UMBC logo

LLC News

Fellowships, Internships and Jobs Archives

Director of Leadership and Civic Engagement at Towson University

Towson University is seeking a dynamic, experienced, highly motivated individual to fill this key position in the Division of Student Affairs. The Director of Leadership & Civic Engagement will lead and coordinate campus-wide initiatives, programs, and activities related to leadership, civic engagement, and community development. This position has been classified as Sustainable Operations.

Responsibilities: Provide leadership and enhance the vision for campus-wide initiatives which include participatory citizenship, service learning, volunteerism, and university–community partnerships; build upon current activities to create a blueprint for success; promote a
culture of leadership and articulate a clear vision for student leadership programs on campus; serve as a source of information about student leadership programs; serve as a resource for faculty and staff as they incorporate civic engagement concepts into their curricular, co-curricular, and scholarship activities; create and expand strategic partnerships with non-university organizations to further the university’s civic engagement mission; supervise
departmental staff; and manage the department’s budget. This position may require work during evening and weekend hours as needed, for programs and special events.

Qualifications: Candidates must have a Master’s degree in a related field and five years of progressively responsible experience. Must have a passion for students, leadership, civic engagement, and community involvement; demonstrated leadership skills with the ability to manage within a diverse cultural organization; excellent written and oral communication skills and experience writing and receiving grants for student programs; knowledge of PeopleSoft Financials a plus. A Criminal Background Investigation is required for the hired candidate and the results may impact employment.

Salary: $50,000-$60,000, with full University benefits to include 22 days of annual leave, 14 holidays, personal and sick days; tuition remission; and excellent health, life, and retirement plans. This position is contingent on funds being available at time of hire.

Towson University is an Equal Opportunity Employer and has a strong institutional commitment to diversity. Women, minorities, persons with disabilities, and veterans are
encouraged to apply.

Start Date: 4/25/2013 - Firm
Education: Master's Degree Required
Work Experience: 5-7 Years

To Apply: Complete the Towson University online application. Please upload a cover letter and resume.

Website/Application: www.towson.edu/jobs

NFLC Language Consultant Opportunities

The National Foreign Language Center (NFLC) at the University of Maryland is a research institute dedicated to promoting communication within the United States in languages other than English.

We are currently looking for individuals with native or near-native proficiency in the following languages:
· Greek
· Italian
· Levantine Arabic
· Polish
· Urdu
· Vietnamese
· Western Punjabi

Minimum Requirements:
Native or near-native proficiency in the target language
English proficiency
Knowledge of ILR scale of language proficiency
Translation experience
Multiple choice and constructed response test item development experience
Ability to conduct Internet research and submit Word documents and/or audio files

The work is part-time, contractual, and most of the work can be done from your home computer. All candidates must have permission to work in the United States, or reside and work outside of the United States.

If you are interested in working with us, or if you know a qualified candidate who would be interested in working with us, please contact the NFLC via email at recruitment@nflc.umd.edu. Submit your current resume or CV with your language in the subject line. Thank you!

Teachers College Faculty Search - International and Comparative Education (ICE)

Position: The Program in International and Comparative Education
(ICE) at Teachers College, Columbia University is seeking a full-time
lecturer in international educational development with a specialization
in peace and human rights education; a focus on Latin America is
preferred. It is a one-year position (academic year 2013-2014), starting
September 2013.

Responsibilities: The lecturer will teach (five courses) and
advise students in the ICE program, carry out program related work, and
be expected to contribute to the operations of the program.

Qualifications:
The successful candidate will have the following:
* Doctorate in International and Comparative Education or related fields
* Experience with issues of peace, human rights, education, and development
* University teaching experience; evidence of excellent teaching
* Experience with international development
* Ability to teach courses on topics such as peace and human
rights education, education and development, international organizations
and peace education, and issues related to education in Latin America

Applications: Applicants should submit a curriculum vitae,
names of three professional references [full letters will be requested
for shortlisted candidates], and a letter of interest with details
regarding how the applicant meets the criteria for the position. Review
of applications will begin April 20, 2013 and continue until the search
is completed. Applications should be addressed to Professor Regina
Cortina and Professor Monisha Bajaj, Co-Chairs of Search Committee for
International and Comparative Education, Teachers College, Columbia
University, and emailed to Lisa Daehlin, Academic
Secretary, daehlin@tc.columbia.edu

Teachers College as an institution is committed to a policy of
equal opportunity in employment. In offering education, psychology, and
health studies, the College is committed to providing expanding
employment opportunities to minorities, women, and persons with disabilities in its own activities and society.

Teachers College, Columbia University
525 West 120th Street, New York, NY 10027
http://www.tc.columbia.edu/

For additional program information please visit our website at: http://www.tc.columbia.edu/its/cie%26ied/index.asp?Id=Home&Info=Welcome

Mellon Digital Scholar Position

Job Summary/Basic Function:
The successful candidate will
+ Foster the conceptualization, design, development, and assessment of scholarly digital projects;
+ Serve as a liaison to faculty, educating them about the wide range of options offered by the libraries and collaborating with them on the use of digital collections and projects in the curriculum;
+ Train and coordinate training opportunities for library staff to increase their understanding and awareness of the emerging field of digital scholarship;
+ Engage faculty and students, as appropriate, in collaborative scholarship and the creation of knowledge using digital collections and emerging analytical tools;
+ Analyze digital collections, data, or research processes;
+ Advance collaboration with other liberal arts digital scholarship work, including efforts to expand undergraduate research presentation opportunities at venues such as Re: Humanities;
+ Work closely with consortial library committees in carrying out the goals of the grant;
+ Be based at one of the Ohio Five colleges, but travel to consortial sites, ensuring that all five campuses receive the support they need and facilitating steady progress at each; and
+ Perform other duties as required.

Minimum Qualifications: The successful candidate must hold a graduate degree in a liberal arts discipline. We seek applicants who will bring both a demonstrated effectiveness in a training or teaching environment and a sophisticated understanding of digital projects, metadata standards, digital publishing, and scholarly communications. Familiarity with digital repositories. Conversant with a variety of digital methodologies, such as text-mining, geographic information systems, data visualization, or other modes of digital scholarship. Experience creating effective digital projects and a history of successful experiences working with students, faculty and staff from diverse backgrounds and with various levels of technical expertise. Exceptional interpersonal, organizational, presentation, project management, and communication skills. Ability to work effectively across disciplines and with a variety of project stakeholders.

Preferred Qualifications: Additional MLS (MLIS) from an ALA- accredited program, Ph.D. in a liberal arts discipline, or a computer science/informatics advanced degree. Active involvement in academic communities related to digital scholarship, like CLIR or NITLE. Demonstrated experience with statistical analysis tools; data visualization tools and methods; relational databases; server-side web-development; the digital humanities; or UNIX/Linux. Familiarity with programming languages, such as Java, Perl, or PHP. Experience with text processing, including XML, XSL, and/or XSLT. Relevant experience working in libraries or higher education.

For information: http://jobs.code4lib.org/job/7306/

SIIC Fellows Program, July 3-20, 2013

The SIIC Fellows Program offers an opportunity to explore the field of intercultural communication, to assess career direction, to commit to a personal intercultural practice, and to learn about intercultural team development by working directly with other Fellows, SIIC staff, and faculty. This is one of two SIIC programs with a formal selection procedure. Our Fellows typically range in age from 25 to 70 and come from dozens of different cultures and professions. Approximately 30 Fellows will be chosen for 2013. Criteria for selection are:

Some knowledge of the intercultural field
Professional experience or at least graduate student status
Commitment to a career in the related to intercultural relations
Enthusiasm for working in a support/service capacity, while also learning at the Institute

During the Fellows Session preceding SIIC, Fellows receive professional development in multicultural team processes based on the practice of Personal Leadership. There is a strong emphasis on collaborative learning, and a rare opportunity for diverse individuals with a common interest to explore the role of intercultural communication in their lives.

During Sessions I and II, Fellows participate in workshops while also providing logistic and other assistance to the workshop faculty. In Session II, they have the opportunity to discuss design and group process issues with the faculty. In addition, Fellows support SIIC in a variety of roles from setup and hosting, to assisting participants in the library and bookstore.

Financially, the SIIC Fellows Program represents a significant tuition discount. Fellows pay reduced tuition, room, and board for the first week of the Fellows Program, which includes the multicultural team training with the Fellows faculty, as well as for Sessions I and II. The Fellows Program is a combination of a mentoring program and a chance to get a different and more extensive behind-the-scenes Institute experience.

The total cost for Fellows (tuition and room and board for the whole Fellows Program) is $2800. Fellows should arrive no later than 6:00 p.m. Wednesday evening, July 3, and depart no sooner than Saturday afternoon, July 20. The deadline for early acceptance, particularly for international applicants needing visas, is Wednesday, May 1, 2013. Applications will be accepted until Friday, May 24, 2013. The application form is available for downloading here - http://www.intercultural.org/siic_schedule.php?tab=5#TabbedPanels2

Job opening: Language Program Director (CLP & TCP) at Teachers College, Columbia University

Position: The TESOL and Applied Linguistics Programs at Teachers College,
Columbia University seek a Language Program Director. This position
entails directing two related programs: the Community Language Program
(CLP) and the TESOL Certificate Program (TCP). The CLP provides English
and foreign language instruction to adult learners and is an onsite
language lab for students and faculty in TESOL and Applied Linguistics.
The TCP currently offers an 8-week intensive summer program in TESOL,
preparing students to teach adult learners of English as a Second
Language.

Responsibilities: Provide vision and leadership for the CLP and TCP.
Oversee the day-to-day operations of the two programs. Manage the
expansion of both programs, including online course offerings and a
part-time, year-round certificate program. Manage and monitor the budget,
direct recruitment, and marketing of both programs. Hire and supervise
instructors and staff. Serve as liaison between the TESOL/AL faculty, the
CLP, and the TCP instructors and staff. Work closely with the TESOL/AL
faculty and assistant directors on the curricula, teacher training, and
assessment. Prepare annual reports of each program. The successful
candidate may also be invited to teach one or more courses in the TESOL
and Applied Linguistics MA programs (for extra pay) depending on
qualifications.

Required Qualifications:
• An MA in TESOL or Applied Linguistics; Ed.M. or doctorate preferred
• A minimum of 5 years experience as an ESL or EFL instructor
• 3 to 5 years experience in language program administration (LPA)
• 3 to 5 years experience in managing personnel in an academic setting
• Experience supervising teachers on their teaching
• Experience in recruitment and marketing for academic programs
• Experience developing curricula and/or assessments for language programs

Desired Qualifications:
• Experience developing, implementing and directing online learning programs
• Background in teacher education or CALL
• International experience
• Grant-writing experience

To apply: Go to the Human Resources website at TC.
https://careers.tc.columbia.edu/applicants/jsp/shared/frameset/Frameset.jsp?time=1364994855250

Click on Staff Positions. Then look for Professional Director posted
04-01-2013. You will need to upload a cover letter specifying how your
skills meet these job requirements, your CV, and list of at least 2
references to:

Review of applications will begin on Apr. 20, 2013, and will continue
until the search is completed.

Teachers College as an institution has long been committed to a policy of
equal opportunity in employment. In offering higher education in the
discipline area of TESOL, the College is committed to providing expanding
employment opportunities to minorities, women and the disabled in its own
activities and in society.

Visiting Assistant Professor of Rhetoric and Media Studies (Full-time, (2) One year positions)

The Department of Rhetoric and Media Studies at Willamette University seeks full-time visiting assistant professor in rhetoric or media studies. The teaching load is five or six classes per year; applicants should expect to teach Persuasion, Propaganda and the Mass Media; and Public Speaking. Applicants should demonstrate teaching excellence and a commitment to continued research and publication.

Qualifications: Rank and Appointment: Visiting Assistant Professor (PhD) or Visiting Instructor (ABD).

The seven-member Department of Rhetoric and Media Studies offers a robust major, and offers coursework spanning sub-fields and qualitative methodologies. The student-faculty ratio is 10-1; class sizes vary from 16-25. To learn more about the department, faculty and students, please visit http://www.willamette.edu/cla/rhetoric.

About Willamette: Willamette University, founded in 1842, is the oldest institution of higher education in the Far West and has offered a major in environmental science since the 1970s. Situated in Oregon's capital city, Willamette includes the College of Liberal Arts (approximately 2,000 students), and graduate programs in Education, Law, and Management. The university is committed to living out its motto "Not unto ourselves alone are we born" by incorporating the principles of sustainability, social justice, and action. Salem is located in the center of the picturesque Willamette Valley, approximately an hour's drive from the Pacific Coast, the Cascade Mountains, and the cities of Portland and Eugene. For more information about Willamette, visit our website at www.willamette.edu.

For complete job announcement and to apply, please visit https://jobs.willamette.edu/postings/702

Application Deadline: File review will begin immediately and will continue until the position is filled. Questions should be directed to: Robert Trapp, trapp@willamette.edu

Application Information
Contact: Human Resources
Willamette University
Online App. Form: https://jobs.willamette.edu/postings/702

Summer 2013 Orientation Advisors Needed

Faculty, staff, and graduate students are needed to work as New Student Orientation Advisors during Summer 2013 with the Office for Academic and Pre-Professional Advising (OAPA).

Graduate students and 9½ month faculty members will be compensated directly at $100.00 per session. Twelve-month faculty members’ compensation will be sent to their Departments. Staff are not eligible to receive additional compensation, although the opportunity to expand skills is obviously valuable. Comprehensive advising and SA training will be provided for all Orientation Advisors.

For additional information regarding the position and to apply, please visit the OAPA website at www.umbc.edu/advising and under the “Faculty/Staff” tab click on “Orientation.”

For additional information:
You may also contact Ms. Paula Ashby, Assistant Director, OAPA, at ashby@umbc.edu or (410) 455-2451 with questions.

Postdoc - International Programs & International Studies

NC State University invites applications for a Postdoctoral Teaching Scholar position in International Programs and International Studies beginning August 16, 2013. The successful candidate preferably will have experience as a teaching assistant or instructor, mentoring students, and a specific research agenda that aligns with one of the graduate degree granting departments. Motivation to teach, mentor, conduct and publish research and/or scholarship is expected.

The Postdoctoral Teaching Scholar will teach one class per semester in international studies and/or their respective department, as well as an introductory international seminar per semester (for a total teaching load of two courses per semester).

The successful candidate will also pursue their own individual research agenda and be guided by a faculty mentor in their respective field. A research presentation in the Spring semester of each year will summarize progress in this area and should result in one or more publications.

In addition, mentoring will be part of this position’s responsibilities in terms of working with either undergraduate/graduate students during office hours and at other appropriate times outside of classroom instruction.

Qualifications: Ph.D. in one of the graduate degree granting departments of the college or closely related field awarded no more than three years from date of postdoctoral appointment.

How to apply: NC State University now requires all applications to be initiated electronically. To apply, visit

https://jobs.ncsu.edu/postings/search

and plug in the job number 00103210. Application materials to upload include a letter of interest, curriculum vitae, teaching philosophy, and teaching evaluations (if available, post under Other Doc(1) and Other Doc(2)). In addition, three letters of recommendation should also be submitted directly to:
Katie Bean, Program Search Assistant
Interdisciplinary Studies, North Carolina State University, CB 7107
Raleigh, NC 27695-7107

Review of candidates will begin March 11, 2013 and will continue until the position is filled.
AA/EOE. In addition, NC State welcomes all persons without regard to sexual orientation.

Full-Time Lecturer Position: Women's and Gender Studies

The Department of Women's and Gender Studies at Towson University invites applications for a full-time lecturer, with a 4/4 teaching load for the 2013-2014 academic year. This is a one year non-renewable position. The candidate will be required to teach multiple sections of the introductory women's studies course and, if qualified, a section of a graduate level core course on Women and Health for M.S. students in the Women's and Gender Studies program, with the potential to teach a combined undergraduate/graduate level course on Women and Sexuality.

ABD's may apply, but Ph.D. is required when position commences in August 2013. The successful applicant will demonstrate a strong commitment to excellence in teaching and an active scholarly agenda. For further information, see the full job advertisement at http://www.towson.edu/odeo/employmentatTU/Lecturer_WMST.asp. The deadline for application is April 5th, 2013.

Towson University is an equal opportunity/affirmative action employer and has a strong institutional commitment to diversity. Women, minorities, persons with disabilities, and veterans are encouraged to apply.

Visiting Assistant Professor in TESOL/Applied Linguistics, Salisbury, MD

The Department of English at Salisbury University is soliciting applications for the position of Visiting Assistant Professor in TESOL/Applied Linguistics.

Primary Job Duties/Responsibilities: Teach undergraduate, cross-listed, and graduate-level courses in Linguistics/TESOL in an NCATE-TESOL-recognized program. Position entails teaching 3 courses per semester. This is a non-tenure track, full-time, 9-month renewable position.

Minimum Qualifications: Evidence of successful teaching skills plus a Ph.D./earned doctorate by hire date in Applied Linguistics, TESOL, or a closely related field from an accredited institution. Preference will be given to candidates with 2-3 years of successful teaching experience in Linguistics/TESOL/ EFL teacher preparation programs at either the graduate/ undergraduate level and/or experience teaching international, ESOL and/or ESL adults.

Required Knowledge/Skills/Abilities: Candidates must demonstrate an effective teaching style targeted at a diverse student body; exhibit familiarity with NCATE/TESOL standards for teacher preparation, and possess graduate training in theoretical and applied linguistics. Successful candidates should provide demonstrated evidence in the following: knowledge of regulatory and accreditation standards; experience teaching diverse courses in theory and TESOL methodology and/or EFL pedagogy; success and record of ongoing professional development/research related to the field; commitment to serving diverse populations; ability to work collaboratively across university and international partnerships in program and curriculum development; ability and willingness to collaborate with the Graduate Director and core TESOL Faculty in planning, organizing, and evaluating program performance standards; ability to participate in ongoing accreditation processes; and finally, demonstrate a team-oriented willingness to participate in programmatic innovation.

Application: To be considered an applicant, you must apply online and submit the following: 1). A letter of application that should outline education history, teaching experience and credentials pertinent to the posted position, 2). Curriculum Vitae. Additionally, please have three (3) blind letters of reference, provided directly from your professional references or by an Online Credential Service Provider sent directly to Clacie Hubbard at cdhubbard@salisbury.edu Questions about the position should be addressed to the search chair, Dr. Anjali Pandey at: axpandey@salisbury.edu. All other documents that you wish to provide must be attached to your application in the Online Employment Application System. Please do not send any other documents via E-mail.

Applications submitted by April 12, 2013 will receive first consideration. The position will remain open until filled. Salary is competitive and commensurate with qualifications and experience. Appointment will be contingent upon verification of eligibility to work in the U.S. and is expected to begin August 12, 2013.

For more information, please visit the university's website: http://www.salisbury.edu/English/

FrameWorks Institute: Assistant to the Director of Learning and Associate

The FrameWorks Institute – a nonprofit think tank that designs, conducts, interprets
and explains communications research to advance the resolution of social problems—
seeks a highly organized, conceptually skilled and administratively experienced Ph.D.
to coordinate and contribute to the design and implementation of curriculum and
instruction on strategic communications.

This position will support the learning division in its charge to translate FrameWorks’
research into powerful learning experiences for leaders in the nonprofit sector,
preparing them to understand and apply communications recommendations from
Strategic Frame Analysis™ (SFA). The SFA approach stresses a critical combination of
research methods (qualitative and quantitative) and findings from a range of
disciplines in the cognitive and social sciences, including anthropology,
communications, linguistics, psychology, and sociology. As such, the ideal candidate
should possess a strong background in one or more of the relevant scholarly
disciplines, be willing to read and study, to learn about and experiment with new
methods of social science translation, and to bring conceptual, analytic and
organizational skills to tasks at hand. We are seeking individuals who are excited about
engaging in a multidisciplinary approach to studying and solving applied
communications issues.

FrameWorks’ learning division translates research findings into experiences that
enable advocates, experts, practitioners and scientists to use communications strategy
to expand their constituency base, to build public will, and to further public
understanding of specific social issues. FrameWorks’ learners are nonprofit leaders
who work on a range of pressing social problems, including addiction, child and youth
development, climate change, K12 education, and immigration. Pedagogical
approaches include direct instruction, participatory workshops, project-based
learning, and digitally mediated learning (interactive games, online courses, video
products, etc.). The ability to efficiently produce high quality curriculum and deliver
outstanding instruction is essential for success in this position, as is the capacity to
anticipate and meet the learning needs of sophisticated professionals.

The Assistant to the Director of Learning will:
• Contribute substantially to the instructional design of face-to-face and virtual
learning experiences for diverse types of communicators, including scientists,
informal science educators, and issue-based advocates and practitioners
• Assist with the creation of interpretive tools that help advocates grasp key
implications of research for their communications practice
• Deliver presentations and facilitate learning experiences
• Engage other highly-skilled staff in effectively contributing to collaborative
efforts in curriculum design and in continuously improving teaching
knowledge and skills
• Schedule complex, multifaceted learning engagements and assist the Director
of Learning in ensuring their timely progress
• Contribute to the division’s efforts to improve and increase its capacity to
deliver high-quality, innovative online learning in a variety of virtual venues
• Manage impact evaluation efforts – supervising and participating in collecting,
analyzing, and writing up data in a variety of formats, including case studies
and quantitative summaries

While the Institute is a virtual organization of staff and fellows located around the U.S.,
this position is based in Washington, DC. The position involves travel – up to 25% of
time. This position will report to the Director of Learning but must be responsive to a
wide array of staff, consultants, and clients around the country.

Key Qualifications
The ideal candidate will possess a terminal degree in communications, public health,
or a discipline within the social or cognitive sciences and have experience working in
the nonprofit sector. Experience at the local, state or regional level on social policy
issues/advocacy strongly preferred. Significant skill in curriculum development and
instructional design required; please specify accomplishments and strengths in this
regard. Experience with developing and delivering online learning strongly desired.
Superb writing, research, analytical and interpersonal communication skills required.
Must be self-motivated, with a strong capacity for independent work, but also possess
the skills and desire to work collaboratively with the FrameWorks team. Must possess
outstanding organizational skills and the ability to juggle and prioritize many tasks
and competing responsibilities, meeting expectations and deadlines consistently
within a largely virtual workplace.

To Apply
A resume with complete employment history and educational background, plus a
relevant writing sample or publication, should be submitted to jsweetland@frameworksinstitute.org. No direct solicitations, please. Candidates of interest will be contacted for interviews after review of submitted documents. FrameWorks Institute values diversity and is an Equal Opportunity Employer.

For more information about the FrameWorks Institute, please consult its website at www.frameworksinstitute.org.

Limited term (two year) position: Faculty School of Communication and Culture/ Faculty of Social and Applied Sciences, Royal Roads University

Royal Roads University invites your interest in a limited-term appointment at the rank of assistant or associate professor within our School of Communication and Culture in the Faculty of Social and Applied Sciences. You will play a key role in the administration, delivery, and instruction of the Master of Arts in Intercultural and International Communication On Campus program.

Your primary responsibilities will include providing high quality face-to-face and online instruction, facilitating high quality course revision and program development as well as building strong relationships with students, faculty, and staff within the Marketing and International sectors.

In addition, you will be responsible for recruiting, developing and supporting instructors, managing student issues, monitoring the day-to-day delivery of the program, participating in program planning and reviews, attending program events and contributing to the marketing of the program. This program offering is geared primarily at international graduate students and delivered on campus in Victoria, British Columbia.

Our ideal candidate is passionate about helping others achieve their academic pursuits, enjoys working within a highly entrepreneurial, collaborative and team-based teaching environment, and possesses well-developed interpersonal and intercultural communication skills and relationship-building abilities.

Royal Roads University is committed to appreciating and celebrating the diversity of students, faculty, and staff. We strive to increase understanding and acceptance of each other, thereby making us more compassionate human beings and strengthening the fabric of our communities. Experience working in diverse settings is essential to this position.

To be considered, candidates will possess:
• Doctorate in related discipline
• Bilingualism, with preferred proficiency in English and Mandarin
• Some personal or professional experience outside of Canada
• Demonstrated teaching excellence at the undergraduate and graduate level (employing adult learning, English as a second language and applied learning principles) in intercultural and international communication
• Experience in the communication sector, and ability to develop international networks
• Ability to work within an interdisciplinary outcomes-based curriculum
• Applied research experience in social and applied sciences field
• Experience in curriculum design and development at the graduate level preferred
• Experience in supervision of graduate students preferred

In addition to a collegial learning community, RRU offers a comprehensive compensation package, with a starting salary and academic rank based on qualifications and experience.

This is a limited term appointment for a two-year term. The possibility of extension to this term is subject to performance and program needs.
To apply please forward your cover letter, curriculum vitae, and a statement of teaching philosophy (preferably in electronic format) to:
E-mail: rru-career-opportunities@royalroads.ca

Competition #13-007 or Human Resources - Career Opportunities Royal Roads University 2005 Sooke Road Victoria, BC V9B 5Y2 Fax: (250) 391-2570 Tel: (250) 391-2511
The competition will begin on February 6, 2013. Review of applications will begin March 31, 2013; however, the competition will remain open until a successful candidate is found. While the position is pending funding, funding will be confirmed prior to March 31, 2013.
While Royal Roads University values all applications we receive, only those candidates chosen for further consideration will be contacted. Shortlisted candidates will be required to provide the names and contact information for three referees, and to arrange for the forwarding of degree transcripts directly from the granting institutions.

RRU is an equal opportunity employer, committed to the principle of equity in employment. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority consideration.

Clinical Assistant Professor of TESOL (two positions), University of Maryland College Park

The Department of Teaching and Learning, Policy and Leadership (TLPL) in the College of Education at the University of Maryland seeks to hire two Clinical Assistant Professors of TESOL. Both positions require a doctorate in language education, applied linguistics, or closely related field, and both involve significant coordination and oversight responsibilities.

Position #1: Clinical Assistant Professor of TESOL (1)

Clinical Assistant Professor of TESOL and PDS Coordinator (Position #1). The TESOL Program/PDS Coordinator works collaboratively with other faculty in the Division of Language, Literacy, Culture, and Social Inquiry (LLCSI) to coordinate the day-to-day activities of three TESOL masters programs and an undergraduate TESOL minor, both on-campus and in Professional Development School (PDS) sites. The TESOL Program/PDS Coordinator assists in recruitment and program improvement initiatives, completes TESOL-NCATE reports, communicates regularly with students about upcoming deadlines and opportunities, collaborates with program partners, and performs other related duties. Teaching responsibilities include two 3-credit courses each year, a 1-credit internship seminar each semester, and supervision of two interns for fall or spring semester. This is a 9-month, non-tenure accruing academic appointment with limited, separately compensated summer commitments.

Minimum Qualifications (Position #1): K-12 classroom teaching experience; PhD or EdD in TESOL, language education, or related field; experience working collaboratively with local schools; evidence of capacity to manage program details effectively.

Desired Qualifications (Position #1): Experience teaching in a teacher education program at the Masters level.

Position #2: Clinical Assistant Professor of TESOL (2)

Clinical Assistant Professor of TESOL and TESOL Outreach Program Coordinator (Position #2). A new position, the TESOL Outreach Program Coordinator plans and implements short-term TESOL institutes for groups of international visitors in collaboration with the Center for Language, Literacy and Culture (CLLC) in the Department of Teaching and Learning, Policy and Leadership (TLPL) and in partnership with the Maryland English Institute (MEI), and plans, staffs, and implements a planned online TESOL Masters program. The TESOL Outreach Program Coordinator is responsible for building the outreach efforts of the CLLC and TLPL. Teaching responsibilities are balanced with program coordination responsibilities. This is a 12-month, non-tenure accruing academic appointment.

Minimum Qualifications (Position #2): PhD or EdD in TESOL, language education, or related field; evidence of capacity to manage program details effectively.

Desired Qualifications (Position #2): Proficiency in a language other than English; international experience; experience with online teaching.

How To Apply
For best consideration, please submit all materials by February 22, 2013.

Applicants may apply for either or both positions, as appropriate. To be considered for both positions, applicants must separately submit their materials for each. Applications for either position should include a cover letter, curriculum vitae, and the names and email addresses of three individuals who can provide letters of recommendation. The cover letter should relate the applicant's qualifications to the set of responsibilities for the position, and should describe the applicant's intellectual interests in the field, and how these might fit within a community of scholars in TESOL and Applied Linguistics.

To apply for Position #1 (job posting # 118845), visit this link: https://jobs.umd.edu/applicants/Central?quickFind=58364

To apply for Position #2 (job posting # 118872), visit this link: https://jobs.umd.edu/applicants/Central?quickFind=58411

For inquiries, please contact Jeff MacSwan, search committee chair, at macswan@umd.edu.

Faculty Job Postings at Anne Arundel Community College

Faculty Job Postings at Anne Arundel Community College
Arts & Sciences:

· Instructor/Assistant Professor, Communications
· Instructor/Assistant Professor, English (multiple positions)
· Instructor/Assistant Professor, Graphic Design
· Instructor/Assistant Professor, Music
· Instructor/Assistant Professor, Physics
· Instructor/Assistant Professor, Reading
· Instructor/Assistant Professor, Sociology
Business, Computing & Technical Studies:

· Instructor/Assistant Professor, Computer Technologies
· Instructor/Assistant Professor, Homeland Security

To access a job posting, select a link above. To access the employment home page, please visit: http://www.aacc.edu/employment.

Assistant professor in TEFL at Bilkent U. in Ankara

Job title: Assistant Professor of TEFL/Applied Linguistics

Job Description:
The Master of Arts degree in Teaching English as a Foreign Language (TEFL) at Bilkent University was established in 1988 to enhance the quality of English language instruction in Turkey. It is now firmly established as one of the premier TEFL programs in Turkey, with an emphasis on research and on promoting the professional development of practicing teachers. We are now inviting applications for the position of Assistant Professor of TEFL for the 2013-2014 academic year. Area of specialization within the field of TEFL/Applied Linguistics is open, though applicants should be able to teach a variety of courses, from EFL methodology and curriculum development, to linguistics and testing. Preference will be given to candidates who are familiar with inferential statistics and SPSS. Duties include teaching three graduate courses per semester, supervising theses of 5-7 MA TEFL students, conducting research in the specialized area, and collaborating in the department work.

Requirements:
Preferred candidates will have an earned doctorate in TESOL/applied linguistics or a related field, graduate teaching and thesis advising experience, native or near-native fluency in English, publications in indexed journals as well as professional presentations in areas of expertise.

Institution Description:
Bilkent University - the first private, nonprofit university in Turkey - was founded on October 20, 1984, by Professor Ihsan Dogramaci, M.D., with the fundamental aim of creating a center of excellence in higher education and research. The name "Bilkent" exemplifies this aim, since it is an acronym of "bilim kenti": Turkish for "city of learning and science." The University campus is located about 12 km. (10 miles) west of the center of Ankara, and covers an area of more than 500 hectares (1200 acres). Bilkent is an English-medium institution. Faculty salary and rank are based on qualifications and professional experience. All faculty receive generous benefits, including health insurance, access to research funding; on-campus housing, and tuition assistance for school age children.

Additional Information:
First screening of applicants will start on January 16, 2013 and continue until the position is filled. Information about the M.A. TEFL Program is available at http://www.bilkent.edu.tr/bilkent/academic/matefl/index.html.

Application Instructions:
All applicants must submit the following documents by email to julie@bilkent.edu.tr :
a) a current CV;
b) cover letter;
c) one-page description of research interests; and,
d) a copy of a recently published article or manuscript chapter in progress.

Please ask at least two referees familiar with your professional background to send reference letters directly to julie@bilkent.edu.tr

Positions at CCBC

Here is the link to CCBC position postings in the Chronicle:

http://chronicle.com/jobs/0000759580-01/?cid=ja&utm_source=ja&utm_medium=en

Job: ESL (English as a Second Language)/ELL (English Language Learning) at City University of New York (CUNY)

Assistant, Associate or Full Professor - ESL (English as a Second Language)/ELL (English Language Learning) City University of New York Central Office

The City University of New York (CUNY) is the nation's leading urban public university serving more than 480,000 students in a wide range of educational programs at 24 colleges and institutions in New York City.
Job ID: 7094
Regular/Temporary: Regular

The City University of New York seeks an exceptional educator with expertise in English as a Second Language and English Language Learners to serve on the faculty of its New Community College (NCC). The candidate must share the College's vision to serve a linguistically and culturally diverse student body. S/he must be able to integrate English language skills with the content of the College's first-year interdisciplinary program in order to ensure that students at NCC for whom English is a Second Language, and/or are English Language Learners, develop or improve the social and academic language skills they need to excel in their academic programs and be successful in their college careers. The ESL/ELL faculty member will also serve as a pedagogic resource to NCC faculty seeking to develop and/or improve their own teaching techniques for making content comprehensible to ESL/ELL students, developing strategies to optimize their class participation and facilitating their ability to respond to oral and written content.

Located in midtown Manhattan, the New Community College (NCC) was established with the goal of significantly improving student learning, retention and graduation, by rethinking community college education and practice. The College is committed to using a range of innovative approaches in order to achieve these goals and to improve student persistence and completion. The centerpiece of the NCC's educational model is an integrated first-year curriculum that builds the academic, linguistic and affective skills necessary for success in college and career. Additional features of the model include using New York City as a context for learning in and out of the classroom, the integration of academic and student support services, and the use of ePortfolios. The NCC currently offers five majors: business administration, information technology, human services, liberal arts and sciences, and urban studies, and will offer additional programs in the future. The College admitted its first cohort of 300 students in August 2012. At full capacity, the NCC will enroll 3,000 to 5,000 students.

The successful candidate will be a gifted instructor committed to preparing urban community college students - who typically enter unprepared to do college level work - for academic success and completion. To do so, the candidate will make use of a range of effective curricular, pedagogical and support strategies and be flexible and open to sharing and learning from others. Candidates will have the capacity to work with their colleagues to develop courses and learning goals, to create learning communities, and to define and participate in faculty development initiatives. They will be comfortable crossing disciplinary boundaries, as they will be expected to develop and teach interdisciplinary courses. This tenured or tenure-track appointment (with rank depending on experience and qualifications) will begin in fall 2013.

The general responsibilities of the faculty member include but are not limited to teaching courses in the first-year core and in the majors; advising and supporting students as they progress; participating in committees and other governance structures; scholarship in the discipline and/or teaching and learning; and performing administrative, supervisory, and other functions as assigned.

The faculty member in ESL/ELL will:
- Provide leadership in building and continuously improving the college's overall capacity to use a range of pedagogies and co-curricular activities to support ESL and ELL students.
- Be a member of an instructional team teaching in the College's first-year core curriculum.
- Design and lead workshops on ESL/ELL for faculty and staff.
- Participate in developing and refining curricula, learning objectives, and assessments.
- Participate in the ongoing development of policies and governance structures for the institution along with the College's faculty and staff.
- Establish relationships with organizations that will contribute to the educational model.
- Work toward the realization of an institution focused on preparing students for academic success, college completion and transition to further education or careers.

The ESL/ELL faculty member may teach in programs of study beyond the first year experience, depending on the individual's qualifications.

QUALIFICATIONS
The successful candidate will have the following knowledge, skills, abilities/competencies, and professional attributes:
- Doctoral Degree or equivalent degree in TESOL, English, Linguistics, Applied Linguistics, or a related field
- A minimum of three years of full-time teaching experience at the secondary or post-secondary level
- Demonstrated capacity to use a diverse range of effective instructional strategies and openness to adopting new practices
- Enthusiasm for undergraduate teaching, particularly in the context of the NCC's first-year program
- An understanding of urban community college students' assets and challenges.

Additional consideration will be given to applicants who have the above plus the following:
- Demonstrated experience in program or curriculum development
- Experience providing professional development or training to faculty and staff to support the needs of ESL and ELL students
- A commitment and the ability to take full advantage of a technology-rich environment
- Experience working with a linguistically and culturally diverse student body
- Capacity to establish partnerships with the public and private sectors.

COMPENSATION
Rank and salary are commensurate with experience, qualifications and academic accomplishments. CUNY offers faculty a competitive compensation and benefits package covering health insurance, pension and retirement benefits, paid parental leave, and savings programs. We also provide mentoring and support for research, scholarship, and publication as part of our commitment to ongoing faculty professional development.

HOW TO APPLY
From our job posting system, select "Apply Now", create or log in to a user account, and provide the requested information. If you are viewing this posting from outside our system, access the employment page on our web site and search for this vacancy using the Job ID or Title. Make sure to upload a cover letter, CV/resume, statement of scholarly interests, and evidence of teaching ability (as one document), with the contact information of 3 professional references by the closing date.

Before applying, candidates are encouraged to visit the New Community College website (www.ncc.cuny.edu) to learn more about the new institution.

CLOSING DATE
02/04/13

JOB SEARCH CATEGORY
CUNY Job Posting: Faculty

EQUAL EMPLOYMENT OPPORTUNITY
We are committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. EO/AA Employer.

Full details: http://careers.insidehighered.com/city-university-new-york-central-office/assistant-associate-or-full-professor-esl-english-second-languageell-english-language-le/job/458082

English (TESL) Assistant Professor at Minnesota State

Minnesota State University, Mankato invites applications for the position of:
English (TESL), Assistant Professor (PRF#14048)

SALARY: Depends on Qualifications
OPENING DATE: 11/09/12
APPLICATION DEADLINE: Initial review of applications begins December 15, 2012; review will continue until position is filled.
POSITION: Probationary; Nine Month Appointment*
DATE OF APPOINTMENT: August 19, 2013

RESPONSIBILITIES:
To teach undergraduate English as a Second Language courses and graduate Teaching English as a Second Language courses in the department's licensure and degree programs. In addition, to serve as the principal liaison to the Intensive English Language Institute, collaborating with the IELI director and staff on issues related to curriculum, graduate teaching assistant supervision, and language assessment (in lieu of 4 credits of teaching per year). Teaching load: 12 credits (3 courses) per semester. Some online teaching required. Also required: continued scholarly activity, undergraduate and graduate advising, service on MA thesis committees and department committees.

MINIMUM QUALIFICATIONS:
* Earned Doctorate in Teaching English to Speakers of Other Languages, Second Language Acquisition, Linguistics, Applied Linguistics, or a related field required by December 16, 2013.
* Demonstrated experience teaching English to Speakers of Other Languages at the university level.
* Evidence of relevant scholarly activity.

OTHER CONSIDERATIONS:
* Experience with Intensive English Program design and administration.
* Dissertation successfully defended by August 19, 2013.
* Teaching and research area of emphasis in one of the following areas: cognition, psycholinguistics, bilingualism/multilingualism, English for specific purposes, second language research methodology.
* Experience with online teaching.
* Experience with teacher supervision.
* Experience with L2 learning technology.
* Experience in ESOL curriculum development.
* Demonstrated commitment to fostering a diverse working and learning environment.

The TESL program includes an MA in TESL degree, a Graduate Certificate, Minnesota K-12 ESL licensure at both the undergraduate and graduate levels, and undergraduate minors in linguistics and TESL for non-licensure students (see http://english.mnsu.edu/tesl). The English Department houses ESL/EAP courses for regularly admitted international students and developmental English courses for provisionally admitted international and other non-native-English-speaking students through the Intensive English Language Institute (see http://www.mnsu.edu/admissions/international/englishproficiency.html). The English Department also includes master’s level programs in Creative Writing (MFA), English Studies, and Technical Communication, and undergraduate programs in the same fields and in English education. The English department is also responsible for the university’s large composition program and offers general education courses in literature, film, popular culture, and humanities. For further information, visit the department website at http://english.mnsu.edu. Additional information on Minnesota State University, Mankato can be found at http://www.mnsu.edu.

Application Procedures: To apply for this position, please continue the process via this website or directly at http://agency.governmentjobs.com/mankato/default.cfm. A complete online application will include all of the following:

* Cover Letter attached to on-line application
* Resume/Curriculum Vitae attached to on-line application
* Contact information for three (3) references provided in the on-line application
* Unofficial Transcript(s) of your highest completed degree attached to on-line application
* A 1-2 page written statement of your teaching philosophy and research goals attached to on-line application
* Three (3) written letters of reference mailed directly to the Search Committee Chair at the address noted below.

Contact Information:
Matthew Sewell, Search Committee Chair
English Department
Minnesota State University, Mankato
230 Armstrong Hall
Mankato, MN 56001
Phone: (507) 389-2117
TTY: 800-627-3529 or 711
Fax: (507) 389-5362
Email: Matthew.Sewell@mnsu.edu

*Employment for this position is covered by the collective bargaining agreement for the Inter Faculty Organization which can be found at: http://www.ifo.org/contract09-11/2009-2011.pdf.

NOTICE: In accordance with the Minnesota State Colleges & Universities (MnSCU) Vehicle Fleet Safety Program, employees driving on college/university business who use a rental or state vehicle shall be required to conform to MnSCU's vehicle use criteria and consent to a Motor Vehicle Records check.

Human Resources:
336 Wigley Administration Center
Mankato, MN 56001
507-389-2015
trisha.stoner@mnsu.edu
Job #00369
English (TESL), Assistant Professor (PRF#14048)

Minnesota State University, Mankato has a long-standing commitment to diversity and is actively seeking to nurture and enrich its underrepresented communities. Women, minorities and individuals with disabilities are encouraged to apply. In accordance with USCIS regulations, successful applicants must be legally able to accept work in the United States. Requests for reasonable accommodation of a disability during the application and/or interview process should be made to Human Resources, 507-389-2015 (V), 800--267-3529 or 711 (MRS/TTY). This bulletin is available in alternative format upon request. Minnesota State University, Mankato is an affirmative action/equal opportunity university and is a member of the Minnesota State Colleges and Universities system.

Additional Information: http://agency.governmentjobs.com/mankato/default.cfm/

Second Language Pedagogy (K-12 focus) Tenure Track Position at Columbia University

Teachers College, Columbia University
Position: The TESOL and Applied Linguistics Programs at Teachers College, Columbia University are seeking a scholar with demonstrated research interests and teaching experience in PreK-12 second language (L2) education. We are particularly interested in individuals whose area of research is content and language integration, addressing concerns such as pedagogical strategies in mainstream classrooms, the relationship between mainstream content learning, core standards, and L2 learning, the collaboration between ESL teachers and content-area teachers (e.g., science teachers), ESL teaching in the content areas, and ESL training of content teachers.

Responsibilities: Teach graduate courses in some of the following broad areas: PreK-12 L2 pedagogy, L2 teacher observation and supervision, L2 classroom-based research, L2 curriculum design, materials development, and L2 literacy. Supervise PreK-12 student teachers, advise masters and doctoral students, and collaborate with teachers in schools. Play an active role in program administrative and development activities. Provide substantive leadership in PreK-12 L2 education.

Qualifications: Earned doctorate in TESOL or Applied Linguistics; evidence of scholarly accomplishment in PreK-12 L2 education; a record of successful experience working with PreK-12 L2 teachers and students; service to the field of TESOL and Applied Linguistics.

To apply: Email a cover letter specifying how you would fit the position, a CV, a two-page statement of your research agenda for the next three years, a copy of three relevant publications, and three letters of reference to Professor Hansun Zhang Waring at tesolsearch@tc.columbia.edu. The subject line should include your (the applicant’s) first and last name.

Review of applications will begin on November 30, 2012, and will continue until the search is completed.

Teachers College as an institution has long been committed to a policy of equal opportunity in employment. In offering higher education in the discipline area of TESOL, the College is committed to providing expanding employment opportunities to minorities, women and the disabled in its own activities and in society. Candidates whose qualifications and experiences are directly relevant to College priorities (e.g., urban and minority concerns) may be considered for the higher rank than advertised.

Job: Literacy and ELLs at University of Delaware


University of Delaware School of Education
College of Education and Human Development
Assistant or Associate Professor in Literacy with a focus on English Language Learners

The University of Delaware’s School of Education in the College of Education and Human
Development is seeking applicants for a tenure track faculty position at the rank of Assistant or
Associate Professor in the area of Literacy with a focus on English Language Learners.
Applicants should have an earned doctorate in education or a related field with a focus on
literacy and ELL students, and should be well informed about evidence-based instructional
practices for these students, including practices that minimize the risks for literacy-related
problems.

Qualifications
The incumbent will develop and conduct an externally-funded research program in collaboration
with other faculty in the College and School on topics of national importance for ELL students,
including those at risk for literacy problems. Applicants should have an earned doctorate in
education in literacy or a related field with a focus on the education of ELL students. Experience teaching culturally and linguistically diverse ELL students using evidence-based literacy practices in K-12 settings is highly desirable.

Responsibilities
The successful applicant will provide programmatic leadership for our MA program in TESL
and for infusing our Elementary Teacher Education program with competencies for teaching
ELL students. The incumbent’s responsibilities include teaching undergraduate and graduate
courses; engaging in a nationally visible program of research; participating in service activities
designed to advance the mission of the University, College, and School; and supervising
graduate students in our MA and PhD programs.

Background
Founded as a small private academy in 1743, the University of Delaware received its charter
from the State of Delaware in 1833 and was designated one of the nation’s historic Land Grant
colleges in 1867. Today, UD is a Land Grant, Sea Grant, and Space Grant institution and is also classified by the Carnegie Foundation for the Advancement of Teaching as a research university with very high research activity—a designation accorded to less than three percent of U.S. colleges and universities.

UD is a publicly-supported, privately-governed institution. The College of Education and Human
Development is one of seven colleges at the University. It consists of two departments (School of Education and Human Development and Family Studies) and offers degree programs at the
bachelor, master’s and doctoral levels. The College also has four centers and numerous institutes (http://www.cehd.udel.edu/programs-centers/centers/) that afford opportunities for professional collaboration.

Under the leadership of Dr. Lynn Okagaki, the College has prepared a new strategic plan. The
College is in the fortunate position of having a growing faculty pool; the College is searching for
four positions this year.

All teacher education programs are nationally recognized by the appropriate specialty program
association. In addition, the teacher education unit is nationally accredited by the National
Association for the Accreditation of Teacher Education.

The University and the College are committed to creating an educational community that is
intellectually, ethnically, culturally, and socially diverse enriched by the contributions and full
participation of persons from many different backgrounds.

To apply
Submit a curriculum vitae and a letter of interest describing qualifications, experience, and
research interests online at www.udel.edu/udjobs.

In addition, three references from individuals who can specifically comment upon your research
expertise, teaching ability, and relevant experiences should be sent to:
Dr. Charles MacArthur, Search Committee Chair
Professor, School of Education (macarthu@udel.edu)
University of Delaware, Newark, DE 1916
(302) 831-4572

Deadline to Apply: The Search Committee will begin review of applications on December 15,
2012.

The University of Delaware is an Equal Opportunity Employer that encourages applications from
all groups, especially Minority Group Members and Women.

Position: Teachers College, Columbia University

Position: The TESOL and Applied Linguistics Programs at Teachers College, Columbia University are seeking a scholar with demonstrated research interests and teaching experience in PreK-12 second language (L2) education. We are particularly interested in individuals whose area of research is content and language integration, addressing concerns such as pedagogical strategies in mainstream classrooms, the relationship between mainstream content learning, core standards, and L2 learning, the collaboration between ESL teachers and content-area teachers (e.g., science teachers), ESL teaching in the content areas, and ESL training of content teachers.

Responsibilities: Teach graduate courses in some of the following broad areas: PreK-12 L2 pedagogy, L2 teacher observation and supervision, L2 classroom-based research, L2 curriculum design, materials development, and L2 literacy. Supervise PreK-12 student teachers, advise masters and doctoral students, and collaborate with teachers in schools. Play an active role in program administrative and development activities. Provide substantive leadership in PreK-12 L2 education.

Qualifications: Earned doctorate in TESOL or Applied Linguistics; evidence of scholarly accomplishment in PreK-12 L2 education; a record of successful experience working with PreK-12 L2 teachers and students; service to the field of TESOL and Applied Linguistics.

To apply: Email a cover letter specifying how you would fit the position, a CV, a two-page statement of your research agenda for the next three years, a copy of three relesvant publications, and three letters of reference to Professor Hansun Zhang Waring at tesolsearch@tc.columbia.edu. The subject line should include your (the applicant’s) first and last name.

Review of applications will begin on November 30, 2012, and will continue until the search is completed.

Teachers College as an institution has long been committed to a policy of equal opportunity in employment. In offering higher education in the discipline area of TESOL, the College is committed to providing expanding employment opportunities to minorities, women and the disabled in its own activities and in society. Candidates whose qualifications and experiences are directly relevant to College priorities (e.g., urban and minority concerns) may be considered for the higher rank than advertised.

Tenure-track faculty position in Spanish - Antioch College

Antioch College seeks applications for a tenure-track appointment in Spanish for the 2013-2014 academic year. Applicants must have native or near-native command of Spanish, and a Ph.D. in Second Language Acquisition or Spanish Language Pedagogy. Experience teaching in proficiency based programs is highly desired. The successful applicant will be expected to teach classes of all undergraduate levels in Spanish language and culture face to face and online.

Full details:
http://careers.insidehighered.com/antioch-college/tenure-track-faculty-position-spanish/job/452032

Co-Director, Institute for Study of Adult Literacy & Goodling Institute

Position Available: Senior Research Assistant or Associate
Beginning: July 1, 2013

Appointment conditions:
This is a fixed-term, multi-year appointment. Full University benefits
apply. Penn State has a strong commitment to the diversity of its
workforce. We encourage applications from individuals of diverse
backgrounds.

Responsibilities:
Serving as Co-Director for Institute Administration, this position directs
the Institutes’ externally funded projects, builds and maintains
professional relationships with various state and national literacy
groups, manages administrative tasks related to the Institutes including
the management of personnel, and provides relevant service to the field of
adult and family literacy and adult basic education (ABE).

Required qualifications:
· Earned masters or doctorate in education, program
administration, or a closely related field;
· Practical experience working in adult literacy, family literacy,
or ABE;
· Knowledge of adult literacy, family literacy, and/or ABE
research, legislation, and other relevant issues; Experience working with
state or national adult literacy, family literacy, and/or ABE governmental
offices and organizations;
· Experience writing and submitting external funded proposals;
· Experience managing and directing externally funded projects;
· Experience in supervising personnel;
· Experience in and evidence of a commitment to working
collegially and with individuals from diverse backgrounds.

Penn State http://www.psu.edu is a comprehensive,
multi-campus research university serving all regions of the Commonwealth,
as well as the nation and the world in instruction, research, and service
roles that require responsiveness to and support from society's public and
private sectors. As a land-grant university, Penn State has responsibility
for providing a wide array of programs in the professional and technical
disciplines, as well as a balanced offering of undergraduate and graduate
programs in the arts and sciences. Penn State shares with other major
research universities the traditional responsibilities to discover,
develop, preserve, and disseminate knowledge.

The College of Education http://www.ed.psu.edu
at Penn State was established in 1923 to deepen and extend knowledge about
the formation and utilization of human capabilities. It offers resident
degree programs at the undergraduate and graduate levels as well as an
extensive outreach effort aimed at continuing professional development for
educators at distant locations. The College's research program is also
extensive; College faculty members secured over $46 million in external
support during the past three years from a wide range of national and
state government agencies, private foundations, and corporations. The
College's location within a large, research oriented, land-grant
university provides numerous opportunities for studying education from
multidisciplinary perspectives in the context of a university-wide
commitment to making life better for all citizens.

The College houses four academic departments: Curriculum and Instruction;
Education Policy Studies; Educational Psychology, Counseling, and Special
Education; and Learning and Performance Systems. The departments offer
seven undergraduate majors to more than 2,500 students and 12 graduate
programs, under authority of the Graduate School, to nearly 1,000
students. Recent surveys rank the Penn State College of Education among
the top colleges, schools, and departments of education in the United
States.

Institute for the Study of Adult Literacy and Goodling Institute for
Research in Family Literacy:
Founded in 1985, the Institute for the Study of Adult Literacy (ISAL) in
the Penn State College of Education seeks to advance the field of literacy
through collaborative research, development, outreach, and leadership to
improve practice, expanding access to high quality education and enriching
the lives of individuals and families. ISAL’s initiatives have focused on
the contexts of the family, workplace, and health. ISAL staff assist
providers with program design and delivery, customized instructional
materials and assessment development, professional development, and
program evaluations.

Also housed within the College of Education, the Goodling Institute for
Research in Family Literacy provides national leadership that promotes the
value of family literacy and supports program improvement through research
and its application to practice and professional development. Since its
founding in 2001, the Goodling Institute has focused on research,
professional development, and policy. The Institute works collaboratively
with the Institute for the Study of Adult Literacy and the National Center
for Family Literacy (NCFL).

Application procedures:
Applicants must submit a letter of application documenting qualifications
for the position, a current résumé or curriculum vitae, copies of official
graduate transcripts (where appropriate), copies of three scholarly
publications or other professional writing samples (if available), and
contact information for at least three references (name, mail and e-mail
addresses, telephone numbers). Applications received by December 1, 2012,
are assured full consideration; however, applications will be received
until the position is filled.

Electronic submission of all materials is strongly preferred. Send application materials to mrf2@psu.edu. Those who do not have access to electronic mail can direct hardcopy of application materials to:
Dr. Esther Prins
GI/ISAL Co-Director Search Chair
c/o Mary Frank
405 Keller Building
University Park, PA 16802

This job announcement is also available in alternate format. Employment
will require successful completion of background check(s) in accordance
with University policies. Penn State is committed to affirmative action,
equal opportunity, and the diversity of its workforce.

Tenure-track Assistant Professor of Bilingual Education, Texas A&M University

Position: Tenure-track Assistant Professor of Bilingual Education in the Department of Educational Psychology, College of Education & Human Development, Texas A&M University, College Station, TX

Qualifications: The successful candidate will possess:
1. an earned doctoral degree in Bilingual Education or other related field with a major emphasis in Bilingual Education;
2. evidence of published scholarship related to Bilingual Education;
3. experience with externally funded grants or contracts;
4. evidence of successful college teaching through delivery via online, face-to-face and/or hybrid classes; and
5. strong proficiency in English and Spanish languages and their domains, oral communication, listening, reading and writing.

Academic roles and responsibilities:
Teach both undergraduate and graduate courses in Bilingual Education; develop or expand programs; conduct research relevant to the Bilingual Education Programs, advise graduate and undergraduate students; serve on graduate student committees; and seek extramural funding sources. Assume other duties typical for a research-extensive university such as Texas A&M.

Application:
In a letter to the Search Committee, applicants should address their qualifications, including statements of their research agenda, external funding experiences, and teaching experience. Applicants should send an updated curriculum vita. At least three professional reference letters are required and may be included or sent separately.

Appointment:
This is a nine-month appointment with an anticipated start date of September 1, 2013. Salary is commensurate with qualifications.

Review Date:
The Search Committee will begin review of applications November 15, 2012. The search will remain open until the position is filled. Completed application packets should be sent to:
Mrs. Cathy Watson
Department of Educational Psychology
4225 TAMU
College Station, TX 777843-4225

Microsoft Research, Social Media Collective Postdoc Opening

The Social Media Collective at Microsoft Research New England (MSRNE) is looking for a social media postdoctoral researcher (start date: 1 July, 2013). This position is an ideal opportunity for a scholar whose work draws on anthropology, communication, media studies, sociology, and/or science and technology studies to bring empirical and critical perspectives to complex socio-technical issues.

Application deadline: Monday 19 November, 2012.
http://research.microsoft.com/en-us/jobs/fulltime/postdoc.aspx

Microsoft Research provides a vibrant multidisciplinary research environment with an open publications policy and close links to top academic institutions around the world. Postdoc researcher positions provide emerging scholars, (PhDs received in 2012 or to be conferred by July 2013), an opportunity to develop their research career and to interact with some of the top minds in the research community. The position also offers the potential to have research realized in products and services that will be used world-wide. Postdoc researchers are invited to define their own research agenda and demonstrate their ability to drive forward an effective program of research. Successful candidates will have a well-established research track record as demonstrated by journal publications and conference papers, as well as participation on program committees, editorial boards, and advisory panels.

Postdoc researchers receive a competitive salary and benefits package, and are eligible for relocation expenses. Postdoc researchers are hired for a two-year term appointment following the academic calendar, starting in July 2013. Applicants must have completed the requirements for a PhD, including submission of their dissertation, prior to joining Microsoft Research. We do accept applicants with tenure-track job offers from other institutions so long as they are able to negotiate deferring their start date to accept our position.

While each of the seven Microsoft Research labs has openings in a variety of different disciplines, the Social Media Collective at Microsoft Research New England (located in Cambridge, MA) is especially interested in identifying social science candidates with critical humanistic approaches to their topics. Qualifications include a strong academic record in anthropology, communication, media studies, sociology, science and technology studies, or related fields. The ideal candidate may be trained in any number of disciplines, but should have a strong methodological, analytical, and theoretical foundation in humanistic approaches to the social sciences, be interested in questions related to technology or the internet and society or culture, and be interested in working across disciplines and with computer scientists.

The Social Media Collective is comprised of full-time researchers, postdocs, visiting faculty, PhD interns, and research assistants. Current projects include:
How does social media use affect relationships between artists and audiences in the creative industries? (Nancy Baym)
How do youth make sense of networked publics? (danah boyd)
How do we listen to each other in networked environments, and what are the implications for intimacy, privacy and social change? (Kate Crawford)
How does information infrastructure shape event epistemology? (Megan Finn)
How do people with minimal internet access use mobile media to negotiate marginalization and social immobility? (Mary L. Gray)

More information can be found here: http://socialmediacollective.org/2012/10/15/postdoc-opening/

National Academy of Education/Spencer Foundation Postdoctoral Fellowship Program

We are pleased to share information on the application process for the National Academy of Education/Spencer Foundation Postdoctoral Fellowship Program. Please help us widely distribute information on the this prestigious program to qualified candidates, listservs and other electronic sources by using the paragraph below. We sincerely thank you for your assistance.

National Academy of Education/Spencer Postdoctoral Fellowship Program
The NAEd/Spencer Postdoctoral Fellowship Program supports early-career scholars working in critical areas of educational scholarship. Fellows will receive $55,000 for one academic year of research, or $27,500 for each of two contiguous years, working half time. Fellows will also attend professional development retreats and receive mentorship from NAEd members and other senior scholars in their field. Applicants must have had their PhD, EdD, or equivalent research degree conferred between January 1, 2007, and December 31, 2012. This fellowship is non-residential, and applications from all disciplines are encouraged. Up to twenty NAEd/Spencer Fellowships will be awarded. Additional guidelines and the fellowship application are available on our website.
Website: http://naeducation.org/NAEd_Spencer_Postdoctoral_Fellowship.html
Application Deadline: November 2, 2012

Contact Information:
Philip Perrin, Senior Program Officer - Professional Development Programs
Phone: 202-334-2093
E-mail: info@naeducation.org
Website: www.naeducation.org

The National Academy of Education greatly appreciates support and funding from the Spencer Foundation to provide and administer this fellowship program. For more information on the Spencer Foundation, please visit http://www.spencer.org.

Visiting Assistant Professor Position in Applied Linguistics/TESL for Spring 2013 at the University of Texas at San Antonio

Department of Bicultural-Bilingual Studies
Visiting Assistant Professor Applied Linguistics/TESL

The Department of Bicultural-Bilingual Studies in the College of Education and Human Development at the University of Texas at San Antonio, seeks a Visiting Assistant Professor in the area of applied linguistics/TESL for the Spring 2013 semester, pending budgetary approval.
We seek a scholar with expertise in one or more of the following areas: second language literacy, computer assisted language learning, language and content-area instruction, pedagogical grammar and general ESL teacher education.

The department offers a Ph.D. in Culture, Literacy, and Language, a Master of Arts degree in Teaching English as a Second Language, a Master of Arts degree in Bicultural-Bilingual Studies, and a Bachelor of Arts degree in Mexican American Studies. It also provides undergraduate and graduate programs for teacher certification as well as support courses for other programs in the University.

Responsibilities include: Teach 3 graduate and/or undergraduate TESL courses, and provide service to the MA-TESL Program as needed.

Required Qualifications: Doctorate in Applied Linguistics, Educational Linguistics, Language & Literacy, Education or an appropriate discipline. University-level teaching experience. Evidence of research agenda in one of the areas listed above.

Preferred Qualifications: Demonstrated excellence in teaching at the undergraduate and/or graduate level, proficiency in a language other than English, ESL/EFL teaching experience, experience advising graduate students, and evidence of publications in one or more of the areas outlined above.

Appointment is for Spring 2013 only, pending budgetary approval, at the rank of Visiting Assistant Professor. Teaching opportunities for Summer 2013 may be available.

Applicants must submit by e-mail a letter of application, curriculum vitae, a publication
or writing sample, and names and contact information of three referees to:
Dr. Juliet Langman, Chair, Visiting Assistant Professor Search Committee via the
following e-mail: Juliet.Langman@utsa.edu.

For hire at the visiting assistant professor level, ABD candidates must have
completed the doctorate by December 15, 2012. Applicants who are not U.S. Citizens must state their current visa and residency status. A review of applications will begin November 1, 2012, and will continue until position is filled. UTSA is an Affirmative Action/Equal Opportunity Employer. Women, minorities, veterans, and individuals with disabilities are encouraged to apply.

Call for Book Chapters: Multiliteracies in Foreign Language Education

(Thinking/Doing) Multiliteracies in Foreign Language Education
Editors:
Yuri Kumagai (Smith College), Ana Lopez-Sanchez (Haverford College), and Sujane Wu (Smith College)

The editors welcome chapter proposals that address any aspect of the design, implementation, and assessment of pedagogical practices associated with a multiliteracies-based framework in the Foreign Language collegiate context. The papers may respond to one of the following prompts:
- Discussions of principles for the articulation of curricula that are commensurate with a multiliteracies approach (i.e. meaning-based). Critical evaluations of existing literacy-oriented curricula are particularly welcomed.
- Proposals for literacy-based curricula for particular levels of the FL programs in specific languages. The curriculum may use, as organizing principles, the pedagogical components proposed by the New London Group (i.e. ''Situated Practice,'' ''Overt Instruction,'' ''Critical Framing,'' ''Transformed Practice,'' or the notion of ''Design'' and its related constructs). If the curriculum has been fully implemented, post-course critical reflections by instructors and/or learners are highly encouraged.
- Discussions of the implementation of specific practices, including class projects, inspired by multiliteracies' theoretical principles. The chapter should delineate the concrete steps and procedures taken, the outcome of the project, and implications for further development of similar projects.
- Discussions of issues related to assessment, including evaluations of courses that were designed following a multiliteracies model, and proposals for alternative assessment practices that can adequately measure learning in multiliteracies-based classes.

Submission procedures:
FL researchers and practitioners who have implemented or are interested in implementing a multiliteracies framework in a foreign language classroom are invited to submit a 500-word abstract clearly explaining the goals of the proposed chapter. Submissions should include a short bio about the author(s), and should be mailed electronically in Microsoft Word Format on or before November 25, 2012. Proposals and inquiries should be sent to Yuri Kumagai <ykumagai@smith.edu>. Authors will be notified of acceptance by December 15, 2012. Submission of full chapters is expected by June 30, 2013.

Towson University - multiple positions

Full Posting - http://chronicle.com/jobs/0000748354-01/?cid=ja&utm_source=ja&utm_medium=en

COLLEGE OF LIBERAL ARTS - 1 POSITION
Department of Women's Studies
Assistant Professor
Assistant Professor in Philosophy and Women's Studies tenure track beginning Fall 2013. must possess strong commitment to excellence in teaching and show potential for productive scholarly growth. Responsibilities in philosophy include teaching introductory courses and courses in the major. Responsibilities in Women's Studies include teaching undergraduate and graduate courses in an interdisciplinary program that offers a major, a minor, and a master's degree. We seek candidates whose teaching takes into consideration the intersection of race, class, and gender. Send letter of application, C.V., official transcripts, a writing sample and three Professional Letters of Recommendation postmarked by November 26, 2012. Qualifications: Ph.D. in philosophy is required. ABD candidates may be considered if the doctorate is completed by June 2013. CLA-N-2615

COLLEGE OF EDUCATION - 4 POSITIONS
Department of Early Childhood Education
Graduate Director/Co-Director
Tenure track associate professor to direct or co-direct the graduate program. Responsibilities will include teaching graduate courses, advising approximately 300 graduate students in Early Childhood Education, and performing the administrative duties in cooperation of the chairperson, while engaging in service to the university and the academic/professional community and in continuing scholarship. On-going projects include administration, marketing and growth of the M.Ed. in Early Childhood Education, the M.Ed. Plus Certification and the Certificate of Advanced Studies (CAS), the Early Childhood M.A.T. program, and off-campus M.Ed. programs at external campuses and in partnerships with area school systems and early childhood education programs. Review of credentials will begin 30 days after the ad appears and will continue until the position is filled. Qualifications: The Graduate Program

Director/Co-Director must demonstrate leadership in teaching and scholarship to ensure a high level of rigor in advanced course work, requiring a command of critical perspectives in child development and of research methods, and a commitment to current trends and issues relating to young children from birth through age eight and families and to professionals in all settings in early care and education. The successful candidate must have a demonstrated background in a leadership role with evidence of scholarly activities and publications with documentation of excellence in teaching. The doctorate in early childhood education or related field is required for consideration for the Associate Professor position. COE-N-2620

Department of Elementary Education
Assistant Professor
Tenure track position at the rank of Assistant Professor. Candidates must be prepared to teach undergraduate and graduate level courses in elementary education, human development, and educational psychology. Review of credentials will begin 30 days after the ad appears and will continue until the position is filled. Qualifications:
Applicants must have a doctorate in Education, Curriculum and Instruction, or Human Development/Child Development/Educational Psychology. Additional expertise in literacy is also desired. Applicants must also possess a strong commitment to teaching, demonstrating potential for research and scholarship, and a willingness to pursue available external funding. Three years of professional teaching experience in elementary school settings is required. COE-N-2619

Department of Instructional Leadership & Professional Development
Associate Professor in Educational Leadership
Tenure track Associate Professor with expertise in instructional leadership, evidence-based planning, and assessment of student learning outcomes. Responsibilities include teaching graduate courses in educational leadership, advising approximately 25-30 students, mentoring junior faculty, and serving on university and college committees. Ongoing projects include participation in department curriculum revision to meet Maryland State reform initiatives and in aligning assessments and improvement efforts to meet local, professional, and national accreditation requirements. ILPD faculty are expected to teach high quality and rigorous courses in a variety of locations (on-site and off-site) and formats (intense, executive style; face-to-face; hybrid; and on-line) in order to respond to the needs of Maryland educators. Review of credentials will begin 30 days after the ad appears and will continue until the position is filled. Qualifications: An Ed.D. or Ph.D. is required and significant PK-12 experience is preferred, particularly experiences in leadership roles. COE-N-2618

Department of Special Education
Assistant Professor
The Department of Special Education invites applications for two (2) tenure track Assistant Professor positions in the Department of Special Education. They are located at the main campus and satellite offices, with the possibility of teaching and administrative responsibilities at the regional higher education centers. Responsibilities include teaching undergraduate and graduate programs in special education, as well as in the related Early Childhood/Special Education dual certification program at the undergraduate level, and Master of Education
(M.Ed.) and Master of Arts in Teaching (M.A.T.) programs at the graduate level. Review of credentials will begin 30 days after the ad appears and will continue until the position is filled. Qualifications: Minimum Qualifications:
All candidates must have an earned terminal degree (Ph.D. or Ed.D. in Special Education, Teacher Education, or a closely related field); Successful teaching experience in P-12 settings; Teaching experience at the college/university level; Excellent communication, human relations, and organizational skills; Demonstrated literacy in educational technology; Evidence of scholarly potential. COE-N-2617

For detailed information on any of these positions, please visit:
http://www.towson.edu/odeo/employmentatTU/academic_positions.asp

TESOL and Applied Linguistics Position Opening

Position Opening: Open Rank
Teachers College, Columbia University

Position: The TESOL and Applied Linguistics Programs at Teachers College, Columbia University are seeking a scholar with demonstrated research interests and teaching experience in PreK-12 second language (L2) education. We are particularly interested in individuals whose area of research is content and language integration, addressing concerns such as pedagogical strategies in mainstream classrooms, the relationship between mainstream content learning, core standards, and L2 learning, the collaboration between ESL teachers and content-area teachers (e.g., science teachers), ESL teaching in the content areas, and ESL training of content teachers.

Responsibilities: Teach graduate courses in some of the following broad areas: PreK-12 L2 pedagogy, L2 teacher observation and supervision, L2 classroom-based research, L2 curriculum design, materials development, and L2 literacy. Supervise PreK-12 student teachers, advise masters and doctoral students, and collaborate with teachers in schools. Play an active role in program administrative and development activities. Provide substantive leadership in PreK-12 L2 education.

Qualifications: Earned doctorate in TESOL or Applied Linguistics; evidence of scholarly accomplishment in PreK-12 L2 education; a record of successful experience working with PreK-12 L2 teachers and students; service to the field of TESOL and Applied Linguistics.

To apply: Email a cover letter specifying how you would fit the position, a CV, a two-page statement of your research agenda for the next three years, a copy of three relesvant publications, and three letters of reference to Professor Hansun Zhang Waring at tesolsearch@tc.columbia.edu. The subject line should include your (the applicant’s) first and last name.

Review of applications will begin on November 30, 2012, and will continue until the search is completed.

Teachers College as an institution has long been committed to a policy of equal opportunity in employment. In offering higher education in the discipline area of TESOL, the College is committed to providing expanding employment opportunities to minorities, women and the disabled in its own activities and in society. Candidates whose qualifications and experiences are directly relevant to College priorities (e.g., urban and minority concerns) may be considered for the higher rank than advertised.

Job: Literacy, English Language Learning at the University of Washington Seattle

THE UNIVERSITY OF WASHINGTON SEATTLE, College of Education, seeks to fill a nine-month fulltime position for an Assistant or Associate Professor whose primary expertise is in Literacy, English Language Learning, Science, Math or Social Studies as it relates to developing instructional excellence in teacher preparation and professional development. The College has a long- standing commitment to tenureline faculty who achieve excellence in research and grants activity. Continuing that tradition, we seek a colleague who can help advance our agenda in designing professional learning and preparation programs that create effective and committed educators and leaders. We seek applicants with a doctoral degree in education or a closely related field. Our new colleague will possess a documented research record which illuminates aspects of improving instruction for students who have not been well served by schools, a desire to teach with other colleagues committed to impacting the K-12 systems in meaningful and lasting ways. The new faculty member will provide guidance and mentorship to graduate students pursing professional certification, master’s degrees, and PhDs. Preference will be given to scholars who have a strong track record or potential for grants, have experience working in professional settings with prospective or practicing teachers, bring significant content expertise in one of the areas outlined above, and be able to contribute to innovations in practice-based teacher education. Excellent communication skills and ability to get along with others are required.

The UW College of Education is a vibrant working environment characterized by an atmosphere of supportive and interdisciplinary collaboration, both within the College and across the entire University. The members of the College also maintain a set of active partnerships with educational institutions in the region and state—schools, school districts, community-based organizations, informal educational institutions, and professional organizations. We are seeking a colleague to join us in conducting research, preparing and promoting the education of students and teachers, strengthening relationships between schools and the communities they serve, and informing public policy to help create a more just and caring society.

University of Washington faculty engage in teaching, research and service.
Applications should include: (1) a detailed letter describing qualifications for the position, including academic preparation, experience, research agenda, and evidence of engaging schools or other organizations serving historically disenfranchised youth, (2) curriculum vitae, (3) three letters of reference, (4) at least two examples of scholarly writing, and (5) an email address for further communications.

Please submit your application packet both electronically and by mail to the search chair, Dr. Morva McDonald, via Ms. Lynda Jensen at ljensen2@uw.edu, Box 353600, 210 Miller Hall, College of Education, Seattle, WA 98195-3600.

Adult Literacy Position - Penn State

The Pennsylvania State University College of Education
Institute for the Study of Adult Literacy and Goodling Institute for Research in Family Literacy

Position Available: Senior Research Assistant or Associate
Beginning: July 1, 2013

Appointment conditions:
This is a fixed-term, multi-year appointment. Full University benefits apply. Penn State has a strong commitment to the diversity of its workforce. We encourage applications from individuals of diverse backgrounds.

Responsibilities:
Serving as Co-Director for Institute Administration, this position directs the Institutes’ externally funded projects, builds and maintains professional relationships with various state and national literacy groups, manages administrative tasks related to the Institutes including the management of personnel, and provides relevant service to the field of adult and family literacy and adult basic education (ABE).

Required qualifications:
· Earned masters or doctorate in education, program administration, or a closely related field;
· Practical experience working in adult literacy, family literacy, or ABE;
· Knowledge of adult literacy, family literacy, and/or ABE research, legislation, and other relevant issues; Experience working with state or national adult literacy, family literacy, and/or ABE governmental offices and organizations;
· Experience writing and submitting external funded proposals;
· Experience managing and directing externally funded projects;
· Experience in supervising personnel;
· Experience in and evidence of a commitment to working collegially and with individuals from diverse backgrounds.

The Pennsylvania State University:
Penn State [http://www.psu.edu] is a comprehensive, multi-campus research university serving all regions of the Commonwealth, as well as the nation and the world in instruction, research, and service roles that require responsiveness to and support from society's public and private sectors. As a land-grant university, Penn State has responsibility for providing a wide array of programs in the professional and technical disciplines, as well as a balanced offering of undergraduate and graduate programs in the arts and sciences. Penn State shares with other major research universities the traditional responsibilities to discover, develop, preserve, and disseminate knowledge.

The College of Education:
The College of Education [http://www.ed.psu.edu] at Penn State was established in 1923 to deepen and extend knowledge about the formation and utilization of human capabilities. It offers resident degree programs at the undergraduate and graduate levels as well as an extensive outreach effort aimed at continuing professional development for educators at distant locations. The College's research program is also extensive; College faculty members secured over $46 million in external support during the past three years from a wide range of national and state government agencies, private foundations, and corporations. The College's location within a large, research oriented, land-grant university provides numerous opportunities for studying education from multidisciplinary perspectives in the context of a university-wide commitment to making life better for all citizens.

The College houses four academic departments: Curriculum and Instruction; Education Policy Studies; Educational Psychology, Counseling, and Special Education; and Learning and Performance Systems. The departments offer seven undergraduate majors to more than 2,500 students and 12 graduate programs, under authority of the Graduate School, to nearly 1,000 students. Recent surveys rank the Penn State College of Education among the top colleges, schools, and departments of education in the United States.

Institute for the Study of Adult Literacy and Goodling Institute for Research in Family Literacy:
Founded in 1985, the Institute for the Study of Adult Literacy (ISAL) in the Penn State College of Education seeks to advance the field of literacy through collaborative research, development, outreach, and leadership to improve practice, expanding access to high quality education and enriching the lives of individuals and families. ISAL’s initiatives have focused on the contexts of the family, workplace, and health. ISAL staff assist providers with program design and delivery, customized instructional materials and assessment development, professional development, and program evaluations.

Also housed within the College of Education, the Goodling Institute for Research in Family Literacy provides national leadership that promotes the value of family literacy and supports program improvement through research and its application to practice and professional development. Since its founding in 2001, the Goodling Institute has focused on research, professional development, and policy. The Institute works collaboratively with the Institute for the Study of Adult Literacy and the National Center for Family Literacy (NCFL).

Application procedures:
Applicants must submit a letter of application documenting qualifications for the position, a current résumé or curriculum vitae, copies of official graduate transcripts (where appropriate), copies of three scholarly publications or other professional writing samples (if available), and contact information for at least three references (name, mail and e-mail addresses, telephone numbers). Applications received by December 1, 2012, are assured full consideration; however, applications will be received until the position is filled.

Electronic submission of all materials is strongly preferred. Send application materials to mrf2@psu.edu. Those who do not have access to electronic mail can direct hardcopy of application materials to:

Dr. Esther Prins
GI/ISAL Co-Director Search Chair
c/o Mary Frank
405 Keller Building
University Park, PA 16802

This job announcement is also available in alternate format. Employment will require successful completion of background check(s) in accordance with University policies. Penn State is committed to affirmative action, equal opportunity, and the diversity of its workforce.

Washington State Univ. Assistant Professor, ESL/Bilingual Education

Title: Assistant Professor
Salary: Competitive, commensurate with experience
Position: Permanent full-time, tenure-track
Effective Date: August 16, 2013

Position: The Department of Teaching and Learning at Washington State University Tri-Cities seeks applicants with research and teaching interests in ESL/bilingual education for a full time tenure track faculty position. The candidate will have an earned doctorate in ESL/bilingual education, Applied Linguistics, Educational Linguistics, or a related field and demonstrated commitment to working with underrepresented, multilingual, and culturally-diverse students.

The College of Education seeks applicants with a demonstrated knowledge and ability to work effectively with individuals and groups with a variety of identities, cultures, backgrounds and ideologies in a global environment.

Duties and Responsibilities: Conduct scholarly research leading to publication in area of expertise. Pursue extramural funding to support active research agenda. Teach graduate and undergraduate courses focused on education of English Language Learners (ELLs) in the K-12 school system and foundations and cultural competency courses. Mentor and advise undergraduate, master’s, and doctoral students. Engage in service activities at a variety of levels. Candidates should be comfortable utilizing face-to-face, online, and/or teleconference instructional formats.

Required Qualifications: Earned doctorate at time of employment in ESL/bilingual education, Applied Linguistics, Educational Linguistics, or related field; a demonstrated record of, or potential for, scholarly productivity, extramural funding, and excellence in teaching. Minimum 9 months experience with EFL, ESL, or bilingual education programs in K-12 settings. Experience with and/or commitment to working with underrepresented, multilingual, and culturally-diverse students.

Desired Qualifications: Expertise in applied or educational linguistics with a focus on the area of second language acquisition and/or ESL education. Expertise in data collection based on fieldwork methods. Desire to conduct community outreach and family engagement activities with minority and underrepresented groups. Familiarity with Title I school districts and minority education programs. Ability to establish effective partnerships with a variety of school districts and state agencies. Proficiency in another language (in addition to English).

University: The Washington State University system is a premier research university that includes four campuses with faculty that are considered to be “one faculty, geographically dispersed.” The faculty across campuses belong to one department that is usually housed on the Pullman campus. Tenure and promotion expectations are the same for all faculty on all campuses. WSU Tri-Cities is located on the banks of the Columbia River in north Richland close to the cities of Pasco and Kennewick. WSUTC is currently in the process of establishing itself as the only four year, Hispanic Serving Institution (HSI) in eastern Washington and has model outreach programs including MESA and GEAR-UP.

Position open until filled. Screening will begin on December 1, 2012. Applicants should apply online at www.wsujobs.com and submit a letter of application addressing the qualifications, three current letters of recommendation, two samples of scholarly work, and a current comprehensive vita including the names, addresses, and phone numbers of at least three references.

Washington State University is an equal opportunity/affirmative action educator and employer. Members of ethnic minorities, women, Vietnam-era or disabled veterans, persons of disability, and/or persons aged 40 and over are encouraged to apply.

Univ. of Southern California Postdoc

USC is now accepting applications for the 2013-2014 cohort of USC Provost’s Postdoctoral Scholars in the Humanities.

Provost’s Postdoctoral Scholars play a pivotal part in fostering the strengths of the humanities at USC, linking the expertise of USC faculty and doctoral students with the knowledge and insights gained from their own research and scholarship.

These appointments are for two years, and begin in August of the academic year to which candidates are appointed. Provost’s scholars will teach three courses over four semesters, with one semester free for full-time research. The salary for Provost’s Postdoctoral Scholars is $50,000 per year plus fringe benefits, with a research and travel account of $6,000 per year.

To apply, please visit: https://postdocs.usc.edu/apply/
Deadline: Thursday, November 15, 2012 at noon PST

National Labor College Position

Position: Assistant Professor in Labor Studies, (12-month appointment)
Salary Range: $73,000 (annually)
Benefits: Full medical and dental coverage for employee and immediate family; pension
plan; life insurance

The National Labor College in Silver Spring, Maryland is seeking a tenure-track assistant professor to direct the BA program in labor studies to begin in January 2013. Most of the coursework is done on-line and at a distance, with two short-term residencies associated with courses in the program. There are four Bachelor of Arts degree programs in the School for Labor Studies: Labor Education; Safety and Health; Union Leadership and Administration; and Labor Studies, in which students can concentrate in Labor and Politics or design their own major. The core courses in the School for Labor Studies curriculum are: Living Labor History (with residency); Labor and Work in the United States; Labor and Work in the Global Economy; Labor and Politics; Labor and Employment Law; Research Methods; and Capstone Writing Seminar (with residency).

The primary duties of this position include:
• Assist with the development of the curriculum for a hybrid low-residency/online program in
collaboration with instructional designers and other academic experts.
• In collaboration with the Dean, serve as lead faculty member for courses in the program, identify adjunct faculty to teach the courses, provide faculty orientation and ongoing development for adjunct faculty who teach the courses, and monitor and evaluate adjunct faculty who teach the courses.
• Review and evaluate courses for academic standards, maximum student engagement, currency, and integration with program, school and college curricula.
• Teach a reasonable course load online.
• Supervise one short-term residency per semester.
• Develop assessment instruments and rubrics for the courses to assist in implementing the outcomes
assessment plan for the program.
• Develop and/or enhance new degree programs, certificate programs, and non-credit enrichment programs.
• Participate in faculty governance.
• Participate in research that supports ongoing development of the faculty member, enhances teaching effectiveness and contributes to the excellence of the academic programs.

The National Labor College is the only institution in the United States with a mission based exclusively on service to the labor movement. The NLC is first and foremost a teaching institution. The learning environment is made up of students and faculty who together form a learning community based on a common understanding of the world of work and the ecology of the labor movement. Its student body is made up of experienced, working adults who have multiple commitments to family, job, union and community. The College honors higher learning that takes place both inside and outside the College classroom and has a fully developed Prior Learning Assessment program in place. It is accredited by the Middle States Commission on Higher Education to offer degree completion baccalaureate degrees. The College currently offers four Bachelor degrees, and expects to be able to offer an Associate of Arts degree in the near future. For more information about the College and its programs, please visit the website www.nlc.edu.

Minimum Qualifications
• Terminal degree in related area of study from a regionally accredited institution of higher
education.
• At least five years experience teaching in a related area(s) at one or more regionally accredited institutions of higher education.
• Excellent writing and communication skills.
• Experience, knowledge and understanding of teaching in non-traditional and online formats.
• Experience, knowledge and understanding of working with adult learners.
• Commitment to building a strong labor movement.

Preferred Qualifications
• A doctorate in one of the related fields associated with labor studies, including history, sociology, anthropology, economics, and political science.
• Experience as an activist, staff member, or officer in, or working with, labor unions or working
people advocacy organizations.
• Demonstrated engagement in a relevant academic field.

Interested applicants should send a cover letter, cv/resume, a sample of published writing or dissertation chapter, and three references to: jobs@nlc.edu
Applications will be reviewed beginning October 20, 2012 and will be accepted until the search is concluded.

The National Labor College is an equal opportunity employer. Women and people of color are strongly encouraged to apply. This is a bargaining unit position in Local 35, Washington-Baltimore Newspaper Guild, Communications Workers of America.

Position - Computational Modeling of Language Behavior from Cognitive / Neural Perspectives

The University of Southern California, Dana and David Dornsife College of Letters, Arts and Sciences, in Los Angeles, California, invites applications for a position as Assistant or Associate Professor in the Departments of Psychology and/or Linguistics to start Fall 2013. We seek candidates engaged in novel research in the computational modeling of language behavior. Areas of interest include, but are not limited to,the modeling of language acquisition, comprehension, development, evolution, processing, production and variation. The research may be from neural or cognitive perspectives and with a strong link to empirical investigations. For an appointment at the level of Assistant Professor (tenure track), the appointment will be made in either the Department of Linguistics or the Department of Psychology. For an appointment at the level of Associate Professor (with tenure), a joint appointment between the two Departments is possible.

USC offers many opportunities for collaboration across these and other units of the university. Resources include the Dana and David Dornsife Cognitive Neuroscience Imaging Center, the Brain and Creativity Institute, the High-Performance Computing and Communications supercomputing cluster, and a broad interdisciplinary Neuroscience
community, including a program in Hearing and Communication Neuroscience, composed of more than 70 faculty members in the basic, engineering, and clinical sciences. USC strongly values diversity and is committed to equal opportunity in employment. Women and men, and members of all racial and ethnic groups are encouraged to apply.

All applicants should have a Ph.D. at the time of appointment and should provide a CV, a research statement, a teaching statement, representative scholarly papers, and three letters of reference via email to Mr. Stephen Stephenson at psyling@dornsife.usc.edu. Screening of applicants will begin October 15, 2012. In order to be considered for this position, applicants are also required to submit an electronic USC application; follow this job link or paste in a browser:
https://jobs.usc.edu/applicants/Central?quickFind=66228

Two Positions - Tenure-Track Assistant Professor in Applied Linguistics

The applied linguistics faculty in the English Department at Northern Arizona University invites applications for two (2) tenure-track positions at the rank of assistant professor beginning in August 2013.

We seek two colleagues with primary teaching and research specializations in one or more of the following areas:
L2 reading with an emphasis on applied psycholinguistics or vocabulary
L2 writing with an emphasis on text analysis or writing development
L2 skill-based assessment, using statistical methods
L2 pragmatics with an emphasis on listening and speaking

Responsibilities include teaching courses in the MA-TESL program, the applied linguistics doctoral program, and the English undergraduate program. Teaching responsibilities include teaching up to 9 hours per semester, with reassigned time based on dissertation committee work and College policies. Responsibilities also include active research; student advising and mentoring; doctoral committee work; and department, college, university, and professional service.

For the complete job posting, please visit:
http://hr.nau.edu/node/2796&job_req=559362
Contact: Dr. William Crawford: bill.crawford@nau.edu

Two Positions at the Murphy Institute/CUNY

Full job descriptions – including qualifications, compensation, and how to apply – can be downloaded from the job board at the UALE website <http://uale.org/forum/13-job-listings/33-two-jobs-at-the-murphy-institute-cuny#33>

(1) Academic Counselor for Labor Studies

The Academic Counselor for Labor Studies will report to the Labor Studies Program Manager and counsel students throughout their academic experience, from inquiry to graduation, while providing general administrative support to the Masters in Labor Studies Program. The Counselor will help recruit new students, advise them on their course selections and degree progress, monitor the registration process, and serve as a liaison between the school’s bursar, registrar and financial aid office. Candidates for the position must have a Bachelor’s degree; the ideal candidate will have at least two years of related experience, which may include working with labor or community organizations, and experience in student services, particularly working with working adult students. The contract title for the position is aHEO, with a salary range of $38,407 - $58,893. To apply visit the employment page at <www.CUNY.edu> (job search category Managerial/Professional).
Make sure to upload a cover letter and resume (as one document) with the contact information of 3 professional references by the closing date of October 8.

(2) Academic Program Manager for Urban Studies

The Academic Program Manager for Urban Studies will manage all administrative aspects of the Institute's Urban Studies Programs. S/he will work in collaboration with the faculty, overseeing these programs to ensure administrative adherence to academic policies and procedures, including recruitment, admissions, and registration. S/he manages curriculum development and operations of the program while managing a staff of program coordinators, outreach counselors and clerical assistants. Candidates for the position must have a Bachelor’s degree and six years of relevant experience; the ideal candidate will have an advanced degree, experience in higher education administration, and knowledge of the academic fields of Urban Studies, Community Studies, or Public Administration. The contract title for the position is HEA, with a salary range of $55,602 - $74,133. To apply visit the employment page at <www.CUNY.edu> (job search category Managerial/Professional).
Make sure to upload a cover letter and resume (as one document) with the contact information of 3 professional references by the closing date of October 8.

Position at UMass Amherst

The Department of Sociology and the Labor Center invite applications for a “Professor of Practice” in Labor Studies position to be appointed Spring 2013 at the earliest. This is a full-time non-tenure-track faculty position.

The ideal candidate will have a track record working with the labor movement, broadly defined, and substantial experience with applied research and labor education. A Ph.D. or a Master degree and an extraordinary record of practical accomplishments is required.

Specific duties include:
Offer training, research, strategic planning, and organizational development assistance to unions, community-based organizations, and NGOs, in collaboration with colleagues in the statewide Labor Extension Program and across the University;
Conduct applied research and pursue grants and contracts for labor-related research projects; supervise RAs and collaborate with faculty in Sociology and other social sciences;
Write reports and publicize findings through conferences, websites, media outlets in collaboration with statewide and community-based organizations;
Support the mission of the Labor Center, including our limited-residency and traditional Master’s degree program, and occasionally teach in those programs.

Applications received before November 1st will receive full consideration.

Applications should include a CV, letter of application, sample of written work, and three letters of reference. Electronic applications are strongly preferred and can be accessed at https://academicjobsonline.org.

Paper submissions can be sent to Professor Tom Juravich, Recruitment Committee Chair, Department of Sociology, Thompson Hall, University of Massachusetts, Amherst, MA 01003-5725.

The University of Massachusetts is an Affirmative Action/Equal Opportunity Employer. In addition, the Labor Center has a deep commitment to diversity and we strongly encourage minorities and women to apply.

Heritage Alliance Intern at Center for Applied Linguistics

Fall 2012 Job Title: Heritage Alliance Intern
Program: Alliance for the Advancement of Heritage Languages
Hours per week: 15-35
Salary: non-paid (small honorarium)
Position Available: September, 2012 to January, 2013

The Center for Applied Linguistics supports heritage language education and research through the Alliance for the Advancement of Heritage Languages (Heritage Alliance). The Heritage Alliance is committed to advancing language development for heritage language speakers in the United States as part of a larger effort to educate members of our society who can function professionally in English and in other languages. To achieve this mission, the Alliance provides leadership, supports collaboration, and promotes information sharing to foster heritage language maintenance and education.

The Heritage Alliance program at CAL seeks self-motivated individuals who can work with the Alliance during the fall of 2012 for four-month internships. Hours per week can be flexible (between 15 and 35). Heritage Alliance interns have the opportunity to make original contributions in the field and work with a strong and supportive team of professionals in language education, research, and documentation in the greater Washington, D.C. area.

Description of Duties:
We are primarily interested in graduate students who are familiar with and interested in languages considered “critical” by the U.S. government – Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, and Urdu. Interns can choose to focus on two or more of the following tasks: documenting heritage language programs, writing Heritage Voices on these languages and on programs where they are taught, writing Heritage Briefs on topics related to these languages, organizing training programs for heritage language teachers, applying for research funding, presenting at conferences, and making connections with the community of speakers of these languages.

Qualifications:
Educational or working experience in language/linguistics, education or related discipline.
Experience with Microsoft Office is required.
Knowledge about specific heritage languages and heritage language communities and passion to work with heritage language educators is desirable.
Graduate students are preferred, undergraduate students and recent graduates will also be considered.
Applicants who prefer to work on heritage languages other than those listed here will also be considered.

If interested, send intern application, resume, cover letter, transcripts, and letters of recommendation to:
Center for Applied Linguistics
Phyllis Pointer-Tate
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Phyllis Tate, Recruitment I12-04

Electronically:
jobs@cal.org
Attn: Recruitment I12-04

Social Media Intern Needed for Healthy Lifestyle Initiative

Two Interns Needed for Vibrant Living (http://www.mollyshattuck.com/lifestyle/what-is-vibrant-living)

This is a PAID internship, 120 hours over the course of the semester about 10 hours per week ($1,000 stipend paid out in two $500 payments). The internship is funded by the The Shattuck Family Internship Program for Entrepreneurship Innovation and Social Change.

The Main Focus of this internship is on SOCIAL MEDIA.

Sample of additional duties include:
- Help pull together a marketing toolkit, based on ideas from Molly Shattuck, work that has already been done, and additional examples based on other similar kinds of initiatives
- Work to qualify and quantify the value/benefits that the program brings to individuals and groups
- Identify target companies/organizations that might represent prospective clients/customers for Vibrant Living
- Participate--as appropriate--in client-visits to understand feedback and have that inform further development of the tool-kit and materials.

The individuals could be from a range of majors, but should have outstanding communication skills and be interested/experienced with social media; be a self-starter/entrepreneurial type; be interested in health/wellness.

Please e-mail your resume (required) and cover letter (ideal) to Christine Routzahn, Director of Internships, at routzahn@umbc.edu ASAP.

Positions at Towson University

For those interested in academic positions, here is a link to Towson University positions.
Remember that you can set up a job alert on the Chronicle of Higher Ed and on higheredjobs.com. You set the parameters and receive automatic emails based on your parameters.

http://chronicle.com/jobs/0000742451-01/?cid=ja&utm_source=ja&utm_medium=en

Jobs@CAL: Heritage Alliance Intern

Heritage Alliance Intern Fall 2012
Job Title: Heritage Alliance Intern
Program: Alliance for the Advancement of Heritage Languages
Hours per week: 15-35
Salary: non-paid (small honorarium)
Position Available: September, 2012 to January, 2013

The Center for Applied Linguistics supports heritage language education and research through the Alliance for the Advancement of Heritage Languages (Heritage Alliance). The Heritage Alliance is committed to advancing language development for heritage language speakers in the United States as part of a larger effort to educate members of our society who can function professionally in English and in other languages. To achieve this mission, the Alliance provides leadership, supports collaboration, and promotes information sharing to foster heritage language maintenance and education.

The Heritage Alliance program at CAL seeks self-motivated individuals who can work with the Alliance during the fall of 2012 for four-month internships. Hours per week can be flexible (between 15 and 35). Heritage Alliance interns have the opportunity to make original contributions in the field and work with a strong and supportive team of professionals in language education, research, and documentation in the greater Washington, D.C. area.

Description of Duties:
We are primarily interested in graduate students who are familiar with and interested in languages considered “critical” by the U.S. government – Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, and Urdu. Interns can choose to focus on two or more of the following tasks: documenting heritage language programs, writing Heritage Voices on these languages and on programs where they are taught, writing Heritage Briefs on topics related to these languages, organizing training programs for heritage language teachers, applying for research funding, presenting at conferences, and making connections with the community of speakers of these languages.

Qualifications:
Educational or working experience in language/linguistics, education or related discipline
Experience with Microsoft Office is required
Knowledge about specific heritage languages and heritage language communities and passion to work with heritage language educators is desirable
Graduate students are preferred, undergraduate students and recent graduates will also be considered
Applicants who prefer to work on heritage languages other than those listed here will also be considered

IF INTERESTED, SEND INTERN APPLICATION, RESUME, COVER LETTER, TRANSCRIPTS (OR RELEVANT COURSE LIST), AND LETTERS OF RECOMMENDATION.

Mail:
Center for Applied Linguistics
Phyllis Pointer-Tate
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Phyllis Tate, Recruitment I12-04

Electronically: jobs@cal.org
Attn: Recruitment I12-04

TOEFL Grants for Doctoral Research in Second or Foreign Language Assessment

The deadline for applications for the TOEFL Small Grants for Doctoral Research in Second or Foreign Language Assessment is October 15th. The award makes available cash awards up to US $2000 to promising students working in the field of foreign or second language assessment that will help them finish their dissertations in a timely manner.
Applications received after October 15th will be considered for the next application deadline of February 15th.
For more information about the award, please visit www.ets.org/toefl/awards

Applied Linguistics TESL Faculty Positions

Assistant Professor for Spring 2013 or Fall 2013. Scholar with expertise in one or more of the following areas: second language acquisition/learning, language teacher education, sociolinguistics, computer-assisted language learning, second language literacy, research methodologies, language assessment, or other related areas. Doctorate in Applied Linguistics,
Educational Linguistics, Language & Literacy, Education or other appropriate discipline required. University-level teaching experience.

Evidence of research agenda in one of the areas listed above. Required qualifications include Doctorate or ABD in Applied Linguistics, Educational Linguistics, Language & Literacy, Education or an appropriate discipline. University-level teaching experience. Evidence of research agenda in one or more of the areas listed above. ESL/EFL teaching experience. Teach graduate and undergraduate courses, advise masters and doctoral degree students,
pursue an active research agenda, and contribute to the university and community through service activities.

Submit letter of application, *curriculum vitae*, three publications or writing samples, a teaching philosophy, and names and contact information of three referees addressed to Dr. Juliet Langman, Chair, Applied Linguistics/TESL Search Committee. Applications may
be submitted via the following e-mail address: Sylvia.Hernandez2@utsa.edu. Department
of Bicultural-Bilingual Studies, University of Texas at San Antonio, San Antonio, TX 78249-0653.

Review of applications begins 10/1/12. Non-U.S. citizens must state current visa and residency status. Women and minorities encouraged to apply. AA/EO employer.

Full description at UTSA website: http://education.utsa.edu/bicultural-bilingual_studies

Linguist Position Available - Univ. of Macau

Full Professor of English English Language and Linguistics (Reference No.:FSH/DENG/FP/ELL/11/2012) Academic Position

The University of Macau is a leading higher educational institution in Macao and is making strides towards becoming internationally recognized for its excellence in teaching, research and service to the community. The University is growing rapidly with a number of new strategic initiatives including the relocation to a new campus. The new campus will be 20 times larger than the present one with a projected increase of 40% in student intake and faculty size. English is the University’s working language.

The Department of English of the Faculty of Social Sciences and Humanities invites applications for the position of Full Professor in English Language and Linguistics.

To find out more about the post, interested candidates may contact the Head of the Department of English, Professor Martin Montgomery (Email: mmontgomery@umac.mo).

Applicants must hold a PhD degree in English Language and Linguistics or in related areas and should have a distinguished record of research and publication at an international level, as well as a demonstrable record of excellence in teaching and supervising both postgraduates and undergraduates. An appointment may be offered at Associate Professor rank if the appointment panel considers this more appropriate to a candidate’s qualifications.
The selected candidate is expected to assume duty by the end of 2012.

Review of applications will commence on 29 February 2012 and continue until the position is filled.

Application should include a current curriculum vitae in English.
Applicants should visit http://www.umac.mo/vacancy for more details and apply ONLINE at Jobs@UM (https://isw.umac.mo/recruitment/).

Museum Internship at The BAIC Museum

BAIC-Internship.JPG

Bowie State University is Hiring for Faculty Lecturer in Communications Department

POSITION TITLE: Lecturer
PERSONNEL STATUS: Long-Term Contractual/Faculty
DEPARTMENT: Communications
OPEN DATE: August 8, 2012

CLOSING DATE: Open Until Filled (Initial Screening Date: August 21, 2012)
Responsibilities: Provides instruction for eight (8) courses per academic year; exhibits the potential for excellence for teaching at the undergraduate level, assessment, advisement, curriculum development, committee service, research and professional involvement.
Qualifications: Master’s of Arts degree in speech communications or a closely related field. Demonstrated teaching experience at the undergraduate level. Preferred specializations are Oral Communication, Public Speaking, Interpersonal Communication, Gender Studies, and Intercultural Communications. Ability to teach and design curriculum for forensics courses is desired but not required.

APPLICATIONS: Interested and qualified applicants should submit two copies of a resume/curriculum vitae, cover letter, letter of interest and teaching philosophy, official transcript(s), along with an application and at least three (3) letters of reference. Email or mail all documents to:

Office of Human Resources
Bowie State University
14000 Jericho Park Road
Bowie, MD 20715
JOBS@bowiestate.edu

American Institutes for Research (AIR) Adult Learning Team

The American Institutes for Research (AIR) is seeking an adult education professional to join our Adult Learning Team in the Washington, DC Office. Our current work focuses on professional development, teacher effectiveness, accountability (NRS) and evaluating instructional technology in the STEM fields for adult learners. We are seeking a staff member who has at least a Master's degree in a social science field (Ph.D. preferred). Experience in adult education professional development, research, or teaching is preferred. Applicants should also have experience and/or knowledge of research methods, quantitative methods, and experience designing and providing professional development to adult educators, including through the use of technology and social networking tools.

Please see the link below for further information and to apply online.

https://jobs-airdc.icims.com/jobs/7003/job

Language Instructors @ Foreign Service Institute

The Foreign Service Institute has announced position openings for full-time language instructors in ten languages: Arabic, French, German Korean, Mandarin Chinese, Portuguese, Russian, Spanish, Turkish and Vietnamese. The closing date for applications is August 1, 2012.

If interested, you can access a full copy of the vacancy announcement on the internet by clicking: http://www.usajobs.gov/GetJob/ViewDetails/321255800

Series/Grade: GG-1712-09/11
Title: TRAINING INSTRUCTOR - FOREIGN LANGUAGE
Office: FSI/SLS
Announcement: PH-NF-12-701183
Opening: 07/18/12
Closing: 08/01/12
Number of Openings: 17

American Institutes for Research (AIR) - Adult Learning Team

The American Institutes for Research (AIR) is seeking an adult education professional to join our Adult Learning Team in the Washington, DC Office. Our current work focuses on professional development, teacher effectiveness, accountability (NRS) and evaluating instructional technology in the STEM fields for adult learners. We are seeking a staff member who has at least a Master's degree in a social science field (Ph.D. preferred). Experience in adult education professional development, research, or teaching is preferred. Applicants should also have experience and/or knowledge of research methods, quantitative methods, and experience designing and providing professional development to adult educators, including through the use of technology and social networking tools.

Please see the link below for further information and to apply online.
https://jobs-airdc.icims.com/jobs/7003/job

Job announcement - Visiting Assistant Professor in Applied Linguistics/TESL, University of Texas at San Antonio

Department of Bicultural-Bilingual Studies
Visiting Assistant Professor
Applied Linguistics/TESL

The Department of Bicultural-Bilingual Studies in the College of Education and Human Development at the University of Texas at San Antonio, seeks a Visiting Assistant Professor in the area of applied linguistics/TESL for the Fall 2012 and/or Spring 2013 semesters, pending budgetary approval. We seek a scholar with expertise in one or more of the following areas: listening & speaking, computer assisted language learning, second language acquisition, language and content-area instruction, assessment, language teacher education, research methods, sociolinguistics, or other related areas.

The department offers a Ph.D. in Culture, Literacy, and Language, a MA in Teaching English as a Second Language (TESL), a MA in Bicultural-Bilingual Studies with concentrations in bilingual education and bicultural studies, a graduate certificate in TESL, and a BA in Mexican American Studies. It also provides undergraduate and graduate programs for teacher certification as well as support courses for other programs in the University.

Responsibilities include: Teach 3 graduate and/or undergraduate TESL courses per semester, evaluate comprehensive examinations, supervise internships, and other responsibilities as needed.

Required Qualifications: Doctorate in Applied Linguistics, Educational Linguistics, Language & Literacy, Education or an appropriate discipline. University-level teaching experience. Evidence of research agenda in one of the areas listed above.

Preferred Qualifications: Demonstrated excellence in teaching at the undergraduate and/or graduate level, proficiency in a language other than English, ESL/EFL teaching experience, experience advising graduate students, and evidence of publications in one or more of the areas outlined above.

Appointment is Fall 2012 and/or Spring 2013, pending budgetary approval, at the rank of Visiting Assistant Professor. Teaching opportunities for Summer 2013 may be available.

Applicants must submit a letter of application, curriculum vitae, a publication or writing sample, and names and contact information of three referees to Dr. Wayne E. Wright, Chair, Visiting Assistant Professor Search Committee, via the following e-mail address: Sylvia.Hernandez2@utsa.edu. For hire at the visiting assistant professor level, ABD candidates must have completed the doctorate by time of appointment. A review of applications will begin July 15, 2012 and will continue until position is filled. Applicants who are selected for interviews must be able to show proof that they will be eligible and qualified to work in the United States by time of hire. UTSA is an Affirmative Action/Equal Opportunity Employer. Women, minorities, veterans, and individuals with disabilities are encouraged to apply.

Positions at AU - Academic English

1. Program Manager, English Language Transition Program
Department: School of Professional and Extended Studies
Salary Range: Commensurate with experience.
Position Type: Full-time Staff
Description: This position is responsible for managing all aspects of AU’s English Language Transition Program (ELTP) including creative curriculum instruction, program staffing, program promotion and development, student advising, registration, orientation, counseling, assessment of learning outcomes, and matriculation into main-campus undergraduate or graduate programs. The incumbent develops the ELTP marketing and recruitment plans to ensure enrollment targets are achieved. The program manager helps resolve faculty and student issues and ensures that consistency in academic standards is maintained across ELTP courses.
Educational Requirements: The incumbent must have a Master's degree in TESOL, Applied Linguistics, or a related field with certification in TESOL. A PhD is preferred.
Minimum Requirements:
- Knowledge of current ESL practices and policies in higher education
- At least 5 years of ESL teaching experience and academic program management, administration and assessment, and/or curriculum development required, preferably in ESL
- Excellent communication skills
- Experience with recruitment and student advising
- Excellent people skills and relationship building
- Demonstrated ability to set priorities, handles multiple tasks, and work with diplomacy and efficiency in a fast paced environment with minimal or no supervision
- Outstanding organizational ability as well as the ability to manage deadlines Preferred Requirements: - Multilingual qualifications
- Working knowledge of current technology in the field
For more information and to apply: https://jobs.american.edu/JobPosting.aspx?JPID=1947

2. Adjunct Faculty - Academic English (2 positions)

The International Gateway Program in the School of Professional and Extended Studies at American University invites applications for two part-time adjunct faculty positions to teach in the Fall 2012, subject to budgetary approval.

Responsibilities include teaching courses in academic English listening/speaking and academic English reading/writing to conditionally admitted undergraduate students enrolled in the AU International Gateway Program. Position Appointees will teach one or two 3-credit academic preparation English language courses in the International Gateway Program during the Fall 2012 semester. Appointment is for one semester with potential to be renewed. IGP faculty are expected to attend and be active in program orientation and other program functions; provide guidance to students; and have additional program-related responsibilities such as materials development, mentoring, and test administration. Position Appointees will work under the supervision of the IGP Program Director/Manager. Applicants must have Master’s in TESOL, Applied Linguistics or related field; at least three years of ESL teaching experience at a university level; experience teaching academic English language courses; near-native proficiency in English; strong interpersonal skills with evidence of a high level of cultural sensitivity. Experience in developing ESL curriculum, international experience and knowledge of another language preferred. Salary commensurate with professional experience and qualifications.

Submit a letter of application including a description of how your experience, qualifications, and professional interests have prepared you for this position, along with your curriculum vitae/resume,
and the names and contact information for three professional references to Polina Vinogradova, TESOL Program Director, at vinograd@american.edu, or mail to Department of Language and Foreign Studies,
American University, 4400 Massachusetts Ave., NW, Washington, DC 20016-8045. Application review will begin on May 15 and will continue until positions are filled.
Appointments will be effective August 2012.
American University is an AA/EEO University committed to a diverse faculty, staff, and student body. Minority and women candidates are encouraged to apply.

Visiting Assistant Professor: TESL/Applied Linguistics - English Department

The English Department at Northern Arizona University seeks a Visiting Assistant Professor for AY 2012-13 (mid-August 2012—early May 2013) to teach various undergraduate and graduate courses in areas related to applied linguistics , TESL and English. This is a one-year only, full-time, benefit eligible, non-tenure-track faculty appointment.

Duties will include teaching 6 courses per year, three courses per semester, in areas such as introduction to linguistics, English structure, varieties of English in the U.S., ESL methods, CALL, and others dictated by the needs of the undergraduate program and and the graduate TESL certificate, the master’s degree in Teaching English as a Second Language (MA/TESL), and PhD in applied linguistics. (See additional program information: http://nau.edu/CAL/English/Degrees-Programs/Undergraduate; and also http://nau.edu/CAL/English/Degrees-Programs/Graduate/, then look at listings for the TESL Certificate, MA-TESL, and PhD in applied linguistics)

Minimum qualifications
Minimum qualifications include PhD in TESL/applied linguistics or related field in hand by time of appointment and demonstrated success in university teaching. Preference will be given to individuals who have successfully taught undergraduate and graduate courses in linguistics, applied linguistics, or TESL, and who have experience supervising teaching assistants. Successful candidates will also also have demonstrated experience working with diverse student populations.

Interested individuals should submit the following materials all together:
--Current curriculum vitae
--Statement of interest
--Evidence of effective university teaching, as shown in course materials and student evaluations
--Copies of all graduate transcripts
--Contact information (including telephone numbers and e-mail addresses) for three professional referees
--Sample publications (if available) (submit in hard copy or .pdf form)

Review of applications begins May 2, 2012

Materials submitted by mail can be sent to:
Prof. Mary McGroarty, English Department, 700 S. Humphreys, CDR , Northern Arizona University, Flagstaff AZ 86011)

E-mailed materials can be sent to Beverly.Cleland@nau.edu

Two Positions - WVU

The Institute for Labor Studies and Research at West Virginia University is searching for two open positions:

Extension Assistant Professor – Labor and Industrial Relations, and
Extension Assistant/Associate Professor – Public Policy and Political Education

Both are full-time, tenure track positions with West Virginia University Extension Service, in Morgantown, WV.

For full job descriptions and application information, see the Job Board at the new UALE website <uale.org>.
(Click on the “Resources” tab and then on the “Job Board” link)

Professional Development Specialist

CAL Classification: Research Associate I
Program Area: K-12 ELLs and Content Area Instruction
Salary: $50,000 to $68,000
Hours Per Week: 35 hrs/wk (full time)
Position Available: Immediately

DESCRIPTION OF DUTIES:

This position involves creating and delivering professional development services (face to face and online) on sheltered instruction via the SIOP Model, and assisting the SIOP Model professional development team in enhancing the content of their professional development materials to work with various types of professionals who work with English learner populations. Reviewing and editing workshop materials (in PowerPoint and Word templates) is another aspect of this position. Ability to travel approximately 50% of the year is a requirement.

PRIMARY RESPONSIBILITIES:

Plan and facilitate face-to-face and online SIOP Model professional development tailored to the specific needs of schools and districts
Create, edit, and proofread curriculum for use in professional development
Assist the SIOP manager and assistant manager to update and enhance professional development content for the CAL SIOP team
Lead efforts to enhance two-way SIOP curriculum development
Other duties as assigned

QUALIFICATIONS:

Education: Master’s degree in linguistics, language, education, or related discipline.

Experience: Minimum of five years of teaching experience using sheltered instruction principles to create and deliver instruction for English learners.

Experience: Successful candidates will have experience in one or more of the following areas:
Providing professional development in sheltered instruction
Teaching in bilingual or dual language instructional settings
Teaching subject areas other than English language development courses (e.g., elementary general education, secondary math)
Additional experience in the two-way SIOP Model preferred

Skills: Candidates should have advanced proficiency with Microsoft Word and PowerPoint, and should have familiarity with creating and delivering professional development courses for an online platform. A successful candidate must have excellent oral and written communication skills in English. Advanced proficiency in Spanish is preferred.

Other Qualifications: The preferred candidate will be flexible, well-organized, and attentive to detail. Must have strong interpersonal skills and be able to work both collaboratively and independently in a fast-paced team environment.

IF INTERESTED, SEND RESUME AND COVER LETTER:

Mail:
Center for Applied Linguistics
Phyllis Pointer-Tate
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Phyllis Tate, Recruitment 12-12

Electronically:
jobs@cal.org
Attn: Recruitment 12-12

AmeriCorps*VISTA Volunteer

The ideal candidate would work with both Achieving the Dream and the Community College of Baltimore County in connection with a financial literacy grant I recently received. Achieving the Dream: Community Colleges Count is a multi-year national initiative to improve student success at the nation’s community colleges, particularly for students of color and low-income students.

For more information, see: http://www.achievingthedream.org/sites/default/files/VISTAJobDescriptionATD.pdf

Diversity Fellowship Application - Massachusetts

Proteus Fund is pleased to announce that applications for the 2012-2013 Diversity Fellowship are now being accepted.

Proteus Fund is a national grant making organization committed to advancing social justice through democracy, human rights and peace. The Diversity Fellowship complements Proteus' work in the areas of strategy development, research and fund management and our established partnerships with donors and foundations.

Proteus believes that philanthropy is deepened when it is reflective of the perspectives, life experiences, and issues relevant to our diverse society and particularly of the organizations and constituencies that philanthropy serves. Although the racial and ethnic demographics of our society continue to change, professional staff and trustees at many foundations do not reflect this diversity. The Proteus Fund Diversity Fellowship seeks to increase diversity in philanthropy, meet the interest of emerging practitioners, help prepare them, and open doors for Black and African Americans, Latino/a and Hispanics, Asian Americans, Pacific Islanders and Native Americans. The Fellowship was founded and formerly housed by Associated Grant Makers.

Proteus Fund needs your help to identify and encourage potential candidates to apply for the 2011-2012 program year. We expect your suggested candidates will come from the nonprofit and corporate sectors with evidence of community or volunteer experience. Candidates will be considered based on knowledge, commitment, experience and skills and will be placed at foundations in and around Boston and Western Massachusetts. Applicants must currently reside in the United States and satisfy federal laws regarding employment eligibility verification.

The 2012 application can be found here: http://www.proteusfund.org/home/diversity-fellowship-open-application-period. The application is due by 5pm on Wednesday, April 18, 2012. Further questions should be directed to program Director Tammy Dowley-Blackman at tdowley-blackman@proteusfund.org.

Visiting Professor - University of Guadalajara

VISITING PROFESSOR

It is a one academic year salaried position (2012-2013) to be held at the Modern Languages Department of the Humanities and Social Sciences Campus of the University of Guadalajara, Mexico.

Duties are, but not restricted to:
Teach courses at the B.A. in Teaching English as a Foreign Language
Take part of the observation component in the teaching practice program of the B.A.
Develop extracurricular activities aimed to increase students’ linguistic and cultural competence in the foreign language.
Contribute to the University’s teaching by presenting guest lectures or faculty seminars.
Impart developmental workshops for students and-or professors
Undertake collaborative research with faculty and-or students.
Engage in formal or informal discussions with pre-graduate students.

PROFILE:
PhD preferred, although M.A. in the area of teaching foreign languages, education, linguistics, or culture might be considered.
English native speaker

APPLICATION PROCESS:
Prior to application, candidates are required to establish contact with the prospective host: Dr. Olivia Díaz, Head of the Department, odiaz@cencar.udg.mx; M.A. Elizabeth Hernandez, Program Coordinator, emargarita.hernandez@csh.udg.mx
Two letters of recommendation must be enclosed with the application materials.
Upon termination of their stay at the Department, recipients are requested to submit a short report on their activities as Visiting Professor.
Completed applications must be received not later than May 15th, 2012.
The position is tenable during the academic year 2012 - 2013(August 1,2012- July 31, 2013)

APPLYING FOR THE FM3 WORK PERMIT
For foreigners applying to work in the Modern Languages Department
It is possible to apply for a Work Permit for visitors conducting remunerative activities. The following university unit and personnel can help the applicant:

Lic. Luz Elena Argote Michel
Lic. Dafne Alejandra Partida M.
Unidad de Servidos Migratorios
Oficina del Abogado General
University of Guadalajara
Av. Juárez #976, third floor
Tel. 31-34-22-22 extensions: 1567, 1584, 1558 and 1557

Documents needed:
Two copies of the passport pages containing the applicant’s personal data, photograph, passport expiration date and visas for visiting other countries
Official letter of a job offer issued by the personnel department of the relevant university center of the University of Guadalajara addressed to the National Institute of Migration stating the date of entry into the country, duration of stay, position, activities to be carried out, address where they will be performed and proposed salary.
Two copies of an official ID of the person who signed the letter of the job offer.
An official letter addressed to Dr. Francisco Javier Peña Razo, University Attorney General, asking for his support in order to comply with the necessary paperwork to obtain the Work Permit

Once the paperwork has been done and authorized, a copy will be sent which will be used to obtain the work visa, and when the foreigner arrives in Mexico it will be exchanged for a FM3 visa.
* It should arrive two months prior to the date of his/her programmed visit

NOTE: It is worth mentioning that when the interested party stops working for the University of Guadalajara an official letter has to be sent to the National Institute of Migration. The official letter must state the date of termination of employment. This official letter should be sent in the following week to the Unidad de Servicios Migratorios, so that they carry out the necessary paperwork.

DOCUMENTS NECESSARY TO OBTAIN THE PROCESS TENURE (HOMOLOGACIÓN) OF GUEST PROFESSORS:
* The minutes of the Colegio Departamental meeting where the job offer was discussed
Personal data form (University of Guadalajara)
Résumé with supporting documents
Translated birth certificate with apostille
Translated proof of last grade obtained with apostille
Work plan
Copy of the FM3

* NOTE: a letter from the Head of Department stating:
Name of the academic body where the professor will work
Research area
If possible, the research work that the professor will carry out with other university colleagues
Academic courses to be taught on a Bachelor’s or Master’s program
Name of the agreement
Area of professional knowledge

Person in charge of helping guest professors
Lidia Enriquez
Te. 3134 22 22 ext 1720

Associate Director, Administration and Ongoing Service - Loyola Univ.

The Associate Director of Administration and Ongoing Service assists Director with the daily administration of the Center, which engages students and the broader Loyola community in education through service for a just and equitable world. The Associate Director assists Director to hire and develop full-time staff, and oversees the hiring and training of the student staff. The Associate Director manages relationships with community partners, handles all aspects of liability for CCSJ programming, and ensures that opportunities for faith/spiritual development and reflection/critical analysis are part of all service experiences.

For more information on the Center for Community Service and Justice:
www.loyola.edu/ccsj

For additional information or to apply for the position:
https://careers.loyola.edu/

The University welcomes applicants from all backgrounds who can contribute to its educational mission. Loyola is an Equal Employment Opportunity Employer.

Director Intensive English - Northern Arizona University

Northern Arizona University (NAU) seeks a successful, experienced academic administrator to serve as Director of its Program in Intensive English (PIE), starting as early as June 2012. The Director will be eligible for a non-tenured faculty appointment depending on experience and qualifications. The initial contract is for three years and is renewable. This is a twelve-month appointment. The director reports to the Chair of the Department of English and the Dean of the College of Arts and Letters. The successful candidate will be committed to international education and will be able to work effectively in a team environment. The position involves overall responsibility for the academic and financial success of PIE; for leading an academic and professional staff of approximately 50; and for maintaining and enhancing the program’s mission of instructional excellence, teacher training, and applied research.

Primary Duties: Ensure effective delivery of existing programs and the development of new programs; supervise PIE faculty and staff; lead professional development of faculty; develop and oversee program budgets and facilities; hire, supervise, evaluate academic and administrative staff; collaborate closely with the Center for International Education (CIE) on international student welfare, academic success, recruitment and retention; ensure that PIE is in compliance with NAU policies and procedures; represent PIE on campus; participate actively in local, regional, and national professional organizations; and participate as a member of the Applied Linguistics graduate faculty; occasionally teach courses, such as TESL Practicum.

Required Qualifications: A doctorate in Teaching English as a Second Language (TESL), Applied Linguistics, or related field AND at least 3 years of Intensive English Program (IEP) management experience in a university setting; OR a master’s degree in Teaching English as a Second Language (TESL), Applied Linguistics, or related field AND 5 years experience as director, associate director, or assistant director of a university IEP

Preferred Qualifications:
• Administrative and/or program development, testing and program assessment experience
• Experience with budget oversight and personnel management
• Experience in teacher training and development
• Record of on-going professional development (including attendance at NAFSA, TESOL, or AAAL)
• Doctorate in TESL, Applied Linguistics, or related field.
• Strong record of effective teaching experience
• Applied knowledge of current theories and issues relevant to second language teaching and learning
• Experience teaching ESL/EFL abroad
• Demonstrated ability to develop technology and media applications for EAP instruction
• Excellent written and oral communication skills consistent with those of an educated native speaker of English
• The ability to communicate diplomatically with diverse constituencies

About Us
The PIE has been serving the needs of Northern Arizona University’s non-English speaking international students and training future ESL/EFL teachers since 1987. Each semester the PIE enrolls about 200 nonnative English speakers from around the world. PIE enjoys a close working relationship with NAU’s TESL-MA and doctoral program in applied linguistics, and the Center for International Education. Further information about the PIE can be found at http://nau.edu/cal/pie Northern Arizona University's applied linguistics faculty are active scholars, teachers and mentors, and professionals. Our group focuses on the learning and teaching of English as a second/foreign language and the description of spoken/written English. We engage in empirical and theoretical inquiry of language and language pedagogy, from both linguistic and cognitive orientations. Our primary teaching mission is to serve students in two graduate programs: MA-TESL and PhD in Applied Linguistics. We also have a Program in Intensive English that serves the English learning needs of NAU international students and provides teaching and research opportunities for faculty and graduate students. We offer undergraduate courses for BA English and BS Ed English majors/minors, and Liberal Studies' requirements. Northern Arizona University is a 25,000-student institution with its main campus in Flagstaff, a four-season community of about 65,000 at the base of the majestic San Francisco Peaks. NAU’s emphasis on undergraduate education is enhanced by its graduate programs and research as well as distance learning. All faculty members are expected to promote student learning and help students achieve academic outcomes.

The university is committed to a diverse and civil working and learning environment. Visit us at
http://nau.edu/cal/english/ Northern Arizona University requires satisfactory results for the following: a criminal background
investigation, an employment history verification, and a degree verification (in some cases) prior to employment. You may also be required to complete a fingerprint background check. Additionally, NAU is required to participate in the federal E-Verify program that assists employers with verifying new employees' right to work in the United States.

To Apply
The following application materials should be delivered to:
Dr. Joan Jamieson, English Department
ATTN PIE Director Search
English Department
Northern Arizona University
PO BOX 6032
FLAGSTAFF AZ 86011-6032
Via e-mail to: Beverly.Cleland@nau.edu
Inquiries: Joan.Jamieson@nau.edu, William.Grabe@nau.edu
Please provide cover letter; CV; unofficial transcripts of graduate program(s); documentation of
administrative /supervisory/teaching excellence; supporting materials such as observation reports, peer reviews, and student evaluations, and copies of any published materials relevant to this position. Three confidential letters of recommendation should be delivered directly from the recommenders to the e-mail or physical addresses listed above.
This position will be open until filled or closed. Review of applications will begin on April 2, 2012.

Coordinator, English for Speakers of Other Languages (ESOL) Program

The Community College of Baltimore County has a rich tradition of providing undergraduate education, workforce development, technology training and life enrichment in the Baltimore metropolitan area. CCBC is the college of choice to over 70,000 students and 200 businesses every year. We meet students where they are and take them where they want to go!

Under the supervision of the Director of the Center for Adult and Family Literacy (CAFL), the ESOL Coordinator is responsible for overseeing instructional services for non-credit ESOL courses from beginning literacy level through transition courses to prepare ESOL students for pre-academic/credit ESOL. The coordinator leads a team of ESOL program staff and is an essential part of the CAFL Leadership Team.

Responsibilities include hiring and supervising ESOL instructors and staff; participating as a member of the ESOL registration team; overseeing attendance records of all ESOL faculty and staff as well as collecting and analyzing of student performance data from instructors; establishing and monitoring ESOL program/grant outcomes; reviewing and reporting all program data to the MIS Coordinator; working collaboratively with CEED/CAFL staff and credit ESOL to ensure smooth transition of students to academic/workforce development courses; managing grant-funded budgets; developing annual operational plans and goals for ESOL unit; establishing and maintaining relationships with community ESOL advocates including representing CCBC/CAFL on the Maryland Community Colleges' ESOL Affinity group; planning and implementing staff development sessions for all ESOL staff and instructors; and maintaining program quality.

Evening and some weekend work hours are required as needed.

Requirements:
Bachelor's degree required; Master's Degree or certificate in TESOL preferred
Two years of experience to include administering an educational program, including hiring and supervising staff, budget management, and working with, assessing, and/or teaching adult ESOL learners
Proficiency in MS Office including word processing, spreadsheets, databases and email
Demonstrated experience in planning and implementing interactive staff development activities, teacher meetings, and/or instructional sessions/workshops
Occasional evening and weekend work hours
Preferred: Experience planning and implementing grant activities and outcomes

MUST APPLY ONLINE AT http://www.ccbcmdjobs.com

Benefits:
Choice of one of two Maryland State Retirement Plans (contributory and non-contributory); 403(b) supplemental retirement plans; 457(b) deferred compensation plan; Choice of three college-subsidized health care plans (including prescription drugs) with dental and vision insurance plans for employee and eligible dependents; Employee Assistance Program for employee and family; Flexible spending accounts; Eligibility for post-retirement medical benefits; Generous tuition reimbursement benefits; Voluntary life, long-term disability, and accidental death and dismemberment insurances; Holidays, sick and personal leave (vacation leave for 12-month faculty and professional/administrative positions).

Johns Hopkins ESL lecturer position

Johns Hopkins University
Center for Language Education
LECTURER IN ESL (ITA)

The Center for Language Education at Johns Hopkins University seeks a full-time Lecturer in English as a Second Language (ESL) in the International Teaching Assistant (ITA) Program. The position begins in August 2012. The lecturer will oversee and implement the university-wide ITA program, training graduate teaching assistants who teach courses as a TA in their home department. The lecturer will teach three terms – summer (intensive ITA training for three weeks in August), fall and spring (two courses with single/multiple sections per term). In addition to teaching these courses, the lecturer is expected to develop and provide administration for psychometrically sound language assessment procedures and implement ITA screening, placement, progress, and post-test evaluation systems.

Substantial administrative and/or supervisory experience is required in ITA program areas, and a background in language assessment/testing is preferred. A Ph.D. is preferred at the time of appointment in TESOL, applied linguistics, or related fields. Applicants with a MA degree in TESOL, applied linguistics, or related fields will also be considered but must have extensive experience in ESL/EFL/ITA administration, supervision, and teaching at the university level as well as strong computer literacy (Excel, PowerPoint, etc.).

Interested candidates should send the following items by e-mail:
1. Letter of application (cover letter) including statement of teaching philosophy
2. Curriculum vitae
3. Three names of references with e-mail addresses
4. A website that includes a video demonstration of your teaching. (We do not accept a DVD by surface mail. A YouTube link with password is acceptable.)

Applications by e-mail should be directed to:
cledu@jhu.edu (subject line: ITA)

Center for Language Education
Johns Hopkins University
511 Krieger Hall
3400 N. Charles Street
Baltimore, MD 21218

Complete applications, including all supporting materials, must be received by April 1st 2012.

Should you have any questions, please e-mail Dr. Yuki Johnson at yuki.johnson@jhu.edu

JOHNS HOPKINS UNIVERSITY IS AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER COMMITTED TO RECRUITING, SUPPORTING, AND FOSTERING A DIVERSE COMMUNITY OF OUTSTANDING FACULTY, STAFF, AND STUDENTS. ALL APPLICANTS WHO SHARE THIS GOAL ARE ENCOURAGED TO APPLY.

Asst. Director for Teaching, Learning and Technology at UMBC

PERSONNEL STATUS: Exempt, Full-time, Regular
DEPARTMENT: Faculty Development Center
CLOSING DATE: 24-FEB-12

RESPONSIBILITIES: Reporting to the Director, the incumbent will work with the Director to provide support to faculty in their teaching, specifically through services designed to foster effective pedagogy. Specific duties and responsibilities include: supporting initiatives on campus that encourage active learning, pedagogical innovation, and the use of technology to create greater access for students and promote better learning outcomes; assisting faculty in course design and redesign; facilitating the use of technology to enhance student learning; providing pedagogical resources; observing classes and collecting student feedback as requested; planning and participating in activities (including workshops and special events) designed to promote scholarly, evidence-based teaching; and performing other duties as assigned.

MINIMUM QUALIFICATIONS: Education/Experience: Requires a Masters degree (Ph.D. preferred) and at least two years of teaching experience in higher education. Prior experience in faculty development work preferred. Expertise in course management systems (e.g. Blackboard), web conferencing, and clickers desired. Excellent verbal and written communication skills and a demonstrated ability to work effectively and collaboratively with faculty and administrators with different disciplinary backgrounds required.

SALARY: Salary is commensurate with qualifications and experience.

APPLICATION: For best consideration, submit (email preferred) a cover letter, resume, teaching philosophy statement, and the contact information for three professional references by February 24, 2012 (resumes will be accepted until the position is filled) to: Dr. Linda Hodges, Associate Vice Provost for Faculty Affairs, Director, Faculty Development Center, UMBC, 1000 Hilltop Circle, Baltimore, MD 21250, Email: lhodges@umbc.edu

Women's Studies Position - Goucher College

Women's Studies: Women's Studies, Assistant Professor.

Goucher College seeks a tenure-track assistant professor in Women's Studies beginning August 2012. Applicants must have a Ph.D. (or comparable terminal degree) in Women's Studies, or a related discipline, at the time of appointment. Preferred candidates will have a specialization in American women and the intersections of race, sexuality, class, gender, and nationality. The successful candidate will teach three courses per semester including Introduction to Women's Studies, Feminist Theory, and American Women and Health. Other courses will be drawn from the candidate's area of expertise. We seek candidates with a dedication to student mentoring, ongoing scholarly research, a strong commitment to teaching and the liberal arts, and service to the department and college. Prior teaching experience is desired.

Goucher College is a selective liberal arts college located in Towson, Maryland, twenty minutes north of Baltimore, MD. The college's strategic plan emphasizes environmental sustainability and international and intercultural experiences. There are opportunities for faculty to develop courses with an international focus. Goucher College is committed to increasing the diversity of the campus community and encourages applicants that will fulfill that mission. Review of applications will commence on February 21, 2012.

Interested applicants must apply online at http://goucher.interviewexchange.com. Please submit the following application materials online: CV, Cover letter (including teaching philosophy, areas of expertise, and scholarly and teaching interests). Three letters of recommendation and official graduate transcripts should be forwarded separately to:
Office of the Provost, Goucher College, 1021 Dulaney Valley Road, Baltimore, MD 21204-2794. Goucher College is an Equal Opportunity Employer.

Voice of America - Position

Job Title: (Learning English)
Agency: Broadcasting Board of Governors
Job Announcement Number:DEU-12-47
SALARY RANGE:
$105,211.00 to $136,771.00 / Per Year
Closing Date: February 17, 2012

http://www.bbg.gov/careers/job-listings/

The incumbent is Chief of the Learning English Branch in the English Division of the Voice of America in Washington, DC. The incumbent supervises a professional staff in the development, planning, and delivery of programs and program segments for broadcast and Internet to a non-English speaking international audience. The Branch produces a wide variety of programming in clear, easy-to-understand English known as Special English and maintains an English teaching website.

Qatar - Assistant Teaching Professor (Rhetoric/Composition, Second Language Writing)

DESCRIPTION OF POSTION: The Department of English at Carnegie Mellon invites applications for a full-time (9-month), position as Assistant Teaching Professor at Carnegie Mellon’s Qatar campus beginning in Fall 2012.

Carnegie Mellon’s Qatar campus is a highly selective branch campus of Carnegie Mellon University and has served a diverse student body since 2004. We offer undergraduate majors in Biological Sciences, Business Administration, Computational Biology, Computer Science, and Information Systems. Current enrollment is approximately 350 students representing 39 countries. Approximately 40% of the students are Qatari. All classes are coeducational, with 52% female students. A 2/2 teaching load will include courses within the First-year Writing Program as well as an occasional upper-level course that would appeal to students as a General Education elective; a Professional Writing minor or English Studies minor requirement or elective; or meet a writing/communications requirement in a major. The course would typically relate to the faculty member’s area of specialization.

APPOINTMENT AND RANK: Assistant Teaching Professor is a nontenure-track faculty career position with provision for renewal and promotion to Associate Teaching and Full Teaching Professor. Full Teaching Professors must fulfill two criteria: (1) to be outstanding educators within Carnegie Mellon, for example, through excellence in classroom teaching, curricular development, program leadership, and student advising and mentoring; and (2) to be nationally or internationally known for contributions to education or to research. Assistant and Associate Teaching faculty must demonstrate that they will, in due course, fulfill these criteria. Salary is competitive.

MINIMUM QUALIFICATIONS: Requirements include a PhD in Rhetoric/Composition, Professional/Technical Writing, Second Language Writing, Second Language Studies, or related field. Knowledge and experience related to teaching writing is also required.

DESIRED QUALIFICATIONS: We desire a candidate with knowledge related to teaching English in transnational contexts. We also desire candidates with research agendas that demonstrate synergies between their scholarship, pedagogy, and professional development that are relevant to the Carnegie Mellon Qatar campus. Such synergies might include, but are not limited to, studies of professional and technical writing contexts, especially global and/or multilingual; writing in the disciplines, especially science and engineering; rhetoric of science; and new media, especially web design and social media. We are open to social science as well as humanities methodologies. The university is especially interested in qualified candidates who can contribute, through their research, teaching, and/or service, to the diversity and excellence of the academic community. We strongly encourage applications from female and minority candidates.

APPLICATION PROCEDURE: Candidates are encouraged to submit PDFs of materials electronically to vm29@andrew.cmu.edu. Send letter of application, CV, three current letters of reference, sample course syllabi, recent course evaluations and a writing sample to:
Professor Danielle Zawodny Wetzel
c/o Vickie McKay
ATTN: Assistant Professor - Qatar
Department of English, Baker Hall 259, Pittsburgh, PA 15213

Screening of application materials will continue until the position is filled. Materials must arrive by email or be postmarked no later than February 17 to be assured of full consideration. If materials are mailed, please send email indicating that they have been sent.

Carnegie Mellon is an Affirmative Action/Equal Opportunity Employer.

ESL/IECP Program Coordinator Position The Department of Applied Linguistics at Pennsylvania State University

ESL/IECP Program Coordinator Position The Department of Applied Linguistics at Pennsylvania State University seeks a fixed-term, multiyear program coordinator for its Intensive English Communication Program (IECP) starting in Fall 2012. The successful candidate will be committed to international education and will be able to work effectively in a strong team environment to meet and exceed the needs and expectations of international students seeking high quality English academic preparation in a college or university setting.

Primary duties include directing the IECP program, working with Global Programs and other university programs and committees to identify IECP needs, and developing a comprehensive plan for responding to them; developing and updating curriculum, textbook/equipment selection, and instructional materials; scheduling courses; supervising faculty and staff, and leading professional development of faculty. The ESL Program Coordinator will also be a member of the Applied Linguistics graduate faculty and will be eligible for serving on masters and doctoral level committees. Minimum Qualifications: * A Ph.D. in Teaching English as a Second Language (T.E.S.L.), Applied Linguistics or related field. Applicants with a MA degree in TESOL, applied linguistics or related fields will be considered but must have extensive experience in ESL administration, supervision, and teaching. * Several years teaching experience in an Intensive English or Academic English preparation program in a college or university setting where English is the language of instruction. * Record of on-going professional development. * Administrative and/or program development, testing and program assessment experience. * Command of the English language at the level of a native speaker. Preferred qualifications: * Experience in teacher development. * Experience teaching ESL/EFL abroad. * Proficiency in one or more languages other than English. * Experience developing, teaching and assessing online courses. Application Procedure Review of dossiers to begin March 2, 2012. Applications will be accepted via the faculty search website (www.la.psu.edu/facultysearch/) until the position is filled. Please provide cover letter; CV; three confidential letters of recommendation; transcripts of graduate program(s); documentation of administrative /supervisory/teaching excellence; supporting materials such as observation reports, peer reviews, and student evaluations, and copies of any published materials relevant to this position. Letters of recommendation may be emailed to lmm38@psu.edu or sent via post to 234 Sparks Building, Pennsylvania State University, University Park, PA 16802.

About the IECP The IECP is a dynamic community of outstanding faculty and staff whose mission is to provide quality language instruction to nonnative speakers of English with an emphasis on the skills necessary for academic success. The IECP is affiliated with the Department of Applied Linguistics, which is part of the College of the Liberal Arts. Like the IECP, the Department’s mission is to advance understandings of language use and language learning from a range of anthropological, sociological, and psychological perspectives. Department faculty are committed to teaching and mentoring students and are recognized world wide for their topically and geographically diverse research involving a broad spectrum of languages and settings. Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce.

Baltimore City Schools - Paid Grad Internship

Baltimore City Public Schools (City Schools) is still accepting applications for its SY2011-12 Graduate Intern Program. Interns will be assigned to projects that focus on any number of public education policy issues and challenges. Interns are placed in departments based on their background, interests and the needs of the departments. At the conclusion of the academic year, Graduate Interns will provide a written report for the CEO, summarizing their project and overall experience. While providing City Schools with valuable research and project management during the year, this internship is also designed to encourage talented individuals to pursue careers in or related to public education.

This year’s internship will begin in mid January. Graduate Interns will be able to work up to 20 hours/week ($20/hr) and will be required to attend various meetings and brown bag lunch meetings with City Schools cabinet members.

City Schools will be accepting applications through the online applications below:

CEO Graduate Internship

If you are unable to access the posting through the hyperlink above, please find the posting on www.baltimorecityschools.org under careers, job code IRC 1283.

Training Specialist (Language Testing and Training) at Peace Corps

Training Specialist (Language Testing and Training) at Peace Corps

Peace Corps is seeking a Language Testing Specialist. Please see the
detailed position description below. Those interested in applying
should complete the full application online through Peace Corps' online
job application website:

https://www.avuedigitalservices.com/casting/aiportal/control/doVacancySe
arch?agencyCode=PC

Position Number: D10253

Peace Corps job vacancies may also be accessed from this page:
http://www.peacecorps.gov/index.cfm?shell=jobs.pcvac

Introductory Statement: This position is located in the Training Unit
within the Office for Overseas Programming and Training Support (OPATS).
The position reports to the Washington DC headquarters of the Peace
Corps. The purpose of OPATS is to build capacity of field staff through
training that will help staff better support Volunteers. Training is
designed and delivered to improve post staff performance and competence.
The Peace Corps language program focuses on providing guidelines,
concepts and techniques for conducting training, integrating language
and cross-cultural training and managing a training and certification
program for measuring individual proficiency and the overall
effectiveness of language training at Posts. The incumbent will: oversee
the agency's language proficiency testing program using the American
Council on the Teaching of Foreign Languages (ACTFL) scale; oversee the
collection and evaluation of language testing results; and support other
language training initiatives. The incumbent will report to the
Supervisor of the Training Unit. Note: Position requires 25% overseas
travel.

MDAs and Duties for this Position
________________________________

Educational and/or Vocational Testing and Evaluation 40%
o Plans, evaluates, delivers, and oversees the delivery of the
agency's language proficiency testing program for Volunteers who learn a
language as part of their assignment. Develops policy in coordination
with OPATS and the Inter-America/Pacific, Africa, Eastern Europe,
Mediterranean and Asia regions and provides technical guidance on
language testing and its relationship to language training and the Peace
Corps mission.
o Serves as authoritative consultant and troubleshooter in the
planning, development, and evaluation of experimental programs,
resulting in new or modified educational or vocational testing or
evaluation techniques and initiatives. Oversees and coordinates all
aspects of tester training workshops worldwide by cooperating with the
regions and posts to schedule, implement and evaluate tester training.
Monitors reliability of testing at posts by overseeing in-country
self-checks, and examining test interview samples, tester certification
and renewal of certification. Researches and implements innovative
technological initiatives relevant to language testing appropriate for
Peace Corps posts and relevant to Peace Corps' mission. Maintains a pool
of qualified tester training contractors to conduct tester training in
the field. Conducts periodic review of tester training as it occurs in
the field.
o Regularly reviews and revises tester training materials, including
paper manuals and tape recorded materials to ensure that materials are
appropriate, culturally sensitive and reflective of Peace Corps'
initiatives in language testing and tester training.

Tasks include:
* Leads the development of methodologies, policies, and
procedures for administering new testing programs and products.
* Provides technical assistance in the development of new or
expanded language testing or language education programs, in areas such
as program design, content and evaluation.
* Develops and implements annual strategic plan for language
testing program.
* Recruits, screens, orients, coordinates, provides technical
guidance to, and monitors and evaluates language tester training
consultants.

Tests and Measurements 30%
o Monitors and establishes guidelines and policy for measuring
achievement of instructional objectives for major training initiatives.
o Serves as the primary source for coordinating, monitoring and
reporting language testing of Volunteers worldwide.
o Monitors the effectiveness of language training evaluators by
listening to taped interviews.
o Monitors the effectiveness of language training programs by
collecting and analyzing the scores received by Volunteers on
their language proficiency tests.
o Participates in the evaluation of PCV training by promoting
continuous assessment of language training activities in order to
determine those training models which are most effective in achieving
programmatic goals.

Tasks include:
* Leads the development of methodologies, policies, and
procedures for administering testing programs and products.
* Provides technical assistance in the development of new or
expanded language testing or language education programs.
* Advises on the development of experimental language testing
programs.
* Responds to internal and external requests for language
testing and language tester training data and analysis.

Training Course Delivery 30%
o Serves as technical expert in broad, complex subject areas.
Conducts training-of-trainers workshops and other training activities to
improve field staff abilities in designing and implementing language
testing and training activities.
o Reviews and analyzes language training designs and materials in
response to field requests for assistance. Provides feedback to posts
along with recommendations for training improvements.

Tasks include:
* Participates in the planning, design, and delivery of
training-of-trainers workshops that support the development of a strong
tester and tester trainer cohort at Peace Corps posts.
* Keeps current in the field on instructional design and
informational technology and assesses and implements appropriate
technological developments.

Required Qualifications and Experience
* Substantial experience as a competency-based language tester
with a major language testing instrument such as ACTFL OPI or ILR OPI
* MA in Linguistics, Applied Linguistics, Language Assessment,
or Teaching English or other languages as a Second/Foreign Language

Desired Qualifications and Experience
* Certified ACTFL OPI tester
* Certified ACTFL OPI tester trainer
* Experience training language instructors to conduct language
proficiency tests, ideally speaking tests.
* Experience designing and facilitating teacher education or
professional development, ideally in international contexts.
* Experience teaching second or foreign languages, ideally in
international settings.
* Ability to travel internationally.

Ruth Goode
Language Training Specialist * Overseas Programming and Training
Support * Peace Corps
1111 20th Street, NW | Washington, DC 20526 | (: 202.692.2662 | *:
rgoode@peacecorps.gov

Job Announcements - CCBC & Morgan

CCBC job postings:
http://chronicle.com/jobs/0000706688-01/?sid=ja&utm_source=ja&utm_medium=en

Morgan postings:
http://chronicle.com/jobs/0000706693-01/?sid=ja&utm_source=ja&utm_medium=en

ESL Position at MICA

Humanistic Studies Special Contract Full-time, ESL/ESP

The Department of Humanistic Studies at the Maryland Institute College of Art invites applications for a 1-year interim replacement position.

Begins: August 2012

Job Description:
The successful candidate will teach undergraduate courses designed for non-native English speakers that include:
Language of Artists I and II (One 3 credit hours each fall and spring, total 6 cr hrs per AY)
ESL Academic Writing Workshop (Two 1.5 credit hour sections each fall and spring, total 6 cr hrs per AY)
Undergraduate 90-hour Summer Intensive English Program (IEP) (Approx Aug. 1-22, equivalent to 6 cr hrs)
Duties include:
Teach courses mentioned above
Additional ½-hour conferences 3 times per semester with students enrolled in Academic Writing Workshop
Attend and participate in department meetings
Participate in student advising and serve on college committees.
Participate in freshman and transfer student writing assessments
Maintain office hours for each course taught.
Minimum Qualifications:
Terminal degree in art education, art history, comparative literature, creative writing, global humanities, humanistic studies, second language acquisition, studio arts or related fields
Experience/certification in TESOL
Experience with assessing ESL competency
Two years teaching and/or tutoring experience in an academic setting
Demonstrated sensitivity to the needs of students, staff, and faculty from diverse cultural backgrounds
Experience working in an art school environment and/or with artists
Successful Candidate will be required to complete a full background check
Preferred Qualifications:
Three years or more years teaching and/or tutoring experience in an academic setting
Coursework/experience in multi-cultural education
Experience living outside of the United States
Experience teaching ESL in an academic setting

Salary: Commensurate with experience and college policy; excellent benefits package.

Apply: The College will review applications as received. Although materials received before January 20, 2012, are best assured of receiving full consideration, the position will remain open until filled. All inquiries, nominations and applications will be held in the strictest confidence.

Application Instructions:
To be considered for the position please apply online through SlideRoom (https://micahr.slideroom.com/)

Once you have navigated to SlideRoom you will be asked to login or create a login. If you are creating an account you will be sent an email with instructions to activate your SlideRoom account. You will not be able to login and apply until you have activated your account.
Once you have logged in please follow these instructions. These instructions will also be posted in SlideRoom as you are applying.

Submit through SlideRoom as PDF documents:
Letter of Application
CV
Statement of Teaching Philosophy
Writing Sample (approx. 20 pages)
3 sample syllabi and/or exercises used in tutoring sessions
Three letters of recommendation, submitted directly by referees via micahr.slideroom.com
Recommendations are collected online via micahr.slideroom.com
Links to live URLs may be submitted as well, but will be considered as a secondary source. No slides, prints, CDs etc. please.
Please note that the MICA cannot accept, review or be responsible for hardcopies or original copies of portfolio materials. Please do not submit supplemental or original portfolio materials, as they will not be considered or returned.
AA/EOE

Assistant Professor and Full Professor positions in 4 universities

Position 1: Assistant Professor, Fall 2012, Digital Humanities
Clemson University College of Architecture, Arts and Humanities; Clemson, SC
Click here for details.

Position 2: Two open positions at the Department of Modern Culture and Media at Brown University, RI
- Assistant Professor, Modern Culture and Media/Comparative Literature
- Professor of Modern Culture and Media in Film and/or New Media Studies
Download file for details.

Position 3: Two open positions at the Comparative Media Studies Program at MIT
- Tenure-Track Assistant Professor of Comparative Media Studies/Game Studies, MIT
- Tenured Associate/Full Professor, MIT Comparative Media Studies
Download file for details.

Position 4: Assistant Professor, Tenure Track
The Department of Media, Culture, and Communication invites applications for two Assistant Professor positions in two separate areas: Digital Media and Media Policy/Activism. The positions are to begin September 1, 2012.
Download file for details

Open position at UC, Irvine: Assistant Professor: Digital Media Culture

For details on this position, please click here.

Closing date: 11/15/2011

Applications Now Being Accepted for the UMBC Graduate School Dissertation Fellowship for Spring 2012

The Fellowship is specifically designed for students with full-time jobs off-campus, for those without any financial support who are making steady progress with their writing, and for whom having additional time and resources would permit them to complete the process more expeditiously. This Fellowship is not available as an option for students with available graduate assistantship support.

Application deadline is Friday, October 28, 2011.

For more information, click here.

Ph.D. Dissertation Research Funding from the Inter-American Foundation Grassroots Development Fellowships

2012-2013 APPLICATION DEADLINE: January 17th, 2012

IAF Fellowships support dissertation research in Latin America and the Caribbean undertaken by students who have advanced to Ph.D. candidacy in a university in the United States. Fellows must be U.S. citizens or citizens of the independent Latin American countries. Proficiency in the language(s) appropriate to the research proposal is required.

Awards are based on both development and scholarly criteria. Proposals should offer a practical orientation to field-based information on the following topics:
· Organizations promoting grassroots development among the poor;
· the financial sustainability and independence of such organizations;
· trends affecting historically excluded groups such as African descendants, indigenous peoples, women and others;
· transnational development;
· the role of corporate social responsibility in grassroots development;
· the impact of globalization on grassroots development;
· the impact of grassroots development activities on the quality of life of the poor.

The Fellowship includes:
· round-trip international transportation to the research site;
· a research allowance of up to $3,000;
· a monthly stipend of $1,500 for up to 12 months;
· emergency health insurance;
· expenses related to required attendance at a mid-year conference.

For more information on this exceptional grant opportunity, including application instructions and additional information on the deadline, visit www.iie.org/iaf. For more information on the IAF, visit www.iaf.gov.

Fellowship: Jack Kent Cooke Foundation

I am pleased to announce the creation of the Jack Kent Cooke Foundation Dissertation Fellowship in support of advanced doctoral candidates in a variety of fields, including education and the social sciences. I am writing to request your help in bringing the fellowships to the attention of others. We seek a rich applicant pool and hope you can help in that endeavor by publicizing the fellowship to likely candidates. Please use the attached flyer to further advertise the Fellowship.

At the Jack Kent Cooke Foundation, we assist high-achieving, low-income students, from middle school to graduate school, in reaching their full potential through education. We have created the dissertation fellowships to advance our understanding of the factors and contexts that help low-income students to overcome personal adversity and challenging socioeconomic circumstances to excel academically in order to design programs and interventions that will help more low-income students identified as high-achieving in their primary and secondary school years to sustain their achievement levels through college and beyond.

The Jack Kent Cooke Foundation will award two, $25,000 fellowships in 2011 with plans to offer up to five annually in the coming years.

Please note that although the dissertation topic concerns education and human potential, graduate study may be in a diverse range of academic disciplines. Although applicants must be candidates for a doctoral degree at a graduate school in the United States, they need not be US citizens.

Links to the application requirements and guidelines are posted on our website; the application and other materials must be submitted by February 4, 2011. Please visit our website http://www.jkcf.org/scholarships/graduate-scholarships/jack-kent-cooke-dissertation-fellowship-award/ for more information about the Foundation, the fellowship, and the application instructions.

Fellowships: Ford Foundation

http://sites.nationalacademies.org/pga/fordfellowships/

Job: ESL Composition at Washington State U Tri-Cities

Assistant Professor of English (ESL Composition), WSU Tri-Cities Campus, Richland, WA (Tenure-track, FT, Permanent, 9-Mo, 2/2 teaching load).

Required: PhD in Composition and Rhetoric (ESL), TESL, Applied Linguistics, English Language, or related field. Strong preference will be given to applicants with experience working with multilingual student populations. Experience in ESL composition and assessment is preferred. Responsibilities include teaching a diverse student population in a range of composition courses, including developmental and first-year composition, grammar and basic skills, argumentation, upper division technical and professional writing, and graduate seminars. Screening begins November 1, 2010.

Submit letter of application, CV, three current letters of reference, a sample of course evaluations, and a writing sample (maximum 20 pages) to Joanne Baker, Clerical Manager, English Search Committee, https: //www.wsujobs.com (Position #111600). Materials must be received by November 29, 2010, to be considered for a meeting with our representatives at the MLA conference, January 6-9, 2011.

If interested contact "The Educational Linguistics List." edling@lists.sis.utsa.edu

Awards: Christopher Brumfit PhD and EdD thesis award

Christopher Brumfit PhD and EdD thesis award – for those that are presenting this year or have presented in the last two years. Do please pass on this mail and the enclosed details to anybody you think might be interested in applying. Closing date is end November. Christopher Brumfit Ph.D/Ed.D Award 2010: http://journals.cambridge.org/action/displaySpecialPage?pageId=1308

Fellowships: Ford Foundation Diversity Fellowships

The 2011 Ford Foundation Diversity Fellowships competitions are underway and accepting application registrations. Here is a link to the new Ford homepage which will provide them with detailed information and also lead them to the application registration login page.

Thank you for your help with disseminating information on the fellowship competition. The predoctoral deadline is November 2, 2010; the dissertation and postdoctoral deadline is November 9, 2010. The deadline for transcripts and a minimum of three (3) reference letters is January 7, 2011. Due to the anticipated large volume of applications, we must adhere strictly to deadlines. Incomplete applications will not be included in the review

Research Abroad Fellowship Program

DEPARTMENT OF EDUCATION

Office of Postsecondary Education; Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA) Fellowship Program Overview Information

Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA) Fellowship Program

Notice inviting applications for new awards for fiscal year (FY) 2011.

Catalog of Federal Domestic Assistance (CFDA) Number: 84.022A. Dates:

Applications Available: October 5, 2010. Deadline for Transmittal of Applications: December 1, 2010.

Full Text of Announcement

I. Funding Opportunity Description

Purpose of Program: The Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA) Fellowship Program provides opportunities to doctoral candidates to engage in full-time dissertation research abroad in modern foreign languages and area studies. The program is designed to contribute to the development and improvement of the study of modern foreign languages and area studies in the United States. Priorities: This notice contains one absolute priority, one competitive preference priority, and one invitational priority, which are explained in the following paragraphs. In accordance with 34 CFR 75.105(b)(2)(ii), the absolute priority and the competitive preference priority are from the regulations for this program (34 CFR 662.21(d)).

Note: The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.gpoaccess.gov/ nara/index.html.

Delegation of Authority: The Secretary of Education has delegated authority to Daniel T. Madzelan, Director, Forecasting and Policy Analysis for the Office of Postsecondary Education, to perform the functions and duties of the Assistant Secretary for Postsecondary Education.

Dated: September 30, 2010. Daniel T. Madzelan, Director, Forecasting and Policy Analysis. [FR Doc. E9-23897 Filed 10-2-09; 8:45 am]

BILLING CODE 4000-01-P

Doctoral Dissertation Fellowship Opportunities

The WW Women's Studies Fellowship and the Woodrow Wilson National Fellowship Foundation. If you're interested please visit www.woodrow.org/womens-studies and review the information provided. If you have further questions, please contact Susan Billmaier, Assistant Program Director at Billmaier@woodrow.org.

Program Director: Cynthia R. Daniels, Ph.D., a 1981 Woodrow Wilson Women's Studies Fellow, directs the Women's Studies Dissertation Fellowship Program and is also Department Chair of Political Science at Rutgers University.

Newcombe Fellowships
The Woodrow Wilson National Fellowship Foundation
Mailing address: P.O. Box 5281, Princeton, NJ 08543
Street address: 5 Vaughn Drive, Princeton, NJ 08540
Telephone: 609-452-7007 x310
Email: billmaier@woodrow.org
Web: www.woodrow.org/womens-studies

Charlotte W. Newcombe Doctoral Dissertation Fellowship

The 2011 Charlotte W. Newcombe Doctoral Dissertation Fellowship

If you're interested please visit www.woodrow.org/newcombe and review the information provided. If you have further questions, please contact Susan Billmaier, Assistant Program Director at Billmaier@woodrow.org.

Program Director: Cynthia R. Daniels, Ph.D., a 1981 Woodrow Wilson Women's Studies Fellow, directs the Newcombe Dissertation Fellowship and is also Department Chair of Political Science at Rutgers University.

Newcombe Fellowships
The Woodrow Wilson National Fellowship Foundation
Mailing address: P.O. Box 5281, Princeton, NJ 08543
Street address: 5 Vaughn Drive, Princeton, NJ 08540
Telephone: 609-452-7007 x310
Email: billmaier@woodrow.org
Web: www.woodrow.org/newcombe

Fellowships: UMBC Graduate School Dissertation Program

The UMBC Graduate School Dissertation Fellowship Program Applications

For spring 2011 awards will be accepted until 4:00 p.m., Friday, October 30, 2010. For more information on the application process go to the Graduate School Website, then to "Cost and Funding", then to "Graduate Assistantships and Fellowships" or http://www.umbc.edu/gradschool/docs/forms/dissertation_fellowship.doc

The Boren Fellowship

The Boren Fellowship allows graduate students to add an important international and language component to their graduate studies. The program focuses on geographic areas, languages, and fields of study deemed critical to U.S. national security. It draws on a broad definition of national security, recognizing that the scope of national security has expanded to include not only the traditional concerns of protecting and promoting American well-being, but also the challenges of a global society. This includes sustainable development, environmental degradation, global disease and hunger, population growth and migration, and economic competitiveness. All applicants must demonstrate how their study programs and future goals are connected to this broad understanding of national security.

Boren Fellowships provide support for overseas or domestic study, or a combination of both. The maximum level of support for a combined overseas and domestic program is $30,000 over 24 months. Boren Fellowship awards are made for a minimum of 12 weeks and maximum of 24 months. Overseas programs can be no longer than one year. Boren-funded programs can begin no earlier than June 1, 2011 and no later than March 1, 2012. Additional information on preferred geographic regions, languages, fields of study and application procedures can be found at: www.borenawards.org.

College Dissertation Fellowships

Five College Dissertation Fellowships http://www.fivecolleges.edu/

Amherst, Hampshire, Mount Holyoke and Smith colleges and the University of Massachusetts Amherst are members of the Five College consortium, which supports extensive academic and administrative collaborations among the campuses. The five campuses are located in western Massachusetts, each within 12 miles of the others. The Five College Fellowship Program provides year-long residencies at one of the member campuses for doctoral students completing dissertations. The chief goal of the program is to promote diversity in the Academy while familiarizing Fellows with the five institutions. The program’s intention is to support scholars from under-represented groups, and/or scholars with unique interests and histories, whose engagement in the Academy will enrich scholarship and teaching.

Each Fellow is hosted within an appropriate department or program at Amherst College, Hampshire College, Mount Holyoke College or Smith College. (At Smith, recipients hold a Mendenhall Fellowship.) Fellows are provided research and teaching mentors and connected through the consortial office to resources and scholars across the five campuses, which include UMass Amherst. The office also supports meetings of the Fellows throughout the year.

The Fellowship includes a stipend of $30,000, a research grant, health benefits, office space, housing or housing assistance, and library privileges at all five campuses. While the award places primary emphasis on completion of the dissertation, most Fellows teach at the hosting institution, but never more than a single one-semester course.

Date of Fellowship: August 31, 2011 to May 31, 2012 (non-renewable)
Stipend: $30,000
Review of applications begins: January 3, 2011
Awards announced in March 2011

Return the completed application form and forward supporting documents to:

Five Colleges, Incorporated
97 Spring Street
Amherst, MA 01002-232

*Questions: neckert@fivecolleges.edu

Funding: Higher Education for Development

Higher Education for Development anticipates making up to ten (10) awards ranging between $100,000 - $150,000 each for 18-month partnerships between U.S. community colleges and community and technical colleges in the Broader Middle East and North Africa (BMENA) region focusing on one or more of the following request for applications objectives:

Develop capacity-building policies and strategies that result in faculty recruitment, retention and professional development
Establish business and education partnerships that promote workforce development through capacity-building at the community and technical college(s)
Develop and implement programs of study that provide vocational education and technical training linked to employment
Strengthen institutional practices and policies that improve student transitions to, through, and from community/technical colleges
Develop and deploy technological innovations that improve instruction and integrate technology and classroom practice to meet the needs of the productive sectors in society
Design standards, procedures, and guidelines that strengthen accreditation and quality assurance practices
For clarification or questions regarding this RFA, please contact Marilyn Crane at (202) 243-7685 or mcrane@hedprogram.org.

For the complete RFA description and details about applying for this competitive award, please click the link below: Broader Middle East and North Africa - U.S. Community College Small Grants

Initiative Applications due: February 1, 2011, 5:00 p.m. EST

Information Session: HED is organizing an information session on December 2, 2009 with the U.S. Department of Education, the U.S. Department of State, and USAID in which interested applicants can submit questions concerning this RFA prior to or during this meeting. Applicants are asked to register for the information session no later than November 30, 2009 by sending an e-mail to hcipolle@hedprogram.org.

To receive future e-mail updates about funding opportunities for international higher education partnerships, send your name, job title, organization name, department, and e-mail address to HED@HEDprogram.org.

For more information about HED, please visit http://click.bsftransmit1.com/ClickThru.aspx?pubids=6760%7c896%7c1158&digest=94ZL0THBz2LUtBb4YDyMgA

Funding Opportunities for Ph.D Students

Funding opportunity for Ph.D. students interested in conducting research in Latin America or the Caribbean!

Learn about the Inter-American Foundation (IAF) Grassroots Development Fellowship (http://www.iie.org). Ph.D. candidates can receive funding for up to a year to conduct research on grassroots development issues in Latin America or the Caribbean. The fellowship includes round-trip international transportation, research and living allowances, health insurance, and attendance at a mid-year conference in a country in the region. Visit http://www.iie.org for specific benefits, eligibility requirements, and application instructions.

Fellowships: Graduate Students

The North Carolina State Univerity website also includes a list of graduate student fellowships organized according to dates of application deadline:

International Dissertation Research Fellowships

Social Science Research Council (SSRC) INTERNATIONAL DISSERTATION RESEARCH FELLOWSHIP (IDRF) (For US citizens and US-based international students)
http://http://www.ssrc.org/fellowships/idrf-fellowship/

Mellon/ACLS Dissertation Completion Fellowships

American Council of Learned Societies (ACLS) MELLON/ACLS DISSERTATION COMPLETION FELLOWSHIPS (For US citizens or US-based international students)
http://www.acls.org/grants/Default.aspx?id=512

AAUW International Fellowship

American Association of University Women (AAUW) AAUW INTERNATIONAL FELLOWSHIPS (For international women students who are pursuing higher education in the US)
http://www.aauw.org/education/fga//fellowships_grants/international.cfm

ARIT Fellowships in Humanities and Social Sciences

American Research Institute in Turkey (ARIT) ARIT FELLOWSHIPS IN THE HUMANITIES AND SOCIAL SCIENCES IN TURKEY (For both US citizens and US-based international researchers)
http://ccat.sas.upenn.edu/ARIT/

The Parrenas article is attached.

And here is the dissertation fellowship information:

1) American Research Institute in Turkey (ARIT)
ARIT FELLOWSHIPS IN THE HUMANITIES AND SOCIAL SCIENCES IN TURKEY
(For both US citizens and US-based international researchers)
ccat.sas.upenn.edu/ARIT/

2) American Association of University Women (AAUW)
AAUW INTERNATIONAL FELLOWSHIPS
(For international women students who are pursuing higher education in the
US)
www.aauw.org/education/fga//fellowships_grants/international.cfm

3) American Council of Learned Societies (ACLS)
MELLON/ACLS DISSERTATION COMPLETION FELLOWSHIPS
(For US citizens or US-based international students)
www.acls.org/grants/Default.aspx?id=512

4) Social Science Research Council (SSRC)
INTERNATIONAL DISSERTATION RESEARCH FELLOWSHIP (IDRF)
(For US citizens and US-based international students)
www.ssrc.org/fellowships/idrf-fellowship/

And here is a list of dissertation fellowships:

From North Caroline State University website:
www.ncsu.edu/grad/financial-support/fellowships.html
(This website presents a list of graduate student fellowships organized
according to dates of application deadline)

Download file

Internship Opportunity

The National Labor College (www.nlc.edu) in Silver Spring, Maryland, an accredited
upper-division institution focused on adult working students has modestly funded
internships available for graduate students seeking the opportunity to apply
social research concepts and curriculum development skills. We are looking for
students interested in working with us to develop mutually beneficial research
projects that could potentially help students fulfill the LLC internship
requirement (with appropriate approval). For example, one student prepared online
curriculum for an eight-week prior learning assessment workshop; other interns
have contributed to growing curriculum needs for our green jobs certificate.
Additionally, research in learning assessment, retention, advising, online
learning, adult learning (especially writing), and other areas is ongoing;
applicants are invited to propose ideas that would apply to their own research and
fit with NLC needs. Please contact Jennifer Harrison at jharrison@nlc.edu with
questions. To apply, please email your CV, a statement of your research interests,
and your availability.

Newcombe Fellowship

Attached are two opportunities for Doctoral Dissertation Fellowships. The last page on both fellowship ops is difficult to read, so if you are interested, please see the below information:
1) The 2010 Charlotte W. Newcombe Doctoral Dissertation Fellowship If you're interested please visit www.woodrow.org/newcombe and review the information provided. If you have further questions, please contact Susan Billmaier, Assistant Program Director at Billmaier@woodrow.org.

Program Director: Cynthia R. Daniels, Ph.D., a 1981 Woodrow Wilson Women's Studies Fellow, directs the Newcombe Dissertation Fellowship and is also Department Chair of Political Science at Rutgers University.

Newcombe Fellowships
The Woodrow Wilson National Fellowship Foundation
Mailing address: P.O. Box 5281, Princeton, NJ 08543
Street address: 5 Vaughn Drive, Princeton, NJ 08540
Telephone: 609-452-7007 x310
Email: billmaier@woodrow.org
Web: www.woodrow.org/newcombe

Doctoral Dissertation Fellowship Opportunities
2) The WW Women's Studies Fellowship and the Woodrow Wilson National Fellowship Foundation. If you're interested please visit www.woodrow.org/womens-studies and review the information provided. If you have further questions, please contact Susan Billmaier, Assistant
Program Director at Billmaier@woodrow.org.

Program Director: Cynthia R. Daniels, Ph.D., a 1981 Woodrow Wilson Women's
Studies Fellow, directs the Women's Studies Dissertation Fellowship
Program and is also Department Chair of Political Science at Rutgers
University.

Newcombe Fellowships
The Woodrow Wilson National Fellowship Foundation
Mailing address: P.O. Box 5281, Princeton, NJ 08543
Street address: 5 Vaughn Drive, Princeton, NJ 08540
Telephone: 609-452-7007 x310
Email: billmaier@woodrow.org
Web: www.woodrow.org/womens-studies

Download file

Download file