business tips education articles new tips business education opportunities finance tips education deposit money tips making education art loan tips education deposits make tips your education home good income tips outcome education issue medicine tips education drugs market tips money education trends self tips roof education repairing market tips education online secure skin tips education tools wedding tips education jewellery newspaper tips for education magazine geo tips education places business tips education design Car tips and education Jips production tips education business ladies tips cosmetics education sector sport tips and education fat burn vat tips insurance education price fitness tips education program furniture tips at education home which tips insurance education firms new tips devoloping education technology healthy tips education nutrition dress tips education up company tips education income insurance tips and education life dream tips education home create tips new education business individual tips loan education form cooking tips education ingredients which tips firms education is good choosing tips most education efficient business comment tips on education goods technology tips education business secret tips of education business company tips education redirects credits tips in education business guide tips for education business cheap tips insurance education tips selling tips education abroad protein tips education diets improve tips your education home security tips education importance

LLC News

February 2012 Archives

Johns Hopkins ESL lecturer position

Johns Hopkins University
Center for Language Education

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: (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


Asst. Director for Teaching, Learning and Technology at UMBC

PERSONNEL STATUS: Exempt, Full-time, Regular
DEPARTMENT: Faculty Development Center

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:

Article by Kaye Whitehead - Black history is American history

Black history is American history
Instead of a special month for African-Americans, their stories and everyone else's should be told throughout the year

by Kaye Wise Whitehead
1:03 PM EST, February 15, 2012

In 1926, Carter G. Woodson, through his organization, the Association for the Study of Negro Life and History (later renamed the Association for the Study of African American Life and History), founded and promoted Negro History Week. He selected February because Abraham Lincoln and Frederick Douglass' birthdays fell during this month. His desire was for Americans to recognize and celebrate the achievements and accomplishments of black people. The response was overwhelming, as black schools, black churches and black and white community leaders around the country rallied behind this call and pushed Negro History Week to the forefront.

In 1976, the celebration was extended to a month and became internationally known as Black History Month. Since then, the world has slowly changed — and because the racial, social and political landscape finally looks different, perhaps it is time for us to agree that this will be the last year we celebrate Black History Month.

I have never been a supporter of Black History Month. Even as a young African-American girl growing up in Washington, D.C., I often wondered why we did not celebrate a White History Month or a Jewish History Month. Why just a Black History Month? Why did we need a special month where we could finally talk about black people?

I remember that the school cafeteria would always serve greens, fried chicken and cornbread and that the bulletin boards would have pictures of Martin Luther King Jr., Frederick Douglass, and Harriet Tubman (I dubbed them the "Big Three"). I was never taught about the accomplishments of black people at any other time during the school year. I never learned the full extent of black history; instead, for 12 years, I learned about this history in pieces: slavery was taught during week one, the civil rights movement was taught during weeks two and three, and during the final week we talked about King's dream and how we should believe in it, accept it and try to live it.

The first year that I became a Baltimore City middle school social studies teacher was the last year that I celebrated Black History Month. At first, I followed the history curriculum, played it safe, and in February tried to cram 400-plus years of black history into one month. When I asked my students at the end of the month what they had learned about black history, one said, "So, Harriet Tubman was Frederick Douglass' sister. She then married Dr. King and now they can ride in the front of the bus."

Even though I knew that she was joking, I realized then that this is what happens when teachers try to condense history; dates and events are no longer important, they just focus on getting through the material. My students would never have confused George Washington with Abraham Lincoln or thought that the Civil War and the Revolutionary War happened at the same time. They were well versed in what they thought was the complete story of American history because they had been learning it all of their lives. The white American history that erased black people for 11 months out of the year was the only history that they knew.

I vowed then not to ever separate black history from American history again. It is one story that has many different parts, but the parts all work together. We are a nation that has come through slavery and have moved past legalized segregation, and though we are not yet living in a post-racial society, we are not where we used to be. We have witnessed a slow but steady change in American race relations, and things that were once taboo are now commonplace. I believe that the next step in our development is to reintegrate black history back into American history.

(I know that this will not be an easy task, because there are some people in America who would rather not teach or discuss anything other than white history. Such people — the ones who seem to be trapped in Plato's "Allegory of the Cave," creating their own version of reality — really must be dragged, kicking and screaming, into a better world.)

We should no longer celebrate or recognize Black History Month; instead, we should teach black history alongside white history, Asian-American history, Latino history, women's history and others. By pulling all of these histories together, we can then finally call it what it is: American history. I am convinced that we will never become post-racial, or colorblind, or even better than what we are, until we do.

Kaye Wise Whitehead is an assistant professor of communication at Loyola University Maryland, a former middle school social studies teacher, and the 2006-07 Gilder Lehrman Maryland History Teacher of the Year. Her email is

Copyright © 2012, The Baltimore Sun -,0,4150681.story

Canada & Refugee Resettlement - CFP

Abstracts of approximately 250 words for papers of 20 minutes presentation duration, and suggestions for panels consisting of three panelists each are welcome and should be e-mailed along with a short bio-note (50 words), as well as a contact address and one or two key-words related to the area of research.

E-mail Professor Erling Christensen the abstracts at The abstracts are due between February 15, 2012 to March 15, 2012. Final notification of selection will be communicated between March 1, 2012 to April 1, 2012. Final papers are due May 15, 2012.

Please indicate which topic area you wish to present in:

Service Issues;
Research Issues; or
Policy Issues

For more information, see website:

Christine Mallinson's Co-Create Profile

Check out a profile of Christine Mallinson on Co-Create UMBC!

Dr. Mallinson addresses teaching and research for the public good, and (in the bonus video) language in Baltimore.

Save the Date: Retirement Event for Dr. Jodi Crandall (4/25)

Please save the date for an event to celebrate the on-going career, and mark the retirement, of:

Dr. Jodi Crandall

Professor Emerita at UMBC and Former Chair, Department of Education
Former Director of the Language, Literacy, and Culture Ph.D. Program
Former Co-Director of the MA TESOL Program
Past President of TESOL, WATESOL, and AAAL
Member of the Board of Trustees/Former Vice-President of the Center for Applied Linguistics

The event will be held on April 25, 2012 from 5 to 8 pm on the 7th floor of the Albin O. Kuhn Library.

Crandall will give a short, retrospective talk on her work in applied linguistics, followed by a sharing of tributes by current and former colleagues and students as well as a light reception. If you would like to contribute photos or stories to the reception, please send them to

A fellowship in Crandall’s name to support faculty, student and alumni collaborative research will be announced during the event. Information about donating to this fund, as well as more details on the event, will be available in early March.

CATaC'12 - Aarhus - Submission deadline extended

In response to a number of requests, we are happy to announce a two-week extension to our original submission date; that is, from Friday 17 February to Friday 2 March 2012.

We continue to solicit either full papers (10-15 formatted pages), short papers (3-5 formatted pages), and/or panel proposals.

To submit a paper and/or panel proposal, please find your way to, click on the Submissions tab, and then find the red-lettered "Click here to submit your papers and panel proposals" which will take you to the submission site.

Please note that the deadlines for notification of acceptance and submission of final accepted papers will also shift. Further information regarding accommodation, travel, payment of registration fees, list of reviewers, etc. will also be available within the next two weeks.

We look forward to receiving your proposals and to welcoming you to Aarhus - the happiest city in this happiest country in the world - in June.

Charles Ess (IMV, Aarhus University, Denmark)
Chair Fay Sudweeks (Professor Emerita, Murdoch University, Australia), honorary chair
Herbert Hrachovec (University of Vienna, Austria) Leah Macfadyen (University of British Columbia, Canada)
Jose Abdelnour Nocera (University of West London, UK)
Kenneth Reeder (University of British Columbia, Canada)
Ylva Hård af Segerstad (Gothenburg University, Gothenburg, Sweden)
Michele M. Strano (Bridgewater College, Virginia, USA)
Andra Siibak (University of Tartu, Estonia)
Maja van der Velden (University of Oslo)

Tinkering With Tomorrow: Will the DIY Movement Craft Our Future?

Upcoming conference February 29th on new technologies and what it means for a future of innovation: Tinkering With Tomorrow: Will the DIY Movement Craft Our Future?

New technologies are making it easier than ever to turn an idea into a reality. 3D printers, open-source software, hackable products, and collaborative communities have turned traditional tinkering into a full-scale “maker movement” that allows – and encourages – everyone to tap into their inner entrepreneur. Can this movement usher in a new age of innovation? Will hackers have a profound impact on the economy? And if so, are we prepared for it?

Conference panel of experts including: Tim Wu (Columbia Law School); Tom Kalil (White House Office of Science and Technology Policy); David Plotz (Slate); Jeff Howe (author); Annie Lowrey (New York Times), and more...

On Twitter? Join the conversation at #diyfuture.

Wednesday, February 29, 2012 - 12:15pm - 5:00pm
New America Foundation
1899 L Street NW Suite 400
Washington, DC 20036

Further information here:

Restructuring Refuge & Settlement - Conference

CARFMS12: Restructuring Refuge and Settlement
York University
May 16, 2012 – May 18, 2012

Conference organized by The Canadian Association for Refugee and Forced Migration Studies (CARFMS). Hosted by Centre for Refugee Studies (CRS) York University, Toronto, Ontario, Canada. May 16-18, 2012

Go to OR

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 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
$105,211.00 to $136,771.00 / Per Year
Closing Date: February 17, 2012

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.

APACALL and PacCALL Conference

The Sixth Joint Conference of APACALL and PacCALL to be held at
Beijing Foreign Studies University, Beijing, China
18-20 October 2012

Call for Proposals:

GLoCALL 2012 invites proposals for presentations that are related to computer-assisted language learning (CALL). Proposals for ‘Papers’ (35 minutes), ‘Workshops’ (80 minutes), ‘Symposia’ (80 minutes), ‘Posters’ and 'Virtual Presentations' should be submitted to by 16 April 2012.

 Proposals are encouraged within the sub-themes below, but are not limited to:

* application of technology to the language classroom
* localizing Internet materials to the classroom
* using the Internet for cultural exchange
* managing multimedia/hypermedia environments
* e-learning, collaborative learning and blended learning
* emerging technologies
* fostering autonomous learning through technology
* training language teachers in e-learning environments

Successful applicants will be notified by May 16th, 2012, although those who require an earlier decision for funding purposes may request so in the Comments area of the Proposal Submission Form.

Heritage Language Research Insitute - UCLA

The deadline for applications for the 6th Heritage Language Research Institute, “From Overhearers to High Proficiency Speakers: Advancing Heritage Learners' Skills,” is March 9. The application page can be found at The Institute will take place from June 18-22 at UCLA; further details can be viewed at:

Applications are invited from language instructors, linguists, and researchers from other fields whose current focus involves heritage language teaching and/or research. Limited funding will be available for graduate students and post-doctoral fellows, who are encouraged to apply.

The Institute is sponsored by the UCLA National Heritage Language Resource Center and aims to support the center's principal mission of developing the research base for heritage language education. This year’s institute is co-sponsored by the NSEP National Language Flagship Program as part of their Flagship Results 2012 initiative, and will focus on research and pedagogical approaches that help advance heritage speakers' language skills toward high levels of proficiency.

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 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.