There’s No Place Like Home by <b> Robert Vela </b>

A look at how san antonio college, one of the oldest public two-year institutions in texas, is creating a welcoming “home” for its nearly 20,000 students

Dismantling the Great Math Barrier A College-wide Approach by <b> Ric Neal Baser </b>

There was a time when more than 70 percent of Northwest Vista College (NVC) students were unable to graduate because they could not complete their college math requirement. Until a community college student is successful in completing the math core requirement they cannot satisfy the college core requirements needed to graduate with an associate degree.

Motivating Networking and Mentoring Through the AAHHE Conference by <b> Alfredo Huante</b>

Hispanic Serving Institutions February 2018

According to the U.S. Department of Education, “a Hispanic-Serving Institution (HSI) is defined as an institution of higher education that—(A) is an eligible institution; and (B) has an enrollment of undergraduate full-time equivalent students that is at least 25 percent Hispanic students at the end of the award year immediately preceding the date of application.” While this definition nicely sums up the requirements a school must meet to become an HSI, being an HSI and truly serving the Hispanic community goes beyond statistics. And so we here at Hispanic Outlook are running an ongoing article series highlighting those schools that have achieved HSI status and how they are truly Hispanic-Serving Institutions.

Rendering the Invisibles: A Note on Communities Colleges, Social Invisibility and Politics in the Us by <b> William Ruiz Morales </b>

Irma García: Blazing Trails & Scoring Success by <b>Jeff Simmons</b>

It’s lonely at the top for Irma García. Since 2007, when she was named the athletic director at St. Francis College in Brooklyn, N.Y., she has remained the first and only Hispanic woman to lead a Division I athletic program.

Santiago Targets Achievement Gap as CEO of Hispanic College Fund <b>Jamaal abdul-alimn</b>

As an accomplished university leader who helped boost revenue and enrollment at one of the largest universities in the Midwest, Dr. Carlos Santiago anticipated there would be questions about his recent decision to leave the world of academia.

U. of California-Riverside Devises a Successful Latino Graduation Strategy by <b> Gary M. Stern</b>

The University of California (UC)-Riverside, a large institution with 20,746 undergraduates that is 35 percent Latino, takes graduating Hispanics very seriously. It relies on several success strategies, including first-year learning communities, creating Hispanic academic programs, developing an early-warning academic alert, and using data to retain and graduate larger number of Latino students than the norm.

TCU’s Recruitment Strategies Yielding More Hispanic Students – and Retaining Them by <b> Gary M. Stern</b>

In the fall of 1999, administrators at Texas Christian University (TCU), located in Fort Worth, Texas, met to devise a strategy to attract more African-American and Latino students. At that time, only 5 percent of its students were Latino; and 4 percent, African-American. After initiating a task force, TCU stepped up its efforts to diversify its campus.

University of Michigan Finds New Ways to Attract Latinos and Minorities by <b> Gary M. Stern</b>

“College Corps mentors are trained in how to understand and cope with issues that can arise for Latino students.” --William Collins, Director, Center for Educational Outreach, U-M

Antonio Flores Celebrating His 20th Year as Executive Director of the Hispanic Association of Colleges and Universities (HACU) and Still Going Strong by by <b> Gary M. Stern</b>

Most executive directors of non-profit educational organizations burn out.  It’s just an expected result of running an organization with limited resources and excessive hours.

A University of Maryland Graduate School Program Prepares Doctoral Students for Life Outside of Academia

“This is a national issue. The University of Maryland is responding to that need. Many students want and are interested in careers outside of academia, and many of them are unsure of how to manage their own career.” — Dr. Susan C. Martin, program director for career and professional development at the University of Maryland Graduate School