau, Gamma Nu Chapter, CSU, San Bernardino (1994-Present); Hispanic Leadership Fellowship Recipient (1986); Kellogg Educational Policy Fellowship (1983-84); National Hispanic Scholarship Fund Recipient (1981-83); and Title II Higher Education Act Fellowship (1973, 1980). In addition, he has received several grants for work related to information and technology. He holds membership in several professional organizations, and he speaks and writes Spanish fluently. His creative talents and artistic work focusing on building furniture, picture frames and a unique gift box made from exotic woods imported from throughout the world. His hobby also includes fly fishing.

LIST OF PAST RECIPIENTS 2017 Ana Castillo

2012 Alma Flor Ada

2007 Helena Maria Viramotes

2003 Rudolfo Anaya

2016 Juan Felipe Herrera

2011 Chon A. Noriega

2006 Esmeralda Santiago

2002 Juan Delgado

2015 Rolando Hinojosa-Smith

2010 Francisco Aragón

2014 Octavio Roca

2009 Bessy Reyna

2005 Cordelia Chávez Candelaria

2013 Benjamin Alire Sáenz

2008 Javier Ávila

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2004 Alber to Rios

2001 Teófilo Jaime Chahín 1996 Nicholas Kanellos & Gar y D. Keller

AWARDS The William Aguilar Outstanding Latino/a Cultural Award in the Literary Arts or Publication Laurie Ann Guererro Writer-in-Residence Texas A&M University, San Antonio

Laurie Ann Guerrero was born and raised in the Southside of San Antonio and received the Academy of American Poets Prize, among others, from Smith College. Winner of the 2012 Andrés Montoya Poetry Prize, her first full-length collection, A Tongue in the Mouth of the Dying, was selected by Francisco X. Alarcón and released by University of Notre Dame Press in 2013. Guerrero’s chapbook, Babies Under the Skin (Panhandler Publishing 2007), won the Panhandler Chapbook Award, chosen by Naomi Shihab Nye. Her latest collection, A Crown for Gumecindo (Aztlan Libre 2015), a collaboration with visual artist, Maceo Montoya, received the 2016 Helen C. Smith Award for poetry from the Texas Institute of Letters and was named one of eight must-read books from small presses by NBC Latino. Poets & Writers Magazine named Guerrero one of 10 top debut poets in 2014. A Tongue in the Mouth of the Dying was listed as one of 14 must-read works of Chicano literature by Rigoberto Gonzalez and received a 2014 International Latino Book Award. Other honors include grants from the Artist Foundation of San Antonio and the Alfredo Cisneros del Moral Foundation. In 2014, Guerrero and was appointed by former mayor, Julian Castro, Poet Laureate of the city of San Antonio, the seventh largest city in the nation. In May of 2015, Guerrero was appointed the 2016 Poet Laureate of the State of Texas by the 84th legislature of Texas.

As Poet Laureate, Guerrero implemented numerous projects, gave talks and readings across the city and country, including a TED-X talk, “What I Learned from My City,” and collaborated with youth arts organizations and other nonprofits. A notable achievement as Poet Laureate of San Antonio was the permanent instillation of the San Antonio Poetry Archive, at the Ozuna Library at Palo Alto Community College. There, she worked with the English department to involve students in gathering interviews and oral histories of living poets and with the art department and its students to create relief murals permanently on display in the library highlighting the archive. Guerrero has been a featured reader and lecturer at various institutions including Yale University, New York University, University of Michigan-Ann Arbor, Smith College, Texas State University, University of MassachusettsDartmouth, University of California-Davis, Vanderbilt University,  Fordham University, Northwestern University,  among many others. She has held residencies at Alma de Mujer Center for Social Change in Austin, Texas, Baruch College in New York City, Palo Alto College in San Antonio, Letras Latinas in Washington, D.C., and at the Guadalupe Cultural Arts Center in San Antonio. Guerrero holds a Bachelor of Arts in English language & literature from Smith College and an Master of Fine Arts in poetry from Drew University. She is currently the Writer-inResidence at Texas A&M University-San Antonio and is at work on a number of projects including a collection of essays and two collections of poetry, The Miniature Word of Faith and Bloodletter’s Dreambook.

“It was during the introduction of the fellows that I learned of the diverse scope of critical work that these graduate students from across the nation were exploring. Being part of this cohort of Graduate Fellows and learning from the experiences of the Faculty Fellows was an invigorating experience in and of itself.” Tanya J. Gaxiola Serrano 2017 A AHHE Graduate Fellow A AHHE | W W W. A AHHE.ORG

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UC San Diego, an Emerging Hispanic-Serving Institution, is proud to support the work and mission of AAHHE.

proud sponsor of the

2018 American Association of Hispanics in Higher Education Conference

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FOR M ORE INFORMATIO N O N A AHHE VISIT W W W. A AHHE .O RG A SPECIAL THANKS TO THE HISPANIC RESEARCH CENTER, ARIZONA STATE UNIVERSITY

AAHHE STUDENT WORKERS CAROLINA AGUIRRE Bachelor of Science in Accountancy, Fall 2017

KARINA GRIFFIN Marketing – Sophomore

TRISTEN OCHOA Computer Information Systems Major – Senior

MEGAN SANCHEZ Biological Sciences Major – Sophomore

JOSE SAUCEDA Business Communications Major – Junior

FLOR URIBE Master of Accountancy, Fall 2017

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