ResourceGuide 08-09 FINAL - LARES

Transcription

UIC
U NIVERSITY OF I LLINOIS
AT C HICAGO
Bienvenidos
A Latino
Resource Guide
A LARES Handbook for
College Success
Serving the Latino Community for over 30 Years
2008 – 2009
Table of Contents
Welcome to the University of Illinois at Chicago………………………………...…….….….……..3
Latino Pillars of Support………………………………...…………………………………….……….4
Meet the LARES Staff……………………………………………………………………….…….......6
Helpful Hints……………………………………………………………………………….………...….7
LARES Leaders…………………………………………………………………………….…..….…...9
Academic Assistance………………………..………………………………………………………..10
Academic Skills Program (ASP) courses……………..…………………………….…….………..11
Financial Aid/Scholarships…………………………………………………………...……….…......12
Ten Pet Peeves of College Professors………..…………………..…………….…..……………..15
Five Things No One Ever Told Me About Fitting Into the College Environment..……….……..16
Latino Student Organizations and Peer Support…………….…………………….………………18
Thinking Ahead……………………………………………………………………….…………….....21
Summer Research Opportunity Program (SROP)……………………………….……….……….22
Navigating the System….………………………..………….………………………..……...………23
Campus Advocacy Network (CAN)………………………………………………….…….………..25
Commonly Asked Questions…………………………….….………………………….…….….…..26
Learning the Walk and Talk of College…..……..……….…...…………………….……..………..28
Academic Calendar………………………………………..………………………………….…..….29
Getting to know UIC’s Latino Faculty ……………………………….………….….…...…….…...30
UIC Latino Faculty and Staff Directory...………………………………...…………..……………..35
2
Welcome to the University of Illinois at Chicago
On behalf of the Latin American Recruitment and Educational Services program
(LARES), I would like to welcome you to the UIC Latino family which we hope will be a
cornerstone of your support while you pursue your academic and career goals here at
the university.
Large educational institutions offer a number of benefits to students. Along with an
accomplished faculty, there are a host of other human, technical and programmatic
resources, which constitute the principle advantages of attending a comprehensive
state university. However, it is quite easy to overlook the offices, programs and
individuals that can be of great help to you. I have often heard students say, “I wish I
had known about this earlier.” The quality of your education can be diminished if you
do not connect with the services and opportunities that can benefit you.
We have developed this survival guide for you to use as a road map. This guidebook
does not seek to be comprehensive. (We refer you to publications such as the
university catalog http://www.uic.edu/ucat/catalog/, the UIC Student Handbook
produced by the Office of Student Affairs and Enrollment Management and other
resources published by the colleges.) This particular booklet is a special road map that
focuses on Latino and Latino-related resources.
There are many people who can offer you guidance, but YOU alone are responsible for
the decisions you make. Therefore, we urge you to carefully consider important
issues, especially since what is right for one student may not be the best option for
another. Read the university catalog and work with your LARES counselor to avoid
needless missteps along the way of your educational journey. Seek out services,
enroll in special initiatives, integrate yourself into the various organizational efforts,
make a contact in your college and link yourself to concerned and helpful individuals on
campus. In this way, you will be more likely to obtain the best information and find your
personal niche at the university while enriching your student experience. Again, on
behalf of LARES and the Latino community, I welcome you to UIC.
Leonard Ramirez, Ph.D.
LARES Director
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The LARES
Mission:
To empower
students by
providing personal
growth and
educational
opportunities and
to prepare leaders
who will make
individual and
collective
contributions
toward the cultural
and social
advancement of the
Latino community.
Latino Pillars of Support
Over the years, Latino students and campus personnel have worked together to create a number of
programs to assist you. Various generations of students, faculty, administrators, and community leaders
from the 1960s to today have played an important part in the development of student support systems.
You will want to take advantage of the legacy that has been left to you.
Hispanic Center of Excellence (HCOE)
HCOE is a program dedicated to the recruitment and graduation of medical students
from the University of Illinois at Chicago. The Center sponsors various programs to
achieve this goal. The Center's programs include the ESCUCHA! Student Network, the
Leadership Development Conference, the Summer Medical Student Research
Fellowship Program, guidance with Step 1 Board Exam, and other academic support
programs for undergraduate Latino students interested in medicine. For an appointment
or more information please contact the Hispanic Center of Excellence at 312-996-4493,
Fax 312-996-9922 or visit our web site at http://hcoe.medicine.uic.edu/index.htm. We
are located at the College of Medicine East, 808 S. Wood Room 990.
Latin American and Latino Studies (LALS)
The Latin American and Latino Studies Program is an academic program offering courses on
Latin America and Latinos in the United States. An interdisciplinary program with its own faculty,
it focuses on Latin American history and politics, Mexican-Chicano/a studies and culture and the
migration and development of Latinos in the United States, with emphasis on Chicago and the
Midwest. Latin American Studies faculty concentrate in the areas of:
-Latin American History
-Mexican-Chicano/a Studies
-Puerto Rican Studies
-Latino/a Studies in the Urban U.S.
In addition, the program cross-lists related courses in departments such as geography, economics, anthropology, political science, art history, literature (Spanish, French, Portuguese, and English), and history. There is a large number of courses available to students which cover topics as
diverse as pre-Hispanic archaeology, the forest Indians of Brazil, race and ethnicity in the New
World, Spanish history, development and dependency in Latin America, Mexican, Caribbean and
South American history, U.S. foreign policy toward Latin America, Latino social movements in
the U.S. and Latino community development in Chicago.
1527 UH – MC 219
601 S. Morgan Street
312.996.2445 312.996.1796 fax
http://www.uic.edu/las/latamst
Latin American and Educational Services (LARES) Program
LARES is a recruitment and academic assistance program at the University of Illinois at Chicago. It was established in the 1970s by students, faculty, staff and community members to recruit and assist Latinos
through the admissions process and provide counseling and academic services to students at both the high
school and university levels. LARES targets Latino students who are interested in pursuing higher education
and who desire personalized guidance and other forms of support. The Cesar Chavez Study Area has a
computer lab as well as a group and individual study space. Address: 1200 West Harrison Street, Suite
2640. Phone: 312.996.3356, fax: 312.413.2903 or visit our website: www.lares.uic.edu.
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Latino Pillars of Support continued...
Policy and Action Committees
The Latino Committee on University Affairs (LCUA) & the Chancellor's
Committee on the Status of Latinos (CCSL)
The Latino Committee on University Affairs (LCUA) is an independent Latino organization open to the entire
UIC Latino community. The Chancellor's Committee on the Status of Latinos (CCSL) is open to all who
have an interest in Latino affairs and issues. CCSL was established to advise the Chancellor. Each organization in its own unique way is concerned with promoting educational, professional and career opportunities
for Latinos at UIC.
The LCUA subcommittees work on Outreach, Retention and Recruitment of Students, Special Events, and
Employment. LCUA has also helped establish and continues to promote the activities of the Association of
Latino Parents. The goals of the LCUA are the development of university programs designed to improve
the quality of educational opportunities available to Latinos in the Chicago Metropolitan Area, including recruitment and support for Latino students and increased representation and opportunities for Latino faculty,
staff and civil service employees.
CCSL's subcommittees include faculty, community liaison, and academic retention. CCSL's emphasis is
primarily on policy and focused on its advisory relationship to UIC's administration. When appropriate,
LCUA and CCSL coordinate activities and support one another's events and projects. CCSL and LCUA
continue to develop and enhance UIC's relationship and commitment to the Latino communities of
Chicago and Illinois. For more information on CCSL please contact co-chair Hugo Teruel, Associate Director, LARES program, at hugot@uic.edu. For LCUA please contact co-chair William Rodriguez, Associate
Dean, Office of Student Affairs, at willie@uic.edu.
Rafael Cintron Ortiz Latino Cultural Center
The Rafael Cintron-Ortiz Latino Cultural Center (LC B2) was created through the efforts of Latino students
in the 1970s. Named after a professor who aided students in their struggles, the center is a study and social center which sponsors cultural, political, and academic events. The center has a computer lab with extended hours and facilities that student organizations can reserve for their activities. For upcoming events,
or to use the facilities, call the center at 312.996.3095 or visit their website at www.uic.edu/depts/lcc/.
Student Organizations
In a discussion held years ago in LARES, it became clear that various forms of student support were
needed to supplement the assistance provided by university programs and college offices. LARES committed itself to work with students who were interested in leading organizational initiatives that could provide
peer support, information, and other resources. LARES initiated the creation of engineering, health, education, law, business and other student groups. Most of these independent peer-support efforts still exist in
some form on campus. Peer groups are a vital form of assistance available to undergraduate and graduate
students. They constitute one of the important pillars of support available for Latino students.
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Meet the LARES Staff
I am Terry Mankus the ASP math Instructor and tutor. I hold a B.S., M.S. and Ph.D. in mathematics from
UIC. I played hockey at UIC (both at the college and semi-professional levels). I also play golf, exercise,
watch TV, and tell really bad jokes.
My name is Areli Castañeda and I am the assistant to the director for the LARES Program. Previously, I
was a student worker at LARES for almost four years while completing my business degree at UIC. In my
spare time I enjoy being with my family and friends.
My name is Luis Duarte. I have a B.A. from De Paul University. Before coming to UIC, I had the opportunity
to work in the community helping Latino students for over thirteen years. I advise students majoring in pre-law,
pre-social work, and social sciences. I enjoy spending time with my son, and I also love music, going to concerts, sporting events, amusement parks and listening to really good jokes.
My name is Alfredo Estrada. I am one of the recruitment and admission counselors at LARES. I hold a
B.S. in marketing from UIC and advise students that are interested in business. In my spare time I enjoy
hanging out with friends, going to concerts and watching White Sox games.
I am Leonard Ramirez, the director of LARES. I advise prospective graduate students. I have a Ph.D. from
UIC’s College of Education. In my free time I enjoy reading, watching films and socializing with friends.
My name is Joanna Maravilla and I am also a recruitment and admission counselor at LARES. I hold a
B.A. in Latin American and Latino Studies from UIC and advise students that are interested in nursing and
psychology. In my spare time I enjoy spending time with my family and hanging out with friends.
My name is Jesus Antonio Laurel. I am a Recruitment and Admissions Counselor here at LARES and I
hold a B.A. in communications from UIC. I advise students interested in elementary and secondary
education. In my free time I enjoy writing short stories, keeping up with current events and writing music with
friends.
My name is Diana Medina and I am a Recruitment and Admissions Counselor for the LARES Program. I
have a B.S. from UIC with a double major in marketing and management. I currently advise students that are
interested in engineering. In my spare time I enjoy spending time with family and friends.
I am Hugo Teruel. I am the Associate Director of the LARES program and advise students in art, performing
arts, communications, English and the humanities. I also work with students who are undecided about their
career path. I have a B.A. and an M.A. in music composition from Roosevelt University. I have performed at
the World Music Theater and other venues around Chicago.
I am Onintze Zenarutzabeitia Pikatza. I hold a B.A. from UIC and an M.S. in education from Northern
Illinois University. I am the Assistant Director of the LARES program. I am also the Admissions Coordinator
and work with over 2,700 applications a year. My hobbies include dancing and playing pool.
My name is Alicia J. Rodriguez. I have a B.A. from Loyola University - Chicago. Before joining LARES as
a Recruitment and Admissions Counselor, I spent five years working in the non-profit field, most recently as a
community organizer (around higher education issues) in the Pilsen/Little Village area. I advise students who
are interested in pre-health. In my spare time I enjoy reading, traveling, going to concerts, shopping, and
hanging out with my friends.
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Helpful Hints
There are many benefits of being in the LARES program. Through LARES, students find out
about many educational, financial, professional and other opportunities. You may want to
look for postings on bulletin boards in the LARES front office and student study area. Flyers
and scholarship applications can also be found on display. Students also discover
opportunities through the LARES newsletter and special bulletins that are available through
the web (http://www.lares.uic.edu). Our students enroll in study abroad programs, participate
in internships across the country and take part in valuable programs, conferences, and
projects that enrich their undergraduate and graduate careers. The quality of information
students receive from LARES has contributed to UIC Latino students being number one in
Hispanic Scholarship Awards given in the Midwest. You may find that your LARES academic
advisor may be the single most important university resource. In order to take full advantage
of LARES, it will be important that you stay in touch with your advisor either by making an
appointment, calling or through email. We encourage you to use all of these methods.
Elementary and Secondary Education
(Jesus Antonio Laurel, LARES Education Advisor)
Students thinking about education careers should know that the College of Education offers a
bachelor of arts degree in elementary education with bilingual options. Those who are interested in teaching at the high school level commonly major in a liberal arts area such as English or mathematics and will enroll in education courses necessary for secondary school certification. You may speak to a LARES advisor to help determine which pathway is appropriate
for you. It is very important for all students to keep in contact with counselors throughout the
year because they are constantly updated on college curriculum and special opportunities
such as campus and off-campus scholarships.
Pre-Law
(Luis Duarte, LARES Pre-Law Advisor)
Do you want to improve you chances of getting accepted into a major law school? It is never
too soon to map out a strategy. You might want to attend several of the Midwest law school
conferences that are held throughout the year. At conferences and at special recruitment
events you can learn about the profession, meet law school representatives and hear about
programs such as the Council on Legal Educational Opportunity (CLEO).
CLEO is a privately funded educational program that provides opportunities to students who
might not initially meet the complete eligibility requirements to enter U.S. law schools. Applicants applying to the CLEO program must take the Law School Admissions Test (LSAT) no
later than the December prior to one’s expected date of admission in order to assure timely
receipt of LSAT scores. Stipends are awarded to students who meet the federal guidelines
for low income disadvantaged students. For further information, please contact Luis Duarte
at LARES and contact CLEO at the address below:
Early on with the help
of LARES, I was able
to take advantage of
opportunities on and
off campus. On
campus, I joined
student government,
the economics club
and Model United
Nations. The summer
of my sophomore year,
I received an email
from LARES about
Department of State
Internships. I took a
chance, applied and
was accepted. This
past year I heard
about a public policy
fellowship program
through LARES.
Realizing that public
policy combined many
of my interests, I
applied and was
accepted. It was
through my
participation in these
programs that I gained
the leadership skills
and the practical
awareness of
opportunities outside
of UIC.
Gonzalo Escobar
UIC Class of 2006
CLEO
1420 N. Street, N.W.
Terrace One
Washington, D.C. 20005
202.828.6100
http://www.cleoscholars.com
7
Helpful Hints continued...
Health Careers
(Alicia J. Rodriguez, LARES Pre-Health Advisor)
If you are considering a career in the health sciences, then you chose the right university.
UIC has one of the largest and most comprehensive selection of health science majors
and colleges. It is part of a major medical center and has a Health Science Library.
These are the health careers offered by UIC:
“The counselors
from LARES
College of Nursing:
assisted me with
Bachelor of Science in Nursing (BSN)
crucial things such
College of Applied Health Sciences:
as how to write a
Biomedical and Health Information Sciences
- Biomedical Visualization (MS)
- Health Information Management (BS)
- Health Informatics (MS), (Certificate), (Joint Degree)
- Specialist in Blood Bank Technology (Certificate)
Disability and Human Development (MS)
Disability Studies (PhD)
Human Nutrition (BS), (MS), (PhD)
Movement Sciences (BS), (MS), (PhD)
Occupational Therapy (MS Certification), (OTD)
Physical Therapy (MS), (DPT)
winning
scholarship essay
and especially how
to approach
professors.
Furthermore,
LARES helped me
not only to stay on
Professional Programs:
College of Pharmacy
College of Dentistry
College of Medicine
College of Veterinary Medicine (Urbana-Champaign Campus)
Be aware that all of these programs have strict grade point average (GPA) requirements
for eligibility. Supplemental applications as well as entrance exams may be
required. For information regarding health career options, curricula, graduation requirements, etc., please contact the individual colleges or the LARES Program at
312.996.3356.
8
track but
encouraged me to
pursue my Ph.D.”
Sofia MohammadCastañeda
UIC Alumna
LARES Leaders
LARES Leaders are volunteers that help the LARES program carry out its mission. These students
contribute their many talents in a wide variety of programs, presentations and projects. LARES
Leaders have an opportunity to see how an office like LARES functions as well as to learn valuable
office, communication and networking skills.
Qualifications:
?? Good Phone Skills
?? 2.5 GPA
?? Responsible
?? Sophomore through graduate student classification
?? Willingness to represent the LARES Program
?? Willingness to give creative input to enhance LARES Leaders
Responsibilities:
?? To assist with outreach, including tele-counseling recruitment efforts
?? To assist with campus tours
?? To host LARES events
?? To represent/facilitate presentations about the LARES Program
Benefits:
?? A chance to provide input to the program and contribute
your ideas
?? A solid letter of recommendation
?? Developing a sense of responsibility and leadership
?? Giving back to the Latino community
?? Learning about opportunities
?? Making new friends
If you have any questions or are interested in becoming a
LARES Leader, please contact Luis Duarte at the LARES
office at 312.996.3356.
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Academic Assistance at UIC
You will find that many students who enter college with you will fail or drop out of school sometime during their first two
years. This can be prevented! It often does not depend on how "smart" you are as much as the wisdom you exercise
when making important decisions. Two critical things you can do if you really want to succeed at the university is to map
out a study plan and identify those resources that can help you.
You may find that the UIC library is the best place to study or you may find another favorite area on campus (see below).
Identify a place at home that meets your needs and make it your own permanent study space during your undergraduate
years. This is important! If it isn't possible for you to study at home, then you will have to spend more time on campus
which you may want to do anyway so you can take advantage of the technical, library, human and other
resources available. Many campus sites are open through the evening. Some secret spots are available to students for
most of the night. Here are some resources to include in your study equation.
Tutoring at UIC...
Students often think tutoring is something, “just for those who really need it.” But research shows that college students
who seek out tutoring services are more likely to be driven to succeed at high levels. Arrange to visit a tutor early on in
the semester. This will prevent anxious visits during crises and high-volume times such as around midterms and finals. It
can take time to develop a good relationship with a tutor. The personal account by the alum below speaks of how important tutoring can be.
Tutoring Services
A Student Perspective on Tutoring...
African American Academic Network
“For more than twenty years, the Confederation of
Latin American Students (CLAS) has provided the
Latino undergraduate student body with a valuable
Neat places to study:
tutoring resource. The founders of CLAS, a Latino
student organization, envisioned the empowerment
of UIC Latino students by providing them with the
??Wherever nobody
tools to help ensure their academic success. Toelse you know can
day, students visit the CLAS office for tutoring for
many subjects, including chemistry, biology, math,
find you!
English and Spanish. Tutoring offers an opportunity
for Latinos to interact with students like themselves.
It is very satisfying to see successful Latino students
??The cafes/restaurants
act as role models for others.
on Taylor Street.
I can honestly say that I would not have gained the
confidence and skills necessary to succeed as a
student if it were not for CLAS. As a freshman and ??The UIC Library.
sophomore, I frequently visited the office for tutoring, but, more than anything else, I was excited to
know that a service was available to assist me in my
??The Cesar Chavez
studies and help me in my transition from high
school to college. Being able to reach out to young
Study Center at
Latino students profoundly enriched my experiences
LARES
at UIC.
(Snacks available
during midterms and
final exams.)
Rafael Contreras
UIC Alum
??Group study areas at
LARES or UIC
Libraries.
CLAS
Student Center East, Room 305
Office telephone number: 312.355.5185
http://www2.uic.edu/stud_orgs/service/clas/home/
Students Services Building, Suite 2800
LARES
Writing and Study Skills: Mitzi Ramos
Office hours and by appointment.
Call for more information.
Mathematics: Terry Mankus
Office hours and by appointment.
E-mail: tmankus@uic.edu
Math Learning Center
Mathematical Sciences Learning Center
Fred Thulin, Director
430 SEO - 312.413.7872
Call for office hours.
www.math.uic.edu/undergrad/mslc/
Writing Center
Vainis Aleksa, Director
Call for office hours.
Office telephone number: 312.413.2205/2206
Hispanic Center of Excellence
Jorge Girotti, Director
Pilar Bautista, Associate Director
151 CMW
1819 West Polk Street.
Honors College
Burnham Hall, Room 103
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Academic Skills Program (ASP) Courses
In order to develop your skills, refresh your knowledge, or increase
your chances of doing well in a course or special project you might
find enrolling in a LARES ASP class a valuable option. Here are
some issues for you to consider.
Often students underestimate the value of ASP classes
because they do not carry graduation credit. Therefore, they
do not always appreciate their value.
“I really recommend the ASP
reading and writing courses
because they provide help
with your writing
assignments. In addition,
the ASP classes prepare you
for advanced work.”
But willingness to take courses like ASP has been seen by
university staff as a sign that a student is capable of making
mature decisions and is seriously attempting to develop their
academic potential.
Laura Pacheco
Movement Science Major
College of Applied Health
Sciences
While students do not earn graduation credit, an ASP course
is accepted for registration purposes and can be used to meet
continuous progress requirements should a student have to
drop a class for whatever reasons during their undergraduate
career. ASP courses can also be strategically used at the
beginning of your college career to find the best class balance
that results in the best grades.
There is evidence that students who enroll in LARES ASP
mathematics and writing classes tend to do better than similar
students who choose not to take these classes.
Many students, including those initially leery of ASP classes,
credit these classes for helping them become better students.
Some even look back at their ASP experience as a valuable
component of their successful graduation from college.
Consider these LARES ASP Courses offered each semester:
ASP 063 - Topics in learning support instruction (Math)
ASP 086 - Critical reading and thinking I
ASP 087 - Critical reading and thinking II
Don’t forget to speak with your LARES counselor to find out
more information regarding these courses!
11
“I was enrolled in two ASP
courses my freshman year
for both English composition
and math. I can honestly
say that both helped me gain
confidence to succeed in
college. I learned from both
courses that there is no
excuse why I would fail. The
help is there. It is just a
matter of going out there and
asking for support.”
Alba Morales
Biological Sciences Major
College of Liberal Arts and
Sciences
Financial Aid/Scholarships
To apply for financial aid the Free Application for Federal
Student Aid (FAFSA) form must be completed. The FAFSA is
available at high schools, community colleges, the UIC Office of
Student Financial Aid and the LARES Program. If you
applied for aid during the prior year, the Financial Student Aid
processor should automatically mail you a renewal application
that should be completed in lieu of a FAFSA.
UIC has a March 1 priority deadline. Some forms of aid have
limited resources, so it is important that you apply as early as
possible. Applying through FAFSA ensures that you have applied through all forms of federal financial aid, including Federal
Pell Grants, Supplemental Grants, Perkins Loans, Stafford
Loans, and work-study. In addition, the state of Illinois uses
FAFSA to determine eligibility for the Illinois MAP Grant. You
may apply for financial aid before being admitted to UIC. However, final notification of your aid will not be sent until you have
been admitted to UIC. Various financial aid and scholarship
applications for undergraduate and graduate students are often
available at the LARES program. These are only a few:
??
??
??
??
Free Application for Federal Student Aid (FAFSA)
Minority Teachers of Illinois Scholarship--up to $5,000
Debolt Teacher Shortage Scholarship--up to $5,000
Hispanic American Commitment to Educational
Resources -- $1,000
?? Hispanic Scholarship Fund -- $1,000
?? Illinois Latino Council on Higher Education -- $1,000
?? LINC TELACU Scholarship -- $500 to 1,000
UIC Satisfactory Academic Progress Policy
Your eligibility for financial aid might be canceled for one or
more of the following reasons:
1. Your completion rate falls below 67% of your
attempted course work.
2. Your cumulative grade point average (GPA), including
transfer work, is not at least 2.00 (4.0 = A) once you have
attempted 60 or more credit hours.
3. You failed to complete your degree requirements within 180
attempted credit hours, including transfer hours.
If your financial aid is canceled, you may petition for
reinstatement. Please contact the Office of Financial Aid for
more information.
12
Managing Your Finances
There is a great concern over college
students and the debt they incur.
Students have been known to leave
undergraduate programs with a debt of
$40,000 or more, not always as a result
of unavoidable educational related
expenses. This causes a great deal of
difficulty for students as they graduate
and enter the workplace.
Some possible reasons for this situation
may be:
?? Students may not have an
understanding of the long term
effects of debt.
?? Students are forced to borrow more
money because of inadequate
financial aid.
?? Students have immediate access to
credit cards and loans.
Access to credit cards is a major
concern. Credit cards have differing
interest rates. These vary from very low
interest rates for people with outstanding
credit history to very high interest rates
for those with no or poor credit history. It
is important to look at how much is
ultimately paid for that item which was
purchased with a credit card. Before
accepting a credit card, research the
interest rate and determine if you really
have the means to pay for purchases
made with it.
Only borrow as much money as you
need. Do a serious calculation of your
educational expenses, and if you have to
borrow money, restrict it to those needs.
Your employer will not be interested in
what kind of car you drive or the value of
the things you own. They will be
interested in what skills, experience and
knowledge you bring to the organization.
Financial Aid/Scholarships continued...
Financial Aid Application Process
Step 1
A. Fill out the FAFSA form or the Internet application (http://www.fafsa.ed.gov/index.htm). Read
the instructions carefully before filling it out.
B. Submit the FAFSA application to the federal processor. You must use your correct social
security number.
Step 2
You will receive a Student Aid Report (SAR) within two weeks if you file the
on-line application and include an e-mail address or four to six weeks if you
mail the FAFSA form. It contains key information and an estimate of your
family’s contribution.
A. If the information on the SAR is correct, keep it for your own records.
B. If any of the information on the SAR is incorrect, make the necessary changes on the SAR and
resubmit it back to the address provided on your SAR.
Step 3
Eligible undergraduate students who meet Illinois residency requirements will receive notification
from the Illinois Student Assistance Commission (ISAC) regarding eligibility for the Monetary
Award Program (MAP) within four weeks after receiving the SAR. Keep this notification for your
records.
Step 4
The OSFA will receive an analysis of your application information from the federal
processor. Upon receipt of this data, you may be required to submit tax returns, proof of
citizenship, and/or various other documentation to OSFA. All requested documents must be
received in order to continue the processing of your file.
Step 5
OSFA will notify all applicants of their eligibility for federal, state, and institutional assistance. You
will then receive an official award letter once your file is complete. Carefully read the letter you
have been sent. If you receive an official award letter, you must complete all sections and return it
to the OSFA.
13
Financial Aid/Scholarships continued...
Program
Who is eligible
Amounts and how
selected
Federal Pell Grant
Undergraduates without a prior
bachelor’s degree. Based on
need.
Ranges from $400 to $4,731
yearly. Federal government
selects recipients and determines
amount of grant.
Illinois Monetary Award Program Undergraduate without a prior
(MAP) Grant
bachelor’s degree. Illinois
residents per ISAC. Based on
need.
Award up to $4,968. Applies
towards tuition and fees yearly.
State funds the program and
selects eligible recipients based
upon availability of funds.
Federal Supplemental
Educational Opportunity Grant
(SEOG)
Undergraduates without a prior
Ranges from $200 to $1,000
bachelor’s degree. Must be Pell- yearly Federal government funds
eligible.
the program, and UIC
on availability of funds.
UIC Office of Student Financial
Aid - tuition award
Undergraduates with financial
need. Applicants should be receiving less than $5000 in grant
aid to be eligible.
Assists with tuition expenses and
is funded by the university. UIC
on the availability of funds.
Federal PLUS Loan
Variable rate, set annually,
capped at 9%.
Up to the cost of attendance minus other financial aid received.
Federal Perkins Loan
Undergraduate and graduate
students who show exceptional
financial need. Interest rate is
fixed at 5%.
Undergraduate: $200-$3,000
yearly.
Federally funded: UIC selects
eligible students based on availability of funds.
Subsidized Stafford Loan
students with financial need.
Interest rate fixed at 6.0%.
Department of Education pays
interest while the student is in
school and during grace and
deferment period.
Freshmen: $100-$3,500 yearly.
Sophomores: 100-$4,500 yearly.
Juniors/Seniors: $100-$5,500
yearly
Funded by federal government.
Maximum based upon financial
need.
Unsubsidized Stafford Loan
students without financial need.
Interest rate fixed at 6.8%. The
borrower is responsible for interest during the life of the loan.
Annual limits for dependent students:
Freshmen: $3,500.
Sophomores: $4,500.
Juniors/Seniors: $5,500
Funded by federal government.
Maximum based upon financial
need and cost of attendance.
Nursing Student Loan (NSL)
Nursing students with financial
need. Interest rate is 5%.
Contact OSFA for loan amounts.
Funded by repayments of prior
loans. UIC selects eligible
students based upon the availability of funds.
Federal Work Study Program
students with financial need.
Ranges from $1,000-$4,000
yearly. Funded by the federal
government and UIC. Eligible
recipients are selected by UIC.
14
It is very
important for all
students to
keep in contact
with their
financial aid and
LARES
counselors
throughout the
semester
because
counselors are
constantly
updated on new
financial aid
opportunities
and
scholarships on
and off campus.
Ten Pet Peeves of College Professors
We thought we would share these with you just so that you know. Remember, first impressions are very
important. Professors do not take kindly to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Students who are absent from class.
Students who arrive late or leave class early.
Students who are "too cool" to be interested in the subject matter.
Students who are immature (i.e., act silly or make a nuisance of themselves).
Students who are disrespectful of others.
Students who do not read the assigned material.
Students who arrive unprepared--no pens, no pencils, no paper, no assignments.
Students who look bored.
Students who do not disconnect from electronics, cell phones, MP3 players, and the internet.
Students who do not speak up or otherwise refuse to actively participate in class.
Be aware of . . .
1. Places where students tend to chill for a bit too long and miss class. It can
develop into a terrible habit.
2. Missing class and making the excuse, "The teacher's boring or I don't get
anything out of the lectures anyway, and I still get As." You still need to go to
class in case there are any special announcements or if your teacher wants to
meet with you or just to show that you are a serious student.
3. Utilizing all your breaks as "playtime." You should use your time wisely. Plan
at least once a week to visit a professor or take advantage of a special resource
during your break. These little visits can go a long way, especially when asking
your professor for a recommendation letter in the future.
Watch for events and
special resources
offered by:
??
LARES and all
workshops they
sponsor
??
Academic strategy
workshops
sponsored by the
Academic Center of
Excellence
??
UIC Counseling
Center
??
Undergraduate
Student Government
4. Relying solely on what students tell you. Double check with LARES or another
campus office to ultimately get an answer.
5. Concentrating your time on working. Getting good grades should be your
priority. Don't use your time to work too much. After all, extra hours working
may equal about $50-$100. Extra hours STUDYING may lead to receiving an
“A” in your class and ultimately receiving a $1,000 scholarship. In addition,
you'll be on the right track to achieving your goals and attaining success in the
long run.
6. Limiting your time on campus. Join student organizations. This is your chance
to develop an open mind and prepare yourself for the real world. Experiment a
little, diversify your experience here at UIC by getting involved on campus in
different ways. Connect with others.
15
Five Things No One Ever Told Me About Fitting Into
the College Environment
Who you are today will be very different from who you will be when you
finish college.
A. Do not hold every idea or opinion dear. College is a time to examine
your opinions and think seriously about your beliefs and what truly is
important to you.
B. Learn the difference between values, principles and opinions.
Remember your opinions can change daily; examine your values and
principles more deeply before you shift your belief system.
C. Open your mind to different ideas. This does not obligate you to accept
them, but dare to imagine alternative ways of seeing, feeling and
understanding.
Remember you are always being watched.
A. Someone is always deciding what they think about you. How do you
want to be seen?
B. Professors are always forming opinions. Project your strengths.
Students will also form opinions about you. How do you want them to talk
about you long after you have left college? First impressions last a lifetime.
With some people you will not get a second chance.
A university is not just buildings and classrooms, it is a culture.
A. Make sure people see you as fitting in. There are many ways to do this
without compromising who you are.
B. You must learn the hidden rules of academia. Be observant. What are
the assumptions of the culture? What are the expectations? When should
you speak? When is it best to ask informed questions?
C. Sometimes you will encounter professors who are exciting, personable,
entertaining and excellent communicators. But it is expected that you will
enter the class excited about learning and be able to self generate
enthusiasm for the subject. You will be expected not only to do the
assignments but to do additional reading, to talk about ideas with your
fellow students and read, read, read. The assumption is that YOU will
supply the energy for class.
D. Assume professors are providing you with the latest ideas in the field,
quoting the most important thinkers and identifying controversial and
critical issues. Write the name or citation down. Imagine academia to be a
discussion, a telephone call, a non-stop conversation, and you have been
invited to participate.
E. Note, for a professor the class is not just a requirement, it is his/her
life’s work. Respect that and learn everything you can. Take ideas
seriously.
16
Somebody’s Watching
When I needed money as
an undergraduate, a
professor recommended me
for a summer research
assistantship with a major
educational organization.
When I graduated, a Latino
upperclassman, someone I
knew as a fellow student,
had a hand in hiring me to
manage a youth
intervention project. I was
selected over an applicant
from a highly prestigious
private school. A faculty
member stopped me in a
parking lot and said he
wanted me to apply to a
doctoral program. Later, as
a graduate student, a
faculty member, whom I did
not even think noticed me,
recommended me for a
position as a paid
educational consultant.
When I was appointed to a
state-wide educational
committee, I was told I
came highly recommended.
Someone is always
watching you.
Leonard Ramirez, Ph.D.
LARES Director
Five Things No One Ever Told Me…continued.
It is not how fast you finish college that is important, but rather the
quality of your journey.
A. You will be expected to do more with increasing quality. Have high
standards. Do not be satisfied with a “C.”
B. Less than fifty percent of all entering freshmen will graduate in six
years. Unfortunately, many will never graduate from college.
C. Some professors believe they have an obligation to fail students in
order to protect the quality of the professions and preserve the integrity of
the degree.
D. Many “smart” people fail. Many students who may once have been
thought of as “average” excel.
E. If you do not have academic intensity from the beginning, you may
find yourself in a downward spiral.
F. You will be expected to take charge of all aspects of your education.
The best way to survive higher education is to learn to love it. Enjoy
the challenge, enjoy learning, not just about facts, but what is still being debated. Do not expect easy answers.
A. Feel comfortable with who you are. Have faith in your proven abilities
and your potential. Do not allow yourself to think you cannot do it. Do not
allow anyone to impose an image on you that is false. Do not think of
yourself as an average student. Utilize the resources that are available to
nurture and develop your talents. Have confidence in yourself.
B. Working alone is not enough. Study in groups. Surround yourself with
people who are serious and who can have fun and still appreciate the
challenge of learning. Remember your skills, ideas, leadership and contributions are needed by your community. Have fun.
As a 1994 summer bridge
student, I initially sensed that
the cards were stacked
against my making it through
college. However, I made a
commitment to myself to fulfill
this goal, not only for me but
for my family as well. LARES
helped me set my educational
priorities and become a Latino
campus and community
leader. I encourage you to
participate in student
organizations that promote
Latino empowerment. I can
seriously say that I would not
have graduated without the
support of my family and
friends in these student
organizations and services
like LARES and the Latino
Cultural Center.
I am proud to say that I
received my bachelor’s
degree from the University of
Illinois at Chicago and a
master’s degree from the
University of Chicago. I am
currently working to help
students to become Latino
leaders within our
communities. You too will be
someone's ROLE MODEL.
This is a great honor and
responsibility.
College life is once in a
lifetime opportunity. You will
learn to grow through the
many challenging experiences
you will encounter. I had tons
of fun throughout my college
career. Have fun but set your
priorities. Make wise
decisions. Oh, yes...keep
asking questions and one day
you will discover the
intellectual inside of yourself.
Hector Cano
High School Counselor
Chicago Public Schools
17
Latino Student Organizations and Peer Support
There are approximately twenty registered Latino student organizations at UIC at any time. These groups
represent a spectrum of interests including social, cultural, academic, pre-professional, and politically–
oriented organizations as well as Latino sororities and fraternities. Students often participate in more than
one organization. Each group possesses many unique benefits, including access to networks of opportunity
and social, academic, and emotional support. While we encourage you to be a participant, it is important to
always establish a healthy balance of involvement, one that places academics at the center of your priorities. With this in mind, we invite you to consider the organizations below.
LABS
The Latino Association of Business Students (LABS) has been serving students at the University of Illinois
at Chicago (UIC) since the 1980s. LABS’ mission is to enhance professional skills by providing activities
and events that promote growth and personal development. Its members profoundly believe in leadership
development, career planning, and life-long learning.
The organization firmly believes in preparing for opportunities as well as creating them. LABS continues to
grow and maintains a strong presence on the UIC campus. To find out more visit our website at
www.labsuic.org.
2008-2009 E-board:
Janet Lamas, President, jlamas2@uic.edu
Raul Valdez, Vice President, rvalde2@uic.edu
Rocio Delgado, Treasurer, rdelga2@uic.edu
Angie Ortega, Secretary, aorteg5@uic.edu
Adriana Gasca, Corporate Relations, agasca2@uic.edu
Marilyn Diaz, Marketing Director, mdiaz8@uic.edu
Daisy Aguirre, Philanthropy Director, daguir2@uic.edu
Ray Hurtado and Jose Ramirez, Social Chairs, rhurta3@uic.edu & jramir21@uic.edu
Gilberto Gomez, Webmaster, ggomez3@uic.edu
Me.S.A.
Similar to MeCHA organizations across the nation, the mission of MeSA is to empower the Latino community and reconnect its members to their Mexican/Latino roots. Me.S.A. reinforces the importance of higher
education, political and cultural awareness, and community involvement. Our format is democratic.
Me.S.A. has its doors open to all social classes, religions, genders and nationalities. All ideas are welcome.
Me.S.A. is among the most active student organizations on campus. Me.S.A.’s success can be attributed to
the commitment of its members and their identification with the issues that Me.S.A. addresses. The organization has gained the respect of the UIC campus and Latino communities. Me.S.A.’s major event is the annual "Escucha Mi Grito" Conference that takes place in September. The conference combines lectures,
speakers and music to promote dialogue about contemporary issues affecting Mexicans and other Latin
American groups. Me.S.A. is also known for its yearly dance performances at Latino Fest and other cultural
exhibitions as well as its year round general meetings. For more information please contact our president
or other members for the 2008-2009 school year.
Contact:
Mauricio Roman, President - mroman9@uic.edu
Jaclyn Rodriguez, Vice-President - jrodri3@uic.edu
Jose Jesus Raya, Secretary - jraya2@uic.edu
Yanalet Delgado, Treasurer - ydelga3@uic.edu
Samuel De La Rosa, Historian - sdelaro2@uic.edu
Mexican Students de Aztlan
18
Latino Student Organizations and Peer Support continued…
ALPHA PSI LAMBDA, Inc.
Alpha Psi Lambda was created with the purpose of encouraging Latino/a achievement within a context of
friendship. The organization provides a supplementary, educational, social, and cultural experience for the
mutual cultivation of its members. Visit us on the web at: www2.uic.edu/stud_orgs/greek/apl/.
SHPE
SHPE's (The Society of Hispanic Professional Engineers), mission is to promote the
development of Latinos in engineering, science and other technical professions in order to
achieve educational excellence, economic opportunity and social equality. We fulfill this
mission by increasing educational opportunities, promoting professional and personal
growth and, carrying out our social responsibility to be involved in education, business and
policy issues as well as reinforcing our reputation as a vital Latino organization. The UIC chapter was founded
in 1980. With over one-hundred members, it is one of the largest Latino professional organizations. Our
activities include professional and academic workshops, guest speakers from the corporate sector, community
service, fundraisers, our annual national convention and an end of the year awards banquet, along with
general meetings throughout the semester and several other social activities. For general information e-mail us
at shpe.uic@gmail.com, visit our WebPages at http://www2.uic.edu/stud_orgs/prof/shpe/, or contact our
current President Ramon Acosta at rcost2@uic.edu. Our office is located at SCE 750 S. Halsted, Room 486,
Campus Programs, Chicago, IL 60607, Phone number 312.996.6663.
TAU PHI SIGMA FRATERNITY, INC.
Tau Phi Sigma Fraternity, Inc. was founded on November 11, 1992. On this day, thirteen
students gathered for the first time with the intention of establishing a new fraternity at the
University of Illinois at Urbana/Champaign. These men were looking for an organization
that would fulfill their interest in promoting higher education and serving the community by
promoting social and cultural activities, and establishing a true brotherhood. On February
17, 1996, a group of five men founded the Beta Chapter at the University of Illinois at Chicago. As brothers, we uphold the values and goals that the founding fathers have established. Our ideals and morals are what make our fraternity unique. Tau Phi Sigma Fraternity, Inc. is built on
pride in ourselves, our people, and especially in our traditions. Our mascot, the Griffin, exemplifies this pride.
This mythical creature (shown on the right), represents the domination of both the earth and sky as vigilant
strength. The Griffin is considered superior because it is the embodiment of Nemesis, goddess of retribution
and pride. It is a symbol of the dual nature that lies within those who will stop at nothing to be the best at anything they do. This icon symbolizes everything that we look for in all of our members. For more information
contact: Carlos Velasquez at cvelas5@uic.edu or visit us on the web at www.tauphisigma.com/chapters/beta/
UPRS
The Union for Puerto Rican Students was established to provide Puerto
Rican/Latino students with an opportunity to learn about the history, culture,
and politics of Puerto Rico on the island and in the Diaspora. The mission of
UPRS is to provide open dialogue about the Puerto Rican reality and promote
community building on and off campus. UPRS presents the Puerto Rican
experience to the broader UIC community both on and off-campus by sponsoring cultural, social, political, and
educational events. UPRS co-sponsors events like Noche de Poetas with the Mexican Students de Aztlan.
The Pa'Lante Conference is an event hosted by UPRS and is considered one of the premiere student
leadership conferences in the Midwest. For more information about UPRS, or to contact the organization for a
calendar of events and meetings, please contact:
President: Cordelia Ireland, cirela2@uic.edu
Vice-President: Jodene Velazquez, jvelaz7@uic.edu
Treasurer: Dorian Ortega, dorteg7@uic.edu
19
Latino Student Organizations and Peer Support continued…
PHI IOTA ALPHA FRATERNITY
We, la familia de Phi Iota Alpha, an international brotherhood composed of undergraduate, graduate,
and professional men was established on December 26, 1931 and are the oldest existing Latino
fraternal organization in the United States of America. We dedicate ourselves to the empowerment of
our Latino community. We furthermore dedicate ourselves to provide intensive social and cultural
activities geared toward the promotion of Latin American culture. Phi Iota Alpha distinguishes itself from
other Greek lettered organizations in its ability to motivate people, develop leaders and create new ways
to unite our community. We hold various informationals throughout the school year. Simply look for our flyers and
bulletin boards or email us directly for more information about our brotherhood. For more info please email
chicagophiotas@gmail.com or check out www.phiota.org.
GAMMA PHI OMEGA SORORITY, Inc.
Gamma Phi Omega International Sorority, Inc. is a Latina-oriented organization which unites women
through sisterhood. As an organization of professional young women we strive both to excel
academically, serve our community, raise cultural awareness, and promote sisterhood. Contact person:
Monica Perez - mperez36@uic.edu
SIGMA LAMBDA BETA INTERNATIONAL FRATERNITY, Inc.
Sigma Lambda Beta International Fraternity inc. is a social fraternity that was founded in 1986 in the
University of Iowa. It is based on cultural understanding and wisdom. Most noteworthy is that 18 men of
whom 16 are of Latin American or Hispanic decent founded Sigma Lambda Beta. It expanded to the
University of Illinois at Chicago on May 17th, 1992. Ever since, we have been promoting our principles of
Brotherhood, Scholarship, Cultural Awareness, and Community Service on and off campus. Brothers of
Sigma Lambda Beta pride themselves in creating a family-oriented atmosphere at our campus. This
support network is one of the key aspects that make our organization so powerful. To learn more about us
visit us at www.sigmalambdabeta.com or contact Juan Contreras at Jcontr2@yahoo.com.
CLAS
The Confederation of Latin American Students is a student
organization established in 1974 at the University of Illinois
at Chicago. CLAS was created to provide a sense of
community among Latinos at UIC by tutoring each other
while affirming our Latino roots. Since then, CLAS has
functioned under the same principles of service to the
Latino student community at UIC. CLAS is committed to
promoting culture, education and consciousness of the
societal problems that Latinos Face. CLAS is located in
room 305 SCE.
Contact: Joanna Maravilla - jmarav1@uic.edu
HERMANDAD de SIGMA IOTA ALPHA, Inc.
Our organization constantly strives towards increasing
awareness of Latino cultures, promoting sisterhood and
leadership among ourselves, and serve as models for
academic excellence and achievement among women.
The sorority takes great pride in getting involved in the
community by providing services internationally as well as
in our local communities. The Iota Chapter at UIC works
hard to achieve academic, cultural and
individual success.
HEALTH ORIENTED LATINO ASSOCIATION (HOLA)
The purpose of HOLA is to foster and encourage
students of Latino origin in their pursuit of health
oriented professions thereby increasing their numbers
in these areas.
Contact: Marlen Romero
E-mail: mromer5@uic.edu
Website: www.Hermandad-SIA.org
Contact: hola_uic@yahoo.com
Website: http://www2.uic.edu/stud_orgs/cultures/hola/
contact.html
2008-2009 E-board:
President
Egwin Loya - eloya2@uic.edu
Vice President Arelys Beltran - arelys1604@yahoo.com
Treasurer
Alejandra Villanueva - avilla4@uic.edu
Secretary
Annabella Vidal-Ruiz - avidal4@uic.edu
Project coordinator
Jessica Almanza - jalman3@uic.edu
Historian
Angelica Alonso - aalons2@uic.edu
Publicist
Diana Guzman - dguzma4@uic.edu
SIGMA LAMDA GAMMA NATIONAL SORORITY, Inc.
The largest Latina-based sorority with close to 3,000
sisters across the nation. Our sorority promotes academic
excellence and personal growth by incorporating our five
principles - Academics, Community Service, Cultural
Awareness, Morals and Ethics, and Social Interaction - in
our daily lives. The national philanthropy we support is
Breast Cancer Awareness. Sigma Lambda
Gamma brings empowerment to women
leading the way to becoming successful in
today's society. For more info, please
contact Rosa Solano, Chapter President at
rsolan2@uic.edu.
20
Thinking Ahead
"Now is the time to plan on attending graduate or professional school!"
Jose Perales, Assistant Dean, Graduate College and Leonard Ramirez, LARES Director
You may think it is too early to consider what road you will take after graduation and what you will ultimately do in your
professional life. But even if you change your mind a dozen times, it will be to your benefit to decide immediately if
schooling after your first degree (at a university generally a baccalaureate) will be a probable option for you. Many
careers such as that of a university college professor generally require a terminal academic degree (e.g., Ph.D., MFA,
etc.) while certain professions may require a particular professional degree to practice (e.g., BSN, DDS, MD, PharmD,
etc.). An advanced degree may simply be your way of increasing your possibilities for choice employment and
promotion in your chosen career (e.g., MBA, MA, MS). Admission into a graduate or professional program may also
reflect a desire to continue to explore an intellectual passion and eventually teach and conduct research in a particular
area (Ph.D.).
You will want to discuss this issue with classmates, advisors and, maybe professionals in the field. You certainly may
want to plan for the real possibility that some form of advanced training will be necessary at some point in your career
even if it will not be directly after obtaining your first degree. There are some things you can begin doing now to make it
easier for yourself in the future. First, like all students, you should make grades a priority. Speeding through your
undergraduate years has been shown to decrease the possibilities of your completing school as well to being a leading
cause of grade erosion, lowering your GPA (grade point average). Lower grades may limit your professional
opportunities and will make it difficult to enter a top graduate program. Therefore, aim for the highest grades whether
you want to enter the job market right off after graduation or if you envision more schooling immediately on the horizon
after earning your first degree.
Second, get to know your instructors. The world of the academy is generally made up of close knit circles. Sociologists
or biologists here at UIC will often know their counterparts at other institutions. Employers and graduate and
professional program admissions committees will ask for letters of recommendation. Letters are even more important
for those who do not test well on standardized exams or whose GPA may be just under what is typically accepted. An
excellent letter of recommendation from a well-established professor has been known to favorably tip the scales in
admissions decisions.
Third, use student organizations to expand your career perspective or learn about how others have prepared to enter
their career. You may find organizational networks critical to your professional advancement. Finally, attend seminars,
workshops, and presentations given by representatives from graduate programs, support programs, like LARES. Often,
it is those students who are part of undergraduate networks, who have thoroughly investigated graduate programs and
attended conferences and presentations, who are perceived as serious applicants.
One of the major initiatives that have been developed across the country at many major institutions is discussed in this
guide, the Summer Research Opportunity Program (SROP). Also, the McNair Program is a year-around pre-graduate
experience and should be investigated for those who seriously wish to consider graduate studies and university
teaching. Plan on participating in these programs as soon as you are eligible to apply. LARES also sponsors several
graduate workshops that will help you think about the graduate school application process and the many decisions you
will have to make along that road. You will find that UIC Latino faculty are very interested in mentoring the next
generation of scholars. They will be particularly interested in talking with you about your career plans.
Remember, a good chess player is one who can anticipate moves well in advance. The same is true for a successful
student. Advanced planning and developing a strategy or game plan are important components of success.
21
Summer Research Opportunity Program (SROP)
What is the Summer Research Opportunities Program (SROP) and where is it housed?
SROP is a ten-week program designed to introduce undergraduate students to the rigors of
graduate study. Students work with a faculty mentor that leads them through a research
project that concludes with the study being presented by the participant at the end of the ten
weeks. UIC students are required to identify a mentor as part of the application process.
SROP applications are welcome in the social sciences, sciences, and humanities.
The goal of the program is to increase the number of underrepresented graduate students
seeking Ph.Ds.
I participated in SROP as a
SROP is operated out of the UIC Graduate College: http://www.uic.edu/depts/grad/.
student. It is a great
Who qualifies and how do I apply to SROP?
program and getting through
Application for SROP is very competitive. We strongly encourage anyone interested in the
program to apply early.
it served to boost my
Eligibility:
*
*
*
*
*
*
confidence and encouraged
me to get on track to
UIC McNair scholars, sophomores, and juniors from groups that are traditionally
underrepresented in graduate programs.
Minimum cumulative GPA of 2.75/4.00.
Statement of Purpose - Indicate why you are interested in the program. Also include
how you feel you will benefit personally and academically from the SROP
experience and how your participation will affect the achievements of your career
goals.
Career Statement – Describe your specific research interests, academic and career
goals. Please discuss your skills that will be useful in your research (computer
competency, qualitative/quantitative research skills, knowledge about statistical
programs, etc.)
Two letters of recommendation in sealed envelopes. Both letters should be from
faculty who can attest to your ability to conduct independent research under the
supervision of a faculty mentor.
Official transcripts are required.
ultimately pursue graduate
school. I ended up doing a
twenty-five page paper
(which I never thought I
could do!) on the street and
school identities of Latino
college students. I
presented my research at
three different conferences
How are the SROP participants and faculty mentors funded?
after SROP ended. It was
SROP participants receive a stipend of $3,500 plus a partial meal plan. Additionally, some
participants receive a travel reimbursement to cover the cost of traveling to the UIC campus.
Housing can be provided to participants that live too far from campus to commute to UIC.
also a great way to connect
Faculty mentors receive a $1,000 research allowance to cover any cost associated with their
mentoring commitments. This allowance is provided per student.
Nilda Flores-Gonzalez. She
with my faculty mentor, Dr.
always encouraged me to
Are there additional program requirements?
SROP participants are part of a very challenging program. Generally, participants can expect
to have a full day from Monday to Friday. Because of this, participants are not allowed to
register for summer classes or to work during their participation in the program.
conquer any obstacles. She
served as a guiding light to
actualize my goals.
Anyone interested in learning more about the Summer Research Opportunities Program
(SROP) or to obtain an application please contact:
Allen Bryson, SROP Coordinator
ajbryson@uic.edu, or at (312) 413-2558
or
Francisco Piña, Recruitment and UHP Coordinator
fpina@uic.edu, or at (312) 413-9729
22
Sofia MohammadCastañeda
UIC Alumna
Navigating the System
Shifting Gears: from high school to college /
from community college to university
New students often fall into the gap between the expectations and assumptions of college faculty and administration and the "way things were done" in high school or the community college they might have attended. This becomes most apparent in the accelerated pace of studies at the university. You will probably
be asked to read, write, compute, research and produce more in less time than ever before in your educational life. You will be expected to invest most of your free time further researching and reading supplemental published works in the disciplines or fields you are studying. (This is particularly a good idea if you want
to attend graduate or professional school or just achieve excellent grades.)
The assumption is that you will not only learn the "core" information but that you will be able to appreciate
the subtle shades of meaning between theories and approaches to problems and detect points of scholarly
disagreement (tensions). Students are often surprised when they are tested at the "margins" of a topic or
asked to combine and use knowledge to analyze more complex situations or produce their own informed
insights, elaborating on their understanding of the material. A key piece of advice is to start early. Many
students are under the false impression that a semester system gives them plenty of time to get things
done. Students can find themselves caught up in a swirling vortex of reading, assignments, due dates and
become overwhelmed by quizzes and exams looming on the horizon. Many times they find it is almost impossible to be rescued from poor time management and a general lack of academic intensity.
Legally Adult
A heightened level of involvement is required to effectively manage the business and procedural aspects of
your college career. To complicate matters, these new institutional expectations and assumptions are
rarely stated. Generally, no one will tell you that the bottom line at the university is that you are onehundred percent responsible for your educational decisions. Independence is great, but the underside to
this is that instructors, administrators and office staff cannot easily be held accountable for what are ultimately your choices.
Students accustomed to following procedures provided by various authority figures will find themselves surprised when they alone are held accountable for poor or inaccurate advice offered by an institutional representative, office staff person or even a faculty member. If a mistake is made you will most likely bear the
consequences. Again, different from your past experiences, it is assumed you are now fully responsible,
this includes being legally responsible. Therefore, you will want to check and re-check information for its
accuracy and suitability to you. It is assumed that you will have read your college catalog, bulletins, newsletters and other documents and updates made available to you or announced in a campus paper or provided at your college orientation. So read your mail! Academic support units and college advisors are
available to help navigate you through the rules and regulations of your college, departments and programs,
but it is you that in the end will be held accountable for any decision.
Academic Freedom: A Cornerstone of Educational Quality
One of the central characteristics of a democratic educational system is the freedom faculty and students
have to openly discuss and explore issues without restriction. This may mean that students may be asked
to consider questions which they have never been exposed to before in the context of an open classroom.
The right to speak honestly and express one's point of view is fundamental to understanding challenging
issues. In order to guarantee a democratic classroom, instructors have almost absolute freedom in designing, structuring and conducting classes. Faculty freedoms are essential to educational quality, but faculty
prerogatives may also cause complications for students.
23
Navigating the System continued...
Instructors are not required to provide an early assessment of student academic performance. Students
often must evaluate their standing with only weeks to decide whether to remain in a class where a clear
sense of course obligations, academic standards and other teacher-focused considerations have yet to be
established. Therefore, you must learn to assess your own academic progress and decide if there is a
match between your learning style and an instructor's teaching approach. Each term, you will need to obtain course syllabi, find out about requirements, the demands of each class, and the instructional style of
professors in order to fully assess if your total academic, social/family, and work commitments can be reasonably achieved with success.
It is important to not leave academic assessment up to your instructor alone. New students often have
trouble “reading” an instructor's "code." For example, being told you are doing well enough in class so
that an excellent grade on the final will ensure you a passing grade for the semester may sound optimistic
and supportive. However, it may also be a kind way of telling you that the possibilities are high that you
will receive a poor or even a failing grade.
A Date with Bureaucracy
UIC is a large community with 25,000 students, thousands of employees, administrators, faculty, and
service workers. The campus is bigger than many towns. UIC is one of the major enterprises in Illinois and
a top employer in the state. You will find the majority of people here helpful and supportive. However, like
any diverse and large community, you may run into difficulties. Situations might arise that seem to pose
special or unexpected problems for you. Your LARES advisor can help you assess whether it is worthwhile
to enter into a grievance process and orient you to the appropriate procedures and guide you to specific
people in the Office of the Ombudsperson or the Dean of Students that might be able to assist you.
Racism, Sexism, Homophobia and Discrimination
The university is not immune to some of the same negative and stereotyped attitudes and assumptions that
one encounters in other non-educational environments. Although higher educational institutions are as a
rule more tolerant places--perhaps the most tolerant in our society--various waves of disturbing racial incidents occurred on college campuses across the nation in the 1980s and into the 1990s. Along with people
of color, women and gay people have often found themselves the object of ridicule and harassment while
the disabled still confront an insensitivity that sometimes makes their obtaining an education particularly
challenging. Anti-immigrant/anti-Latino attitudes in the last decade or so have also revived old forms of
discrimination such as a rejection of other languages. This is intolerable anywhere but particularly troubling
for academic institutions where the learning and speaking of many languages has traditionally been highly
valued and promoted.
The university has set up mechanisms to address serious issues of discrimination based on race, color,
creed, gender, sexual orientation or disability status. Students who threaten violence against another or
who are abusive in other aggressive ways can face disciplinary action, including expulsion.
Using LARES Resources
Start by seeing your LARES advisor, he/she may help you identify courses, professors and develop a comprehensive academic strategy. For your convenience, we ask all students to schedule an appointment although a counselor of the day is assigned to meet with walk-ins. An advisor can also assess whether it is
productive for you to pursue an issue and prepare you to speak to a faculty member or an administrator.
Your advisor might also be able to suggest approaches that might help to bring about a positive resolution
to your problems. It is always important to address an issue immediately. A problem may become difficult
or impossible to resolve if too much time lapses. Your advisor can help you utilize the processes that have
been set up by departments, colleges and university administration.
24
Navigating the System continued...
Reasons why
Campus Committees
Along with your support program (LARES), several other campus entities exist
to assist the university in making policies that address the special concerns of
various student populations. The Chancellors Committee on the Status of
Latinos (CCSL) is one among six status committees that have been organized
to advise the chancellor (the other five address issues related to Blacks;
Women; Lesbians, Gays, Bisexuals and Transgender Concerns; Asian
Americans, and Persons with Disabilities). The Latino Committee on
University Affairs (LCUA) is another advocacy group
open to all Latino staff, faculty and students.
Together, LCUA and CCSL have been able to make
many programmatic and policy contributions that
have improved the campus environment for Latinos
as well as for all students.
Most likely, you will find UIC to be a welcoming
environment. Most members of the UIC community
recognize that creating a supportive and tolerant
atmosphere that is conducive to personal growth, scholarly discourse, and
academic achievement are important characteristics of quality academic
institutions.
students do not finish
college:
1. Finances
2. Competing
obligations (work,
school, home,
personal life.)
3. Underestimating
time, effort and the
intensity required for
studying and earning
good grades.
4. Isolation--not
connecting to the
campus, faculty,
Campus Advocacy Network (CAN)
other students, not
Committed to Serving the Many Faces of UIC
finding one’s niche.
The Campus Advocacy Network is an innovative program that assists UIC
students, staff and faculty who are victims of sexual assault, domestic
violence, stalking and hate crimes.
5. Underutilizing
We believe that to end violence against women we must confront sexism,
racism, homophobia, ableism, ageism and classism in our work, educational
and personal lives. We also understand that men are victims of violence or
may have women in their lives that have experienced violence. We are here
to support them as well.
Latino student
campus recourses
(LARES, tutoring,
organizations, etc.)
6. Unclear goals and
limited commitment.
7. Overactive social
We also offer programs that empower students to make
a difference on campus. We offer a three credit hour
Gender and Women’s Studies course, Peer Educators
GWS 294, which teaches students to speak to others
about violence and ways to reduce it in our community.
We also support Student Outreach Services which is a
student group committed to issues of social justice on
and of campus.
For more information about our programs call: 312.413.8206
25
life.
8. Encountering
system obstacles.
9. Poor time
management.
10. Academic
difficulties.
Commonly Asked Questions
When is the first day of class?
What is UIC Connect?
Fall: Monday, August 25, 2008
Spring: Monday, January 12, 2009
Summer: Tuesday, May 26, 2009
UIC Connect is a system that allows students to register,
view records, manage financial aid/account services and
connect to the resources available on campus. All new students must have an account created prior to registering or
viewing their personal information.
When is the last day to add or drop classes?
Add/drop deadlines:
Fall: Friday, September 5, 2008
Spring: Friday, January 23, 2009
Summer: Friday, May 29, 2009
When does UIC celebrate holidays?
Holidays / no classes:
Fall: Labor day; Monday, September 1, 2008
Thanksgiving; Thursday-Friday, November 27 - 28, 2008
Spring: MLK, Jr. Holiday; Monday, January 19, 2009
Summer: Memorial Day; Monday, May 25, 2009
What are the official dates for final exams?
Fall: Monday - Friday, December 8-12, 2008
Spring: Monday - Friday, May 4-8, 2009
Summer: Thursday - Friday, July 16-17, 2009
Why do I need an
I-card?
You can use your I-card for:
Library use
Residence Hall Meal Plan
Computer Account Creation
Building Access
Parking Access
Campus Recreation
Check Cashing
Debit/Credit Card (TCF Bank)
Verification of Student Status
What if I have health insurance through my
parents? How can I avoid paying the HMO Fee?
You can contact Campus Care at 312.996.49155 or see
your LARES counselor to receive information about the
process for the insurance fee waiver.
Where can I go for financial aid questions?
You should contact the UIC Financial Aid office located in
SSB at 312.996.3126 or see your LARES counselor.
What if I need to drop a class?
The deadline to add or drop a class is anytime prior to the
tenth day of classes. After the tenth day, it will be considered a late drop. Before adding or dropping any courses,
you should always speak with your LARES counselor first.
Where can I go to discuss any personal issues?
The Counseling Center (2010 SSB) has a professional
staff ready to help you. (All appointments are
confidential.) They can be contacted at 312.996.3490. In
addition, the InTouch Crisis Hotline can be reached at
312.996.5535.
Where do I go for healthcare?
You can go to the Family Medicine Center if you are covered under the student health insurance located at 722 W.
Maxwell Street. Call 312.996.2901 to schedule an appointment.
What if I lose my I-card?
Where do I go if I have a legal question?
There is a $20 replacement fee if you lose your I-card.
You will need to walk into the ID Center in SSB
Room 1790 to obtain a new one.
You can contact the Office of Student Legal Service
(3030 SSB). Their number is 312.996.9214.
What if I need to buy a parking pass?
Where can I type a paper, check my e-mail, or surf
the net?
You can contact the following parking offices:
LARES Computer Lab
West Campus Office - B5A SCW at 312.413.5850
East Campus Office - 2660 SSB at 312.413.9020
Where can I find out about on-campus housing?
You can contact the Central Housing Office at 312.355.
6300 or by checking out their website at:
www.housing.uic.edu.
9:00 - 7:00 p.m. Mon. - Thurs.
9:00 - 4:30 p.m. Friday
West Campus Computer Labs:
BGRC 105A, 105B
SRH 317
East Campus Computer Labs:
SEL 2249F, 2249, 2263, 2265, 2058,
SRC 2027
SCE 401
BSB B001, 4133
For more information regarding the computer labs check
out the ACCC website on-line at http://www.uic.edu/depts/
accc/home/.
26
Commonly Asked Questions continued...
Where can I get information for jobs on and
off-campus? What about internships and
career advice?
I keep missing returned telephone calls, from
my financial aid counselor, because of my
schedule. How can I get my counselor to
answer my question?
Contact the Student Employment Office (3050 SSB)
at 312.996.3130. For internships & career
opportunities contact Career Services (3050 SSB) at
312.996.2300. Your LARES counselor can also
help guide you through your career path.
By calling the OSFA’s information and assistance
number and following the prompts, you may leave a
private message for your counselor 24 hours a day,
7 days a week. He/she will return a response soon
afterwards.
Where can I get help on putting together my
resume?
About U-PASS
?? U-PASS offers full-time students with unlimited
rides on any CTA bus or train during an
academic term.
The Office of Career Services (3050 SSB) monitors
job opportunities and assists students and alumni
with resume writing and interviewing skills. To make
an appointment call 312.996.2300.
?? U-PASS replaces cash for all CTA fares - no
cash is needed.
How can my parents become more involved
with UIC?
?? U-PASS does not require a transfer or
surcharge.
The Latino Committee on University Affairs (LCUA)
sponsors the Association of Latino Parents (ALP).
The members of the association meet to plan events
throughout the school year. For more information,
contact the LARES office.
?? U-PASS is NOT valid for travel on PACE
suburban buses or Metra commuter trains.
?? U-PASS is for full-time students only. The cards
of students who drop to part-time status will be
deactivated.
What do I do if I am having trouble with a
class?
If you are having trouble understanding the materials
or lectures covered in a class, take advantage of
your professors’ office hours. If you are unable to
meet with your professor, consider visiting one of the
tutoring centers of the university such as the Writing
Center, the Academic Center for Excellence, the
Confederation of Latin American Students (CLAS)
tutoring services or the LARES Program for
assistance.
Where can I get something quick to eat?
The university campus and community have many
places where students can relax and enjoy a good
meal. Such places are the SCE cafeterias, the BSB
cafeteria, the residence cafeterias and the numerous
cafes around campus on Taylor, Halsted or Racine
streets.
27
Learning the Walk and Talk of College
Veterans of the campus will use abbreviations to refer to buildings, campus offices, colleges,
majors, organizations and programs. Campus security and physical plant staff have an even more
specialized language. They refer to buildings by number. Below are some of the more common
abbreviations just to get you going.
AAAN
ACE
A&A
AH
AHP
AISS
AOB
BGRC
BH
BOT
BSB
CAHP
CAN
CBA
CCSL
CEB
CEMM
CHS
CLAS
CME
CMW
CON
CSB
CSN
CUPPA
DENT
DH
EPASW
EECS
EEI
ERF
ESB
GB
GH
GPA
GSC
HCOE
HH
HRB
HRM
HPSC
IDS
IGC
IRRPP
ISIS
JAH
JACSW
JH
LARES
LAS
LALS
LC
LCUA
LH
LIB
LHS
LIERI
MAB
MC
MBA
MPA
MPH
MSA
African American Academic Network
Academic Center for Excellence
Architecture and Art Building, 845 West Harrison Street
Addams Hall, 830 South Halsted Street
Associated Health Professions Building, 1919 West Taylor Street
Administrative Information System and Service
Administrative Office Building, 1737 West Polk Street
Benjamin Goldberg Research Center, 1940 West Taylor Street
Burnham Hall, 828 South Halsted Street
Board of Trustees
Behavioral Sciences Building, 1007 West Harrison Street
College of Associated Health Professions
Campus Advocacy Network
College of Business Administration
Chancellors Committee on the Status of Latinos
Chemical Engineering Building, 810 South Clinton Street
Civil Engineering, Mechanics, and Metallurgy
Campus Health Services, 914 South Wood Street (employee only)
Confederation of Latin American Students
College of Medicine East, 808 South Wood Street
College of Medicine West, 1819 West Polk Street
College of Nursing, 845 S. Damen Avenue
Clinical Sciences Building, 840 South Wood Street
Clinical Sciences North, 820 South Wood Street
College of Urban Planning and Public Affairs
College of Dentistry, 801 South Paulina Street
Douglas Hall, 705 South Morgan Street
Education, Performing Arts, and Social Work Building
Electrical Engineering and Computer Science
Eye and Ear Infirmary, 1855 West Taylor Street
Engineering Research Facility, 842 West Taylor Street
Easter Seal Building, 2023 West Ogden Avenue
Green Street Building, 322 South Green Street
Grant Hall, 703 South Morgan Street
Grade Point Average
Graduate Student Council
Henry Hall, 935 West Harrison Street
Human Resources Building, 715 South Wood Street
Health Resources Management
Health Professions Student Council
Information and Decision Sciences
Inter-Greek Council
Institute for Research on Race and Public Policy
Integrated Student Information Systems
Jane Addams Hull-House, 800 South Halsted Street
Jane Addams College of Social Work
Jefferson Hall, 929 West Harrison Street
Latin American Recruitment and Educational Services Program
Liberal Arts and Sciences
Latin American and Latino Studies
Lecture Center
Latino Committee on University Affairs
Lincoln Hall, 707 South Morgan Street
Richard J. Daley Library, 801 South Morgan Street
Library of the Health Sciences, 1750 West Polk Street
Lions of Illinois Eye Research Institute, 1905 West Taylor Street
Marshfield Building, 809 South Marshfield Avenue
Mail Code
Master of Business Administration
Master of Public Administration
Master of Public Health
Master of Science in Accounting
28
MSB
MSS
NCAA
NPI
NURS
OAR
OBA
OPA
OPS
PAV
PEB
PHARM
PPO
PSB
RA
RB
RCOLCC
RD
RHA
ROTC
RRB
SAFC
SAL
SB
SCE
SCW
SEL
SEO
SES
SFTAC
SH
SINC
SLC
SPHE
SPHW
SRC
SRH
SROP
SSB
SSR
TA
TH
UH
UIC
UICMC
UIH
UIHMO
UIS
UIUC
USG
WC
WISE
WSVA
Medical Sciences Building, 901 South Wolcott
Medical Sciences South, 905 South Wolcott Avenue
National Collegiate Athletic Association
Neuropsychiatric Institute, 912 South Wood Street
College of Nursing, 845 South Damen Avenue
Office of Admissions and Records
Office of Business Affairs
Office of Public Affairs
Office of Publications Services
UIC Pavilion, 1150 West Harrison Street
Physical Education Building, 901 West Roosevelt Road
College of Pharmacy, 833 South Wood Street
Preferred Provider Organization
Paulina Street Building
Resident Adviser (Housing) or Research Assistant
Rice Building, 815 West Van Buren Street
Rafael Cintron Ortiz Cultural Center
Resident Director
Residence Hall Association
Reserved Officer Training Corp.
Roosevelt Road Building, 728 West Roosevelt Road
Student Activities Funding Committee
Student Alumni League
Services Building, 1140 South Morgan Street
Student Center East (Formerly CCC), 750 S. Halsted
Student Center West (Formerly CIU), 828 S. Wolcott
Science and Engineering Laboratories
Science and Engineering Offices
Science and Engineering South, 801 South Morgan Street
Student Fee and Tuition Advisory Committee
Stevenson Hall, 701 South Morgan Street
Student Information Network Center
Science Learning Center
School of Public Health East, 2035 West Taylor Street
School of Public Health West, 2121 West Taylor Street
Student Residence and Commons
Student Residence Hall, 818 South Wolcott Avenue
Summer Research Opportunity Program
Student Services Building, 1200 West Harrison Street
Single Student Residence, 809 South Damen Avenue
Teaching Assistant
Taft Hall, 826 South Halsted
University Hall, 601 South Morgan Street
University of Illinois at Chicago
UIC Medical Center
University of Illinois Hospital
University of Illinois Health Maintenance Organization
University of Illinois at Springfield
University of Illinois at Urbana-Champaign
Undergraduate Student Government
Westgate Center, 910 West Van Buren Street
Women in Science and Engineering Program
West Side Veteran Administration Hospital
Academic Calendar 2008-2009
University of Illinois at Chicago
The academic year consists of the fall and spring semesters and an eight-week summer session (ten weeks
for health science colleges). Each of the regular semesters includes fifteen weeks of instruction and one week
of final examinations.
Summer Semester 2008 (4 week session)
Spring Semester 2009
May 19, M
May 21, W
January 12, M
January 19, M
May 26, M
June 4, W
June 12, Th
June 13, F
Instruction begins.
Last day to complete late registration
and last day to add/drop a course
on-line.
Memorial Day. No classes.
Last day to withdraw from a course
with college permission. (Student will
receive a “W” on their transcript.)
Instruction ends.
Final examinations.
January 23, F
February 20, F
March 23-27, M-F
May 1, F
May 4-8, M-F
Instructions begins
Martin Luther King, Jr., Day. No
classes.
and last day to add/drop a course.
with college permission. (Student
will receive a “W” on their transcript.)
Spring break.
Instruction ends.
Final examinations.
June 16, M
June 20, F
May 18, M
May 20, W
July 4, F
July 18, F
August 6, W
August 7-8, Th-F
Instruction begins.
on-line.
4th of July holiday. No classes.
Instruction ends.
Final examinations.
October 3, F
Nov. 27-28, Th-F
December 5, F
Dec. 8-12, M - F
June 11, Th
June 12, F
Fall Semester 2008
August 25, M
September 1, M
September 5, F
May 25, M
June 3, W
Instruction begins.
on-line.
Memorial Day. No classes.
with college permission. (Student
will receive a “W” on their transcript.)
Instruction ends.
Final examinations.
Fall semester classes begin.
Labor Day holiday. No classes.
Thanksgiving holiday. No classes.
Instruction ends.
Final examinations.
29
May 25, M
May 26, T
May 29, F
June 26, F
July 3, F
July 15, W
July 16-17, Th-F
Memorial Day holiday. No classes.
Instructions begins.
Independence Day holiday. No
classes.
Instructions ends.
Final examinations.
Getting to know UIC’s Latino Faculty
College of Business Administration
Jose Antonio Rosa, Associate Professor, Managerial Studies Department - native of Puerto Rico,
in the US since 1972. Moved to the US to attend General Motors Institute (now Kettering University). Has a Bachelor in Industrial Administration from GMI, an MBA from Dartmouth College
(Tuck), and a PhD from Michigan. Professor Rosa teaches marketing related courses to undergraduate, MBA and PhD students.
College of Education
Irma M. Olmedo, Associate Professor, College of Education, teaches courses in bilingualism and
education and methods courses in the social studies. Her research interests include language
issues and education, aspects of Latino culture and the preparation of teachers for urban
classrooms.
Norma A. Lopez-Reyna, Associate Professor, College of Education, nlr@uic.edu. Specializes in
differential diagnosis of learning and behavior disabilities for children who are English Language
Learners and in qualitative inquiry. Directs the UIC Assessment Clinic. Research focuses on
effective instruction for ELLs in special education, on parental involvement in schools, and teacher
preparation.
Flora Rodriguez-Brown, Professor, College of Education. Coordinator of the Bilingual and ESL
programs at the undergraduate and graduate level at the College. Director of Project FLAME, a
family literacy program serving Latino families in schools and park district facilities in Chicago. Her
research interests are related to the home-school connection in Latino communities, training all
teachers to serve the needs of all children, learning-in and-out of school and language interaction
in classroom settings.
Peter Martinez, Director of the Principals’ Center, College of Education is primarily focused on the
development of school leadership: teacher leaders, principals, system leaders, parent and
community leaders working in urban areas primarily, but not exclusively, in low performing high
poverty, high minority schools.
Lena Licon Khisty, Associate Professor, specializes in Bilingual/ESL and Mathematics Education,
and focuses on creating effective and innovative learning environments for Latinos in mathematics,
developing teachers who know and use language and culture to support learning, and doing school
collaborations for improvement. She is currently directing the Center for Mathematics Education
for Latinos, CEMELA, at UIC.
30
Getting to know UIC’s Latino Faculty continued...
College of Liberal Arts & Sciences
Biological Sciences
Aixa Alfonso, Associate Professor, Biological Sciences, Phone:
312.355.0318 (office). My research interest is in the development and
function of the nervous system. We use a nematode, a round worm, as a
model system. To address the experimental questions we use classical and
molecular genetic techniques as well as biochemical and physiological
approaches. My teaching involves introductory courses in the biology of the
brain and advanced courses in cell and molecular neurobiology.
Teresa Vales Orenic, Associate Professor, torenic@uic.edu. My research
is directed at understanding the genetic and molecular mechanisms through
which an animal embryo develops into a complex organism with many
different cell types organized into tissues and organs. To investigate this
process we utilize the fruitfly Drosophila melanogaster as a model system,
focusing on the development of appendages and the peripheral nervous
system.
History
Renato Barahona, Professor. Areas of specialization: European early
modern history, Spain (my courses on Spain are cross-listed with LALS),
social history, history of sexuality and gender, etc.
María de los Angeles Tórres: Ph.D., Political Science from the University
of Michigan. Director and professor of the Latin American Latino Studies
Program. Currently working on two research projects: Children and Youth’s
Politics in the Age of Globalization and Comparative Civic Engagement in
three Latino communities. Will be teaching courses on Latin America
Political Thought, Cuba and its Exiles and Community Based Internships. –
1531 UH – 312.996.2510.
Frances Aparicio: Professor of LALS. Ph.D., Spanish, Harvard University.
Areas of specialization: U.S. Latino/a Literatures and Cultures, Cultural
studies in Latino and Latin America; popular music, language and cultural
identity: literary translation; teaching Spanish to heritage language learners.
Currently working on an English translation of Cesar Miguel Rondon’s El
Libro de la Salsa (1980), and an article on the cultural politics of salsa
dancing in Chicago. – 1523 UH – 312.996.2279.
31
Latino Listservs
- Educational Issues
- Scholarship
Opportunities
LARES-L provides information on social issues affecting the Latino community,
however its primary focus is
on special opportunities
such as scholarships, internships, position openings as
well as organizational meetings, workshops, academic
programs and educational
policy issues.
LARES-L
LARES-L@Listserv.uic.edu
To subscribe, email
Leonard Ramirez at
lramirez@uic.edu
Latino-L's primary focus is
on cultural, social, educational and political news and
issues that affect the Latino
community in the U.S.
Latino-L
Latino-L@uic.edu
To subscribe, email
Leonard Ramirez at
lramirez@uic.edu
Christopher Boyer: Associate Professor of LALS and History. Ph.D. History, University of Chicago.
Currently his research focuses on the social and environmental dynamics of forest use in Mexico
over the past hundred years. Previous research examined the formation of campesino identity
during the agrarian movements in Mexico in the 1920s and 1930s. Recently completed a research
sabbatical in Mexico, supported by a grant from the National Endowment for the Humanities. – 1021
UH – 312.413.1216.
Ralph Cintrón: Associate Professor Department of English and LALS. Past research: author of
Angels Town: Chero Ways, Gang Life, and Rhetorics of the Everyday. Among other things, this
book won honorable mention for the Victor Turner Prize in Ethnographic Writing. Current Research:
head of a research team on Puerto Rican Chicago (7 researchers total). - 2012 UH - 312. 413.2736.
Nilda Flores-González: Associate Professor of LALS and Sociology. Ph.D. Sociology, University of
Chicago, 1995. She studies race and ethnicity, identity, youth, education and U.S. Latinos, She has
three ongoing research projects: (1) one project focuses on media discourses on inner-city schools,
particularly on how the media criminalizes inner-city schools, school activists and students, and how
these images shape public opinion and policy, (2) another project examines youth engagement in
social justice, and (3) a third project focuses on the Immigrant Rights mobilizations of March 10 and
May 1st in Chicago. - 4160 BSB - 312.996.6886.
Elena Rebeca Gutiérrez: Associate Professor in Gender & Women’s Studies and Latin American
and Latino Studies at the University of Illinois - Chicago. Professor Gutiérrez earned her Ph.D. in
Sociology from the University of Michigan in 1999 and is a scholar of Latino Health, reproductive and
sexual health politics, and social activism. Her book publications include Undivided Rights: Women
of Color Organize for Reproductive Justice with Jael Silliman, Marlene Gerber Fried, and Loretta
Ross (Boston: South End Press, October 2004) which was the Recipient of the 2005 Gustavus
Myers Outstanding Book Award in the area of bigotry and human rights, and Fertile Matters: The
Politics of Mexican origin Women's Reproduction (University of Texas Press, 2008). Fertile Matters
documents the involuntary sterilization of Mexican-origin women in Los Angeles in the 1970s and
illuminates the ways in which political, social and racial anxieties shaped the construction of the
"problem" of Mexican origin women’s fertility. As an activist for women's health and reproductive
justice, Dr. Gutiérrez has served on the boards of and worked as a consultant with the National
Latina Health Organization, SisterSong Women of Color Reproductive Health Collective, the
National Latina Institute for Reproductive Health, Mujeres Latinas en Acción and LORE: Latinas
Organized for Reproductive Equality. - 1814 UH - 312.996.9039.
Alejandro L. Madrid: Assistant Professor of LALS. Ph.D., in musicology and comparative cultural
studies, The Ohio State University. His research focuses on the intersection of modernity, tradition,
globalization, and identity in popular and art musics and expressive culture from Latin America,
especially México and the U.S.-México border. His interests include a wide variety of issues, from
transnationalism, representation and performance in contemporary electronic dance music to
questions of continuity, change and cosmopolitism in 19th- and early 20th-century Latin American
musics. He is a recipient of the Casa de las Américas Award for Latin American Musicology (2005).
He recently published two books: Nor-tec Rifa! Electronic Dance Music from Tijuana to the World
and Postnational Musical Identities Cultural Production, Distribution, and Consumption in a
32
Globalized Scenario, co-edited with Ignacio Corona. - 1517 UH - 312.996.4716.
Joel Palka: Associate Professor in LALS and Anthropology, and Adjunct Curator in Anthropology at
the Field Museum. Prof. Palka received his Ph.D. in anthropology at Vanderbilt University and his
thesis addresses the collapse of Classic Maya civilization. His current research examines long term
cross-cultural interaction between Maya people and migrant groups from the Spanish Colonial
Period to the present in the rainforests of Chiapas, México, and Petén, Guatemala. This topic is
covered in his recent book Unconquered Lacandon Maya: History and Archaeology of Indigenous
Culture Change. Dr. Palka publishes articles on ancient Maya civilization and he is currently the
editor of Mesoamerican Voices –a journal dedicated to the study of the art, writing, and archaeology
of Precolumbian cultures of México and Central America. - 3148 BSB - 312.996.0789.
Amalia Pallares: Associate Professor of LALS and Political Science. Ph.D., University of Texas.
She is the author of From Peasant Struggles to Indian Resistance, University of Oklahoma Press,
2002. Dr. Pallares publishes articles on Ecuadorian politics and social movements as well as
Mexican and Ecuadorian immigrants in Chicago. Most recently, she is co-editing a book on
immigrant activism in Chicago entitled “Marcha: Latin Chicago and the Immigrant Movement”, under
contract with the University of Illinois Press. She is currently working on a project on the relationship
between family separation and undocumented activism, as well as continuing research on the
montubio activism and ethnic identity in coastal Ecuador. - 1513 UH - 312.413.9170.
Christian Roa de la Carrera: Associate Professor Spanish and LALS. Ph.D., Romance
Languages, Princeton University. His current research focuses on colonial narratives and the
rearrangement of social networks, kinship relations, gender interaction, and ethnic identities of both
indigenous peoples and colonizers. He is the author of Histories of Infamy: Francisco López de
Gómara and the Ethics of Spanish Imperialism (2005). - 1710 UH - 312.996.0125.
Javier Villa - Flores: Associate Professor LALS and History Department. Ph.D., Mexican Colonial
History, University of California, San Diego. Recent works: "Voices from a Living Hell: Life, Death,
and Salvation in a Colonial Mexican Obraje," in Martin Nesvig, ed. Local Religion in Colonial Mexico
(Alburquerque: New Mexico University Press, 2006), Dangerous Speech: A Social History of
Blasphemy in Colonial Mexico (Tucson: University Press of Arizona, 2006). Current Research
Projects: "God's Name as Pharmakon: False Witnessing Before the Mexican Holy Office", article to
be submitted to The Americas in 2005 for a special issue on Witnessing and Colonialism, guest
editors: Javier Villa-Flores and Sonya Lipsett-Rivera; edited volume on the Social History of
Emotions in Colonial Latin America, co-edited with Sonya Lipsett-Rivera for New Mexico University
Press. - 1511 UH - 312.996.7270.
33
Mathematics, Statistics, and Computer Science
Alison Castro-Superfine, Ph.D., Assistant Professor, Department of Mathematics, Statistics, and
Engineering, and the Learning Sciences Program, email amcastro@uic.edu. My research focuses
on the mathematics learning of preservice teachers, as well as the interactions between teachers
and mathematics curriculum materials.
Physics
Cecilia Gerber, Ph.D., Assistant Professor, e-mail gerber@uic.edu. My research is in the area of
experimental particles physics. I am interested in understanding which are the building blocks of
matter and how they interact with each other.
Spanish, French, Italian, and Portuguese
Maria Margarita Saona, Associate Professor. Department of Spanish, French, Italian, and Portuguese. My research deals with national identity and globalization in contemporary Latin American
novels. I am also concerned with issues of memory and the representation of trauma in literature
and the visual arts. I teach a wide range of classes: Introduction to Literature in Spanish, Latin
American Women Writers in Translation, and Graduate Seminars on the question of gender and
genre in Latin America.
Rafael Nuñez-Cedeño, Professor. Department of Spanish, French, Italian, and Portuguese.
Specialization in linguistic theory, in particular phonology and morphology, Spanish/Latin American
linguistics and dialectology, and Spanish phonetics. Co-editor in-charge for the Americas of Probus: International Journal of Latin and Romance Linguistics.
College of Medicine
Department of Physiology and Biophysics
Jesus Garcia-Martinez, MD/PhD, Associate Professor. Research interests: signal transudation in
skeletal and cardiac muscle, control of gene expression, regulation of excitation-contraction coupling
and calcium handling. I have worked closely with SROP/McNair, the Hispanic Center of Excellence
and the Honors College. Contact info: (312) 355-0260 or garmar@uic.edu.
34
UIC Latino Directory
Elizabeth Aguilar
Lecture
aguilar9@uic.edu
Eugene P. Alaniz
Building Service Worker
146 PPB
312.996.8307
epalaniz@uic.edu
Magda Aldana
Account Technician II
1-280 LIB
312.413.0498
mnaldana@uic.edu
Aixa Alfonso
Associate Professor
Biological Sciences
3067 SEL
312.355.0318
aalfonso@uic.edu
Jose S. Alvarez
Assistant Facilities Manager
312.413.2012
joseis@uic.edu
Renato Barahona
Associate Professor
History
1006 UH
312.996.3141
barahona@uic.edu
Areli Castañeda
Assistant to the Director
LARES
2640 SSB
312.996.3356
acasta2@uic.edu
\Miguel A. Bautista
Research Programmer
2070 SEL
312.996.2793
miguelb@uic.edu
Alison Castro
Assistant Professor
Dept. of Math, Statistics, and Computer Science
amcastro@uic.edu
Pilar Carmona
Associate Director
College of Medicine
990 CME
312.996.4493
pilarb@uic.edu
Faustina Cerda
Patient Services Specialist
Digestive Disease and Nutrition
312.413.3631
fcerda@uic.edu
Silvia Becerra
Program Coordinator
Urban Transportation Center
340 CUPPAH
312.996.4821
silabec@uic.edu
Jose Antonio Rosa
Associate Professor
Department of Managerial Studies
2222 UH
jarosa@uic.edu
John-Jairo Betancur
Associate Professor
Urban Planning and Policy
221 CUPPAH
312.996.2125
betancur@uic.edu
Frances Aranda
Project Coordinator
Dept. of Public Health, Mental Health,
and Administrative Nursing
942 NURS
312.996.7974
faranda@uic.edu
Diana Bolanos-Marchan
Recruitment and Admissions Counselor
Liautaud Graduate School of Business
220 RB
312.996.4573
dbolan1@uic.edu
Veronica I. Arreola
Director
Women in Science and Engineering
Program (WISE)
205 D SLC, SES
312.355.1813
via@uic.edu
Jose Arrom
Project Coordinator
Social Work, Jane Addams College of
312.413.1836
josarrom@uic.edu
Jesus M. Ayala
146 PPB
312.996.8307
jmayala@uic.edu
John Ayala
Plant Operating Engineer
Physical Plant Administration
jayala@uic.edu
Fabricio E. Balcazar
Associate Professor
Disability and Human Development
451B, MC626
312.413.1646
fabricio@uic.edu
David S. Cabrera
Lecturer
Math, Statistics, & Comp. Science
619 SEO
312.413.2146
cabrera@uic.edu
Calixto Calderon
Professor Emeritus
Math, Statistics, & Comp. Science
628 SEO
312.413.3744
cpc@uic.edu
Norma Campos
Project Coordinator
Dept. of Family Medicine
198 HHDSB
312.996.9116
normac@uic.edu
Rodrigo Carraminana
Director of RCOLCC,
Latino Cultural Center
LC B2
312.996.3095
rodrigoc@uic.edu
35
Fred Chapa
Director of Facilities
College of Dentistry
312.996.7633
fchapa@uic.edu
Maria Chavez
Clerical Assistant
UIC Police
220 PS
312.996.5868
mchavez@uic.edu
Noel Chavez
Associate Professor & Interim Director
Community Health Sciences
659 SPHPI
312.996.0747
nchavez@uic.edu
Eva Contreras
146 PPB
312.996.8307
evacontr@uic.edu
Benjamin Correa
Administrative Aide
Nursing Services
312.996.5483
bcorrea@uic.edu
Milagros I. Crespo
Assistant to the Dean
College of Architecture and the Arts
306 JH
312.996.3351
miracle@uic.edu
Ivone De Jesus
Assistant Director
Latino Cultural Center
312-996-3095
ivone@uic.edu
Joseph DeLaGarza
Director
Center for Urban Business (CUB)
Illinois Small Business Development Center
Suite B4 UH
312.413.8139
delagarz@uic.edu
UIC Latino Directory continued...
Florencio Diaz
Director of Advising and Outreach
Math, Statistics, and Computer Science
312-996-3055
fdiaz4@uic.edu
Annette T. Garcia
Public Functions Supervisor
Ambulatory Pharmacy Services
312.355.0734
agarcia@uic.edu
Rosalva Diaz
Business Services Specialist
Library of the Health Sciences
220 LHS
312.996.7790
rdiazz1@uic.edu
Andres Garza
Director, Office of Career Services
3084 SSB
312.996.2969
agarza@uic.edu
Luis Duarte
Assistant Director
LARES
2640 SSB
312.996.3356
luisd@uic.edu
Martha E. Duran
Honors College
312.355.1304
mduran3@uic.edu
Christine F. Encina
Administrative Secretary
Pharmacy, Office Of The Dean
145 PHARM
312.996.7241
encina@uic.edu
Gonzalo Escobar
Extension Educator, Prevention
Cooperative Extention Services
312.578.9956
gescobar@uic.edu
Noemi Espinosa
Program Coordinator
Learning Sciences Research Institute
2075 SEL
312.413.8360
nespin1@uic.edu
Alfredo Estrada
LARES
2640 SSB
312.996.3356
aestra4@uic.edu
Victoria Falconi
Human Resources Officer
305 HRB
312.996.1859
falconi@uic.edu
Richard A. Flores
Clinical Instructor
300 E. War Memorial Dr.
309.688.3673
Nilda Flores-Gonzalez
Associate Professor
4160 BSB
312.996.6886
nilda@uic.edu
Edmundo J. Garcia-Solis
Research Assistant Professor
2266 SES
312.413.5888
ejgarcia@uic.edu
Maria C. Garnica
Dental Assistant
Department of Orthodontics
312.996.7505
mgarnica@uic.edu
Martha Gasca
Customer Service Rep III
Referral and Appt. Center
312.996.1682
mgasca@uic.edu
Cecilia Gerber
Assistant Professor,
Department of Physics
312.996.2239
2276 SES
gerber@uic.edu
Victoria Gheorghe
Assistant Director
Center for Urban Business (CUB)
Illinois Small Business Development Center
Suite B4 UH
312.413.8130
gheorghe@uic.edu
Aida Giachello
Associate Professor
College of Social Work
4404 EPASW
312.996.2521
aida@uic.edu
Jorge Girotti
Associate Dean and Director
College of Medicine
990 CME
312-996.4493
jorgeg@uic.edu
Rebecca E. Gordon
Director, Office of Women's Affairs
802 UH
312.413.1025
rebeccag@uic.edu
Cecilia M. Gutierrez
Medical Assistant
1801 W. Taylor
312.355.3425
cecigtz@uic.edu
Elena Gutierrez
Assistant Professor
312.413.7930
elgut@uic.edu
Sandra Gutierrez
Admission and Records Officer III
1259 SSB
312.413.9721
sandrag@uic.edu
Magdalena Hernandez
Office Manager
Division of Specialized Care for Children
312.996.6380
mhernan1@uic.edu
Paula Melissa Hernandez
Project Coordinator
UIC - College of Nursing
Dept. of Medical-Surgical Nursing
312.355.2605
pmhern@uic.edu
Socorro Herrera
Student Services Assistant
College of Medicine
112 CMW
312.413.0127
socorroh@uic.edu
Cynthia Herrera Lindstrom
Assistant Director
ACCC - Computing
2257A SEL
312.413.2495
cynthiar@uic.edu
Jason Huertas
Police Sergeant
UIC Police
312.996.6938
jhuertas@uic.edu
Herlinda Gonzalez
146 PPB
312.996.8307
herlinda@uic.edu
Marie T. Hughes
Associate Professor
3432 EPASW
312.413.1623
marieth@uic.edu
Rosa M. Gonzalez
146 PPB
312.996.8307
rosagon@uic.edu
Gonzalo Izaguirre
Research Assistant Professor
Molecular, Biology and Oral Diseases
312.413.5395
goniza@uic.edu
36
Gerardo Jimenez
Program Coordinator
220 RB
312.996.4573
gjimenez@uic.edu
Jesus Antonio Laurel
LARES
SSB 2640
312.996.3356
jlaure1@uic.edu
Hilda La Cour
Customer Service Rep II
Dermatology, Ambulatory Services
312.996.8666
Hilda@uic.edu
Leopoldo Lopez
Grounds Gardener
lopez@uic.edu
Sandra Lopez
Medical Assistant
Department of Medicine
1801 W. Taylor
312.355.1700
salopez@uic.edu
Leticia Lopez
146 PPB
312.996.8307
leticial@uic.edu
Norma A. Lopez-Reyna
Associate Professor
312.996.4526
nlr@uic.edu
Cynthia Lozano
Medical Assistant
Family Medicine, Ambulatory Services
312.996.2901
lozan@uic.edu
Ignacio B. Macias
UIC Parking Services
122 WSPS
312.355.0555
imacias@uic.edu
Damian Madrigal
Operating Room Technician
Operating Room
312.996.4050
madriga1@uic.edu
Aurelia Manzanarez
Hospital Service Worker
146L PPB
312.996.8307
amanan@uic.edu
Mara Martinez
Assistant Professor
Mathematics, Statistics, & Comp. Science
SEO
Peter Martinez
Clinical Instructor
Policy Studies
312.996.7327
pmartinz@uic.edu
Guadalupe Orozco
Coordinator of Human Resources
Institute for Health Research and Policy
312.996.4379
grivera@uic.edu
Gilberto Mendez
Public Health Administration
312.413.4962
155 SPHPI
gman@uic.edu
Reyna Orozco
Staff Nurse I
Nursing Services, Hospital
312.996.0376
rlopez7@uic.edu
Elizabeth Mercado
Customer Service Representative
220 RB
312.996.4573
mercado1@uic.edu
Noelle Orriols
Support Staff
Surgery
312.413.7707
noelia@uic.edu
Norma Mercado
Social Work Aide
Specialized Care for Children
312.996.2723
nmercado@uic.edu
Ana Maria Montes
Spanish Interpreter
Hospital Guess Services
1172 UICH
312.996.3610
ammontes@uic.edu
Nilda Munoz
Facilities Management Building Services
146 PPB
312.996.8307
nmunoz@uic.edu
Maria Murillo
Office of Admissions and Records
2126 SSB
312.996.9567
mari@uic.edu
Heriberto Noyola
Hospital Services Worker
Noyolah@uic.edu
Rafael Nunez-Cedeno
Professor
Spanish, French, Italian and Portuguese
1721 UH
312.996.0271
rnunez@uic.edu
Irma Olmedo
Associate Professor
3406 EPASW
312.413.7747
iolmedo@uic.edu
Rebecca Olvera
Assistant Director of Operations
220 RB
312.996.4573
rolver1@uic.edu
Teresa Orenic
Associate Professor
Department of Biological Sciences
4220MBRB
312-355-1452
torenic@uic.edu
37
Elvia Ortega
Information Service Supervisor
9th Fl MB
312.996.9626
elvia@uic.edu
Adrian Ortiz
Lecturer, TIE
1333 S. HALSTED, SUITE 260
312.996.2377
adrianor@uic.edu
Rosa I. Ortiz
Business Manager
241 PHARM
312.996.8127
ortizr@uic.edu
Matiana Ovalle
Secretary IV
Inst. on Disability and Human Development
312.996.0903
movalle@uic.edu
Yesenia Ovando
Ophthalmic Technician
L135 LIERI
312.996.6660
ygarcia@uic.edu
Silvia Padilla
146 PPB
312.996.8307
padilla3@uic.edu
Amalia Pallares
Visiting Associate Dean / Associate
fessor
Political Science
1108A BSB
312.413.3773
amalia@uic.edu
Connie Parra
Service Program Aide
312.996.8474
cparra@uic.edu
Marbella Patino
Customer Services Rep. I
312.996.7416
mpatino@uic.edu
Pro-
Rosa Pena
Campus Housing-East
25 SRC
312.355.6522
rpena@uic.edu
Alfred T. Perales
University Police
107 PS
312.996.6938
peralesa@uic.edu
Irma Perales
Customer Service Rep III
Guest Services, Hospital
1170 UIH
312.996.1682
Iperales@uic.edu
Karina Reyes
Associate Professor & Associate Chair
Psychology
1050D BSB
312.413.2627
kreyes@uic.edu
William Rodriguez
Associate Dean of Students
Student Affairs
3030 SSB
312.996.4857
willie@uic.edu
Iraida Rios
Academic Coordinator
Environmental and Occupational Health
Sciences Division
312.996.8856
irios@uic.edu
Mildred Rodriguez
Administrative Clerk
Hospital Finance
312.996.5525
mrodrigu@uic.edu
Ruth E. Rios
Contract Cooridinator
325 MB
312.996.7074
riosr@uic.edu
Jose Perales
Assistant Dean
Graduate College
601 UH
312.413.2556
jperales@uic.edu
Karla Rivera Ruiz
Instructional Program Coordinator
Dept. of Psychology
312.996.4804
mkdcrt1@uic.edu
William Perales
Mailing Services Supervisor I
B75A PPB
312.996.8571
wperez@uic.edu
Alicia J. Rodriguez
LARES
2640 SSB
312.996.3356
aliciarz@uic.edu
Teodulo Prieto
Grounds Worker
tprieto@uic.edu
Martha E. Querfurth
Campus Housing-East
LL SRCS
312.355.6413
meq@uic.edu
Pamela Anne Quiroz
Associate Professor, Education
3238 EPASW
312.413.9185
paquiroz@uic.edu
Leonard Ramirez
Director
LARES
2640 SSB
312.996.3356
lramirez@uic.edu
Nubia Raygoza
Assistant Director of Recruitment
College of Engineering
312.996.9594
nraygo1@uic.edu
Angelo Resendez
Research Resources Center
LL24 BGRC
312.996.7618
angelor@uic.edu
Eloy A. Reyes
Assistant to the Head
Department of Math, Statistics, & Computer Science 316 SEO
312.996.3044
eareyes@uic.edu
Gabriela Olmeda
Medical Assistant
1801 W. Taylor
312.413.1131
golmeda@uic.edu
Julienne Rodriguez
Medical Assistant
2488 UH
312.996.0238
julienne@uic.edu
Leonila Rodriguez
146L PPB
312.996.8307
leonilar@uic.edu
Marcelo Rodriguez
Patient Services Specialist
UIH Suite 1172
312.996.3610
marrodr@uic.edu
Marisa Rodriguez
Hospital Nursing Services
312.996.3172
mrodri20@uic.edu
Roberto Rodriguez
Training Program Coordinator
312.996.3160
roberto@uic.edu
Lena Licon Khisty
Associate Professor
3234 EPASW
312.996.8144
llkhisty@uic.edu
38
Flora V. Rodriguez-Brown
Professor
College of Education, 1211 EPASW
312.996.3013
florarb@uic.edu
Carmen Rosa
Patient Accounts
800 MB
312.996.0742
crosa@uic.edu
Elva Rubio
Assistant Professor
School of Architecture
312.996.3335
erubio@uic.edu
Ofelia Ruiz
Building Service Worker, 146 PPB
312.996.8307
ofruiz@uic.edu
Miriam Sanchez
Human Resources, 124 HRB
312.996.0844
sanchezm@uic.edu
Margarita Saona
Assistant Professor
1711 UH
saona@uic.edu
Teresa E. Silva
Graduate College
tesilva@uic.edu
Monica Soto
Graduate Coordinator
Learning Sciences Research Institute
2048 BSB
msoto7@uic.edu
Yolanda Suarez-Balcazar
Associate Professor
351 AHS
312.413.0117
ysuarez@uic.edu
Carmelo J. Tapia
Research Programmer
2249D SEL
312.355.3241
carmelo@uic.edu
Hugo Teruel
Associate Director
LARES
2640 SSB
312.996.3356
hugot@uic.edu
Alejandrina Torres
Hospital Guess Services
1172 UICH
312.996.3610
atorres@uic.edu
Jose D. Zacarias
2045 W. Washington Blvd.
312.413.7816
jzacar1@uic.edu
Graciel V. Val
Clinical Psychologist
912 S. Wood St.
312.413.8403
graciela@uic.edu
Josefina Zambrano
146 PPB
312.996.8307
jozambra@uic.edu
Brandon Valeriano
Assistant Professor
Department of Political Science
312.413.7274
1147 BSB
bvaler@uic.edu
Onintze Zenarutzabeitia Pikatza
Assistant Director
LARES
2640 SSB
312.996.3356
onintze@uic.edu
Luis R. Vargas
Executive Director
304 AOB
312.996.6150
lrvargas@uic.edu
Raul J. Vasquez
Information Research Specialist
College of Medicine
990 CME
312.996.4493
raulv@uic.edu
Judith Meza Vazquez
Assistant to the Director
Jane Addams Hull-House Museum
206 JAHD
312.996.0929
jmeza@uic.edu
Ruby Vega
Bowling and Billiard Center Manager
Campus Recreation
312.413.5171
rvega1@uic.edu
Jaime A. Velasquez
Assistant Director
Career Services
3083 SSB
312.413-2426
jaimev@uic.edu
Gladys Villanueva-Martinez
Staff Nurse I
Hospital
312.996.4150
gvilla4@uic.edu
eb!
n the w
We’re o es.uic.edu
r
www.la
Raul Villarreal
Plumber Foreman
Physical Plant
152 PPB
312.996.2816
plmbr130@uic.edu
Robert Villasenor
UIC Police
107 PS
312.996.5545
villasen@uic.edu
If you have any questions or comments
regarding this publication, please contact
our Latino Resource Guide Coordinator:
Alfredo Estrada at 312.996.3356.
39

ResourceGuide 08-09 FINAL - LARES

Transcription

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