Library of the University of California, Davis
1 Shields Avenue, Davis, CA, USA
Diversity Fellows
Library of the University of California, Davis
The Library at the University of California, Davis, seeks two dynamic, user-oriented, early-career librarians to participate in a two-year Diversity Fellowship Program. The goals of the program are to
Advance diversity and equal opportunity in the profession by recruiting individuals with the potential for leadership in addressing the barriers that have prevented individuals from traditionally underrepresented ethnic or racial minority groups, gender or gender identities, or physical or cognitive abilities from full participation in careers in academic librarianship
Recruit to the Library of the University of California, Davis, for the duration of the fellowship, individuals relatively new to working in a research library by providing opportunities to
contribute meaningfully to defining the changing role of research libraries and the required workforce of the future
acquire meaningful, practical experience in a research library in a top-rated research institution
This program will provide the incumbents with a supportive environment to gain the requisite knowledge, skills, and competencies to thrive in an academic library setting with a focus on promoting undergraduate and professional student academic success and life-long learning.
Early-career librarians who are interested in pursuing academic librarianship and have an interest in contributing meaningfully to defining the changing role of research libraries and the required workforce of the future, as well as those interested in acquiring meaningful, practical experience in a research library in a top-rated research institution are encouraged to apply. The Fellows report to the Head of Student Services and will participate in a team of professionals to work collaboratively to develop, implement, and support library information services for students of UC Davis.
Salary: Assistant Librarian, Salary Point 1, $55,014—Assistant Librarian, Salary Point 6, $62,854, depending on qualifications and experience. This is a two-year temporary position.
For additional details and information on how to submit an online application, please visit https://www.library.ucdavis.edu/careers/
Candidates applying by October 7, 2019 will receive first consideration. The position will remain open until filled.
This position is a critical position and subject to a background check. Employment is contingent upon successful completion of background investigation including criminal history and identity checks.
UC Davis is an Affirmative Action/Equal Opportunity Employer.
UC Davis is a smoke- and tobacco free campus effective January 1, 2014.
Aug 22, 2019
Full time
Diversity Fellows
Library of the University of California, Davis
The Library at the University of California, Davis, seeks two dynamic, user-oriented, early-career librarians to participate in a two-year Diversity Fellowship Program. The goals of the program are to
Advance diversity and equal opportunity in the profession by recruiting individuals with the potential for leadership in addressing the barriers that have prevented individuals from traditionally underrepresented ethnic or racial minority groups, gender or gender identities, or physical or cognitive abilities from full participation in careers in academic librarianship
Recruit to the Library of the University of California, Davis, for the duration of the fellowship, individuals relatively new to working in a research library by providing opportunities to
contribute meaningfully to defining the changing role of research libraries and the required workforce of the future
acquire meaningful, practical experience in a research library in a top-rated research institution
This program will provide the incumbents with a supportive environment to gain the requisite knowledge, skills, and competencies to thrive in an academic library setting with a focus on promoting undergraduate and professional student academic success and life-long learning.
Early-career librarians who are interested in pursuing academic librarianship and have an interest in contributing meaningfully to defining the changing role of research libraries and the required workforce of the future, as well as those interested in acquiring meaningful, practical experience in a research library in a top-rated research institution are encouraged to apply. The Fellows report to the Head of Student Services and will participate in a team of professionals to work collaboratively to develop, implement, and support library information services for students of UC Davis.
Salary: Assistant Librarian, Salary Point 1, $55,014—Assistant Librarian, Salary Point 6, $62,854, depending on qualifications and experience. This is a two-year temporary position.
For additional details and information on how to submit an online application, please visit https://www.library.ucdavis.edu/careers/
Candidates applying by October 7, 2019 will receive first consideration. The position will remain open until filled.
This position is a critical position and subject to a background check. Employment is contingent upon successful completion of background investigation including criminal history and identity checks.
UC Davis is an Affirmative Action/Equal Opportunity Employer.
UC Davis is a smoke- and tobacco free campus effective January 1, 2014.
Massachusetts Institute of Technology
Cambridge, MA, USA
The Massachusetts Institute of Technology (MIT) seeks a strategic and visionary leader to serve as its next Institute Community and Equity Officer (ICEO). The ICEO will serve as a thought leader with depth of knowledge on diversity, equity, and inclusion. Supporting senior leadership, the ICEO will help actualize the Institute’s vision of advancing a respectful and caring community that embraces diversity. This is a rare opportunity for an accomplished and collaborative individual to engage MIT faculty, staff, students, and alumni to build a welcoming and inclusive learning and working culture.
MIT is among the world’s preeminent institutions of higher learning committed to generating, disseminating, and preserving knowledge and to working with others to bring this knowledge to bear on the world’s greatest challenges. The Institute has more than 1,000 faculty members and over 11,000 undergraduate and graduate students in its five schools and one college. Throughout its history, the Institute has attracted remarkably talented and entrepreneurial leaders, faculty, researchers, and students. Its alumni have achieved extraordinary success and made significant contributions to society.
The Institute Community and Equity Office serves as a focal point for organizing MIT’s activities and conversations related to diversity, equity, and inclusion. Drawing on the strength and energy of MIT’s diversity of experiences and backgrounds, the office and its partners will lead the Institute to make practical progress on a daily basis toward cultivating a caring community focused on MIT’s shared values of excellence, meritocracy, openness, integrity, and mutual respect. This work will be carried out in ways that enhance the life and work of MIT faculty, students, postdocs, and staff, with the aim of making everyone at the Institute feel that MIT is home.
Reporting directly to the provost, the ICEO will work in close collaboration with the associate provost in leading and fostering inclusive and equitable strategy and practices. The ICEO will lead the development and implementation of a strategic action plan for community, inclusion, and equity that leverages current efforts; create a sustainable infrastructure around current and new diversity and inclusion initiatives; and establish a system of accountability using data and reporting. The successful candidate will be a sophisticated relationship builder and an experienced practitioner who disseminates best practices, inspiring the awareness and enthusiasm to help inclusion and equity flourish at the Institute.
All inquiries, nominations/referrals, and resumes with cover letters should be sent electronically and in confidence to Keight Tucker Kennedy or Carmen Delehanty at Isaacson, Miller.
To apply, please visit: www.imsearch.com/7165
MIT is an equal employment opportunity employer. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race, color, sex, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, ancestry, or national or ethnic origin. The Institute Community and Equity Office values diversity and inclusion and seeks to build and maintain a community and culture that celebrates and values diverse backgrounds, identities and perspectives.
Sep 13, 2019
Full time
The Massachusetts Institute of Technology (MIT) seeks a strategic and visionary leader to serve as its next Institute Community and Equity Officer (ICEO). The ICEO will serve as a thought leader with depth of knowledge on diversity, equity, and inclusion. Supporting senior leadership, the ICEO will help actualize the Institute’s vision of advancing a respectful and caring community that embraces diversity. This is a rare opportunity for an accomplished and collaborative individual to engage MIT faculty, staff, students, and alumni to build a welcoming and inclusive learning and working culture.
MIT is among the world’s preeminent institutions of higher learning committed to generating, disseminating, and preserving knowledge and to working with others to bring this knowledge to bear on the world’s greatest challenges. The Institute has more than 1,000 faculty members and over 11,000 undergraduate and graduate students in its five schools and one college. Throughout its history, the Institute has attracted remarkably talented and entrepreneurial leaders, faculty, researchers, and students. Its alumni have achieved extraordinary success and made significant contributions to society.
The Institute Community and Equity Office serves as a focal point for organizing MIT’s activities and conversations related to diversity, equity, and inclusion. Drawing on the strength and energy of MIT’s diversity of experiences and backgrounds, the office and its partners will lead the Institute to make practical progress on a daily basis toward cultivating a caring community focused on MIT’s shared values of excellence, meritocracy, openness, integrity, and mutual respect. This work will be carried out in ways that enhance the life and work of MIT faculty, students, postdocs, and staff, with the aim of making everyone at the Institute feel that MIT is home.
Reporting directly to the provost, the ICEO will work in close collaboration with the associate provost in leading and fostering inclusive and equitable strategy and practices. The ICEO will lead the development and implementation of a strategic action plan for community, inclusion, and equity that leverages current efforts; create a sustainable infrastructure around current and new diversity and inclusion initiatives; and establish a system of accountability using data and reporting. The successful candidate will be a sophisticated relationship builder and an experienced practitioner who disseminates best practices, inspiring the awareness and enthusiasm to help inclusion and equity flourish at the Institute.
All inquiries, nominations/referrals, and resumes with cover letters should be sent electronically and in confidence to Keight Tucker Kennedy or Carmen Delehanty at Isaacson, Miller.
To apply, please visit: www.imsearch.com/7165
MIT is an equal employment opportunity employer. All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race, color, sex, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, ancestry, or national or ethnic origin. The Institute Community and Equity Office values diversity and inclusion and seeks to build and maintain a community and culture that celebrates and values diverse backgrounds, identities and perspectives.
University of Minnesota, School of Social Work
St Paul, MN
Assistant Professor (Youth Studies): School of Social Work, University of Minnesota
College of Education and Human Development
9-month, tenure-track position beginning August 2020
The School of Social Work at the University of Minnesota–Twin Cities is pleased to announce one opening for a tenure-track, Assistant Professor position in the Youth Studies program beginning in August 2020. The University of Minnesota–Twin Cities is among the largest public research universities in the country, offering undergraduate, graduate and professional students a multitude of opportunities for study and research. With more than 300 research, education, and outreach centers and institutes, the University offers a wealth of opportunities for research and public engagement.
Applicants should be committed to advancing the values of diversity, equity and inclusion in their scholarship (through teaching and research), and have the capacity to position their scholarship within social, cultural and historical contexts.
The School of Social Work offers undergraduate programs in Youth Studies, Social Justice, and Family Violence Prevention, a MSW program with four practice concentrations, a MEd program in Youth Development Leadership, and a research-intensive PhD in Social Work. Underlying all these programs is a social justice value base and a commitment to the most vulnerable and marginalized populations in our society. The faculty position encourages the possibility of collaboration with and participation in any or all of the School’s degree programs. The School is comprised of scholars and educators who actively engage in the community, from local to global, and conduct research that addresses a range of issues that affect diverse populations. It is also part of the top-ranked College of Education and Human Development, which is recognized as a national leader in disciplines such as education, child development, kinesiology, family social science, and disabilities.
Located in the heart of one of the nation’s most vibrant, diverse metropolitan communities, students and faculty on the campuses in Minneapolis and St. Paul benefit from extensive partnerships with world-renowned health centers and government agencies, deeply rooted community-based groups and organizations, as well as arts, nonprofit and public service organizations. The University of Minnesota is situated in the traditional lands of the Dakota people, the original people of Minnesota. Today, Minnesota is home to 12 indigenous nations (5 Dakota and 7 Ojibwe nations). Minnesota is also home to immigrants from across the globe, including people from Mexico, India, Somalia, Laos, Burma, Micronesia and Ethiopia. Minnesota has the largest Karen, Hmong, and Somali communities in the United States and strong historic Black and Hispanic communities. The School has extensive collaborations with these communities and welcomes applications from candidates with a strong commitment to innovative community-engaged research and teaching. We are interested in applicants with a record of research and peer-reviewed publications, along with strong potential for scholarship and obtaining external funding specifically in the areas of Youth Studies and Youth Development, with an emphasis on a transdisciplinary understanding of young people (grounded in the fields of social work, cultural anthropology, phenomenology, critical education, community psychology, or others).
For further information about the University, please access the following links:
University of Minnesota ( umn.edu/twincities/about.php )
College of Education and Human Development ( http://www.cehd.umn.edu )
School of Social Work ( http://www.cehd.umn.edu/ssw/ )
Centers and Institutes ( https://centers.umn.edu )
Office of Public Engagement ( https://engagement.umn.edu )
Office of Equity and Diversity ( https://oed.dl.umn.edu/ ).
Position Expectations
Initiate research in the context of a research agenda, secure external funding, and publish results in peer-reviewed journals
Teach in one or more of the programs offered within the School of Social Work
Provide student advising and mentoring that supports underrepresented student academic and scholarly success
Serve on School, College, and University committees
Serve as liaison between the School of Social Work and other units in the University and the community
Essential Qualifications
Earned PhD in social work, education, public health, anthropology, sociology, psychology or a related field by the position start date
A scholarly agenda that is positioned on a transdisciplinary understanding of young people and takes into account social, historical, cultural, political, economic, philosophical, and developmental understandings of young people
Experience in conducting research that is positioned within social, cultural, and historical contexts
A record of community-engaged research, focused on utilization of research to inform curriculum development, program design, youthwork practice, and youth policy (organizational to national)
Articulate how diversity literacy informs research and teaching
Potential to write grants and obtain external funding for research and training
Experience with teaching and/or mentoring students with diverse backgrounds and lived experiences (e.g., Indigenous students, first-generation, immigrant, refugee, students of color, older adults, LGBTQIA students, and students with disabilities)
Desired Qualifications
Experience with facilitating in-class dialogue on issues of diversity, equity, and inclusion
Demonstrated effectiveness in teaching diverse and underrepresented students in higher education settings
Desire to work collaboratively with community and university colleagues to develop and sustain research, curriculum, and social actions.
A publication record in peer-reviewed journals
Two or more years of practice experience post-masters (MSW) degree in community or human service settings.
Experience in youth program design, curriculum development, and/or youth policy on a theoretical and practical level.
Demonstrated track record in obtaining external funding
Skills in using a range of appropriate technology to enhance teaching
MSW from a CSWE-accredited school of social work
Eligibility for social work licensure in Minnesota
To Apply
Apply online at: https://humanresources.umn.edu/jobs
Follow the instructions for “External Faculty and Staff Applicants" and enter 332327 in the “Keywords” search box.
Please submit the following materials as part of your application:
An application letter that describes your research, scholarship, and teaching experience
Current curriculum vitae
Names, addresses, telephone numbers, and email addresses of three persons who will provide letters of recommendation. The Search Committee will request letters as needed.
An example of scholarly writing
The search committee will begin its review of applications on September 3, 2019, with the position open until filled. Please contact Dr. Ross VeLure Roholt (rossvr@umn.edu), Search Committee Chair, with any questions regarding this position or the University of Minnesota. For inquires about the online application system, please contact Emily Batts (krzyk004@umn.edu).
The University of Minnesota is committed to the policy that all persons shall have equal access to programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation.
Sep 13, 2019
Full time
Assistant Professor (Youth Studies): School of Social Work, University of Minnesota
College of Education and Human Development
9-month, tenure-track position beginning August 2020
The School of Social Work at the University of Minnesota–Twin Cities is pleased to announce one opening for a tenure-track, Assistant Professor position in the Youth Studies program beginning in August 2020. The University of Minnesota–Twin Cities is among the largest public research universities in the country, offering undergraduate, graduate and professional students a multitude of opportunities for study and research. With more than 300 research, education, and outreach centers and institutes, the University offers a wealth of opportunities for research and public engagement.
Applicants should be committed to advancing the values of diversity, equity and inclusion in their scholarship (through teaching and research), and have the capacity to position their scholarship within social, cultural and historical contexts.
The School of Social Work offers undergraduate programs in Youth Studies, Social Justice, and Family Violence Prevention, a MSW program with four practice concentrations, a MEd program in Youth Development Leadership, and a research-intensive PhD in Social Work. Underlying all these programs is a social justice value base and a commitment to the most vulnerable and marginalized populations in our society. The faculty position encourages the possibility of collaboration with and participation in any or all of the School’s degree programs. The School is comprised of scholars and educators who actively engage in the community, from local to global, and conduct research that addresses a range of issues that affect diverse populations. It is also part of the top-ranked College of Education and Human Development, which is recognized as a national leader in disciplines such as education, child development, kinesiology, family social science, and disabilities.
Located in the heart of one of the nation’s most vibrant, diverse metropolitan communities, students and faculty on the campuses in Minneapolis and St. Paul benefit from extensive partnerships with world-renowned health centers and government agencies, deeply rooted community-based groups and organizations, as well as arts, nonprofit and public service organizations. The University of Minnesota is situated in the traditional lands of the Dakota people, the original people of Minnesota. Today, Minnesota is home to 12 indigenous nations (5 Dakota and 7 Ojibwe nations). Minnesota is also home to immigrants from across the globe, including people from Mexico, India, Somalia, Laos, Burma, Micronesia and Ethiopia. Minnesota has the largest Karen, Hmong, and Somali communities in the United States and strong historic Black and Hispanic communities. The School has extensive collaborations with these communities and welcomes applications from candidates with a strong commitment to innovative community-engaged research and teaching. We are interested in applicants with a record of research and peer-reviewed publications, along with strong potential for scholarship and obtaining external funding specifically in the areas of Youth Studies and Youth Development, with an emphasis on a transdisciplinary understanding of young people (grounded in the fields of social work, cultural anthropology, phenomenology, critical education, community psychology, or others).
For further information about the University, please access the following links:
University of Minnesota ( umn.edu/twincities/about.php )
College of Education and Human Development ( http://www.cehd.umn.edu )
School of Social Work ( http://www.cehd.umn.edu/ssw/ )
Centers and Institutes ( https://centers.umn.edu )
Office of Public Engagement ( https://engagement.umn.edu )
Office of Equity and Diversity ( https://oed.dl.umn.edu/ ).
Position Expectations
Initiate research in the context of a research agenda, secure external funding, and publish results in peer-reviewed journals
Teach in one or more of the programs offered within the School of Social Work
Provide student advising and mentoring that supports underrepresented student academic and scholarly success
Serve on School, College, and University committees
Serve as liaison between the School of Social Work and other units in the University and the community
Essential Qualifications
Earned PhD in social work, education, public health, anthropology, sociology, psychology or a related field by the position start date
A scholarly agenda that is positioned on a transdisciplinary understanding of young people and takes into account social, historical, cultural, political, economic, philosophical, and developmental understandings of young people
Experience in conducting research that is positioned within social, cultural, and historical contexts
A record of community-engaged research, focused on utilization of research to inform curriculum development, program design, youthwork practice, and youth policy (organizational to national)
Articulate how diversity literacy informs research and teaching
Potential to write grants and obtain external funding for research and training
Experience with teaching and/or mentoring students with diverse backgrounds and lived experiences (e.g., Indigenous students, first-generation, immigrant, refugee, students of color, older adults, LGBTQIA students, and students with disabilities)
Desired Qualifications
Experience with facilitating in-class dialogue on issues of diversity, equity, and inclusion
Demonstrated effectiveness in teaching diverse and underrepresented students in higher education settings
Desire to work collaboratively with community and university colleagues to develop and sustain research, curriculum, and social actions.
A publication record in peer-reviewed journals
Two or more years of practice experience post-masters (MSW) degree in community or human service settings.
Experience in youth program design, curriculum development, and/or youth policy on a theoretical and practical level.
Demonstrated track record in obtaining external funding
Skills in using a range of appropriate technology to enhance teaching
MSW from a CSWE-accredited school of social work
Eligibility for social work licensure in Minnesota
To Apply
Apply online at: https://humanresources.umn.edu/jobs
Follow the instructions for “External Faculty and Staff Applicants" and enter 332327 in the “Keywords” search box.
Please submit the following materials as part of your application:
An application letter that describes your research, scholarship, and teaching experience
Current curriculum vitae
Names, addresses, telephone numbers, and email addresses of three persons who will provide letters of recommendation. The Search Committee will request letters as needed.
An example of scholarly writing
The search committee will begin its review of applications on September 3, 2019, with the position open until filled. Please contact Dr. Ross VeLure Roholt (rossvr@umn.edu), Search Committee Chair, with any questions regarding this position or the University of Minnesota. For inquires about the online application system, please contact Emily Batts (krzyk004@umn.edu).
The University of Minnesota is committed to the policy that all persons shall have equal access to programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation.
Geisel School of Medicine at Dartmouth
Hanover, NH, USA
Tenure-Track Faculty Position in Biochemistry & Cell Biology
Geisel School of Medicine at Dartmouth
Hanover, NH USA
The Department of Biochemistry & Cell Biology at Dartmouth’s Geisel School of Medicine invites applications for a tenure-track faculty position at the Assistant Professor level. We seek outstanding scientists working in broadly defined areas of biochemistry, biophysics, cell, chemical, or structural biology. The department offers a dynamic and interactive environment, with a commitment to research excellence and a thriving multidisciplinary Molecular and Cellular Biology Graduate Program . Candidates may also benefit from synergies with the COBRE Institute for Biomolecular Targeting , the Norris Cotton Cancer Center (an NCI-designated comprehensive cancer center) and many other thematic programs at Dartmouth . A generous start-up package as well as access to state-of-the-art research facilities will be provided. Exceptional candidates at other ranks will also be considered.
Successful candidates are expected to develop an independent and innovative research program and to participate in interdisciplinary research and training. Applicants should have a PhD, MD or equivalent degree with relevant postdoctoral training. Excellent teaching and communication skills are necessary. Application materials should include a cover letter, curriculum vitae, statements of research accomplishments and goals, and three letters of recommendation. Please upload application materials and ask referees to upload their letter electronically to: http://apply.interfolio.com/68072 . Review of applications will begin on October 15, and continue until the position is filled.
Dartmouth is highly committed to fostering a diverse and inclusive population of students, faculty, and staff. We are especially interested in applicants who are able to work effectively with students, faculty, and staff from all backgrounds, including but not limited to: racial and ethnic minorities, women, individuals who identify with LGBTQ+ communities, veterans, individuals with disabilities, individuals from lower income backgrounds, and/or first-generation college graduates. Applicants should state in their cover letter how their teaching, research, service, and/or life experiences prepare them to advance Dartmouth’s commitments to diversity, equity, and inclusion.
The Geisel School of Medicine at Dartmouth is located in the neighboring towns of Hanover and Lebanon in the picturesque Upper Connecticut River Valley on the NH and VT border. Dartmouth is surrounded by a vibrant, academic and professional community offering excellent schools, lively arts, and an unmatched quality of life in a beautiful, rural setting. Amenities associated with urban areas in Boston MA, Burlington VT, and Montreal, QC are all within a few hours’ drive.
Dartmouth is an Equal Opportunity/Affirmative Action Employer with a strong commitment to diversity and inclusion. We prohibit discrimination on the basis of race, color, religion, sex, age, national origin, disability, veteran status, marital status, or any other legally protected status. Applications by members of any under-represented group is encouraged.
Sep 12, 2019
Full time
Tenure-Track Faculty Position in Biochemistry & Cell Biology
Geisel School of Medicine at Dartmouth
Hanover, NH USA
The Department of Biochemistry & Cell Biology at Dartmouth’s Geisel School of Medicine invites applications for a tenure-track faculty position at the Assistant Professor level. We seek outstanding scientists working in broadly defined areas of biochemistry, biophysics, cell, chemical, or structural biology. The department offers a dynamic and interactive environment, with a commitment to research excellence and a thriving multidisciplinary Molecular and Cellular Biology Graduate Program . Candidates may also benefit from synergies with the COBRE Institute for Biomolecular Targeting , the Norris Cotton Cancer Center (an NCI-designated comprehensive cancer center) and many other thematic programs at Dartmouth . A generous start-up package as well as access to state-of-the-art research facilities will be provided. Exceptional candidates at other ranks will also be considered.
Successful candidates are expected to develop an independent and innovative research program and to participate in interdisciplinary research and training. Applicants should have a PhD, MD or equivalent degree with relevant postdoctoral training. Excellent teaching and communication skills are necessary. Application materials should include a cover letter, curriculum vitae, statements of research accomplishments and goals, and three letters of recommendation. Please upload application materials and ask referees to upload their letter electronically to: http://apply.interfolio.com/68072 . Review of applications will begin on October 15, and continue until the position is filled.
Dartmouth is highly committed to fostering a diverse and inclusive population of students, faculty, and staff. We are especially interested in applicants who are able to work effectively with students, faculty, and staff from all backgrounds, including but not limited to: racial and ethnic minorities, women, individuals who identify with LGBTQ+ communities, veterans, individuals with disabilities, individuals from lower income backgrounds, and/or first-generation college graduates. Applicants should state in their cover letter how their teaching, research, service, and/or life experiences prepare them to advance Dartmouth’s commitments to diversity, equity, and inclusion.
The Geisel School of Medicine at Dartmouth is located in the neighboring towns of Hanover and Lebanon in the picturesque Upper Connecticut River Valley on the NH and VT border. Dartmouth is surrounded by a vibrant, academic and professional community offering excellent schools, lively arts, and an unmatched quality of life in a beautiful, rural setting. Amenities associated with urban areas in Boston MA, Burlington VT, and Montreal, QC are all within a few hours’ drive.
Dartmouth is an Equal Opportunity/Affirmative Action Employer with a strong commitment to diversity and inclusion. We prohibit discrimination on the basis of race, color, religion, sex, age, national origin, disability, veteran status, marital status, or any other legally protected status. Applications by members of any under-represented group is encouraged.
The University of California, Los Angeles (UCLA) is known worldwide for the breadth and quality of its academic, research, health care, cultural, continuing education, and athletic programs. The University offers undergraduate degrees in more than 125 majors and advanced degrees in 128 program areas throughout its 12 highly regarded professional schools. Forty (40) UCLA doctoral programs rank among the top ten in their respective fields. U.S. News & World Report ranks UCLA first among public universities (2018–19), 19th overall among national universities, and 13th among its global rankings. Students are motivated and very talented. Approximately two-thirds of freshmen admitted have fully-weighted GPAs of 4.30 and above. Ninety-seven (97) percent of all first-year students live in University Housing.
The Executive Director is responsible for campus-wide leadership and direction for all centralized career services dedicated to serving the leadership development and career readiness needs of undergraduate and graduate students. Reporting to the Assistant Vice Chancellor of Student Development & Health/Academic Partnerships, the Executive Director oversees an organization of 35 full-time employees and approximately 50 student staff members working across the following teams: Career Education and Engagement (advising and programming); Industry Relations and Experiential Learning (employer engagement, partner program, information sessions, career fairs, industry advisor board); Finance and Operations (human resources, facilities, payroll, budget, financial transactions); Marketing and Branding (communications strategy, social media, website, marketing assets); and Graduate Services (comprehensive career and professional development services for graduate students). The Executive Director also manages an annual budget of approximately $4 million.
Developing and implementing a strategic, entrepreneurial vision for the Center that advances an integrated, collaborative student service operation leveraging resources that deliver innovative, user-friendly services and programs to highly diverse constituencies is a top priority of the Executive Director. Key to success will be the ability to forge strong partnerships with academic deans and program chairs, as well as other campus administrators in student affairs, alumni relations, development, and athletics. Extending the reach of the Center to meet students where they are is also keenly important. In conjunction with staff and campus partners, the Executive Director will lead efforts to enhance alumni and employer engagement to support the Center’s mission critical priorities, including the expansion of internships and other experiential opportunities, sponsorship initiatives, as well as cultivation of employment opportunities designed to align with career aspirations and to improve upon already enviable employment success rates for UCLA graduates. Additional responsibilities of the Executive Director include: continual assessment of programs and services against student- and market-driven priorities; development of active outreach strategies with particular emphasis on increasing engagement of historically underrepresented and/or marginalized student populations; and strategic deployment of available technology to strengthen communication, enhance access to services and resources, assess and report outcomes, and establish a data-driven culture. The Executive Director will serve on the Vice Chancellor for Student Affair’s senior leadership team, which works to support division-wide student engagement and success initiatives.
A master’s degree and progressive record of professional experience in career services, student affairs, corporate recruitment, business, or development, or an equivalent combination of education and experience are required. A doctorate degree is preferred. The successful candidate will also demonstrate: an understanding of best practices fused with the management ability needed to lead a multi-function, comprehensive career services department, including the supervision of a large professional and administrative staff; communication and interpersonal skills to advise and collaborate with ethnically diverse groups of undergraduate and graduate students, alumni, Post Docs, senior executives within UCLA, and external constituents; strategic planning ability coupled with the facility to effectively prioritize multiple competing objectives while advancing projects and meeting deadlines; financial/budget acumen and capability to integrate revenue generating activity into budgetary operations; critical thinking and problem solving skills; and an ability to collect, analyze, and report data to senior administrators, faculty, and advisory groups, ensuring data-informed decisions regarding continuous improvement and evolution of programs and services responsive to documented needs. Additional capabilities that will be important in the selection of the next Executive Director include: extensive knowledge of technological applications for career planning and employment operations and the Web-based delivery of services to students, alumni, and employers; detailed knowledge of career readiness principles and practice as it applies to a highly diverse university population; working knowledge of evolving employment needs and practices of the private, government, education, and public service sectors; understanding of federal, state, and University regulations governing employment programs and practices, as well as the principles and standards of the National Association of Colleges and Employers (NACE); familiarity with student service philosophy and ability to work collaboratively with campus colleagues in the planning and delivery of student services; and demonstrated engagement in associations serving career services and/or employment professionals at the local, regional, and/or national level.
Recruitment is planned through October 15, 2019. A resume with an accompanying cover letter may be submitted via the UCLA website at https://ucla.in/2Q7UZsy . The recruitment for this position is being managed by Spelman Johnson, an external higher education recruitment firm. Inquiries should be directed to Valerie B. Szymkowicz, vbs@spelmanjohnson.com . Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-539-2895 or UCLA Campus Human Resources at 310-794-0890.
Visit the UCLA website at www.ucla.edu
The University of California is an Equal Opportunity/Affirmative Action Employer advancing inclusive excellence. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected categories covered by the UC nondiscrimination policy.
Sep 12, 2019
Full time
The University of California, Los Angeles (UCLA) is known worldwide for the breadth and quality of its academic, research, health care, cultural, continuing education, and athletic programs. The University offers undergraduate degrees in more than 125 majors and advanced degrees in 128 program areas throughout its 12 highly regarded professional schools. Forty (40) UCLA doctoral programs rank among the top ten in their respective fields. U.S. News & World Report ranks UCLA first among public universities (2018–19), 19th overall among national universities, and 13th among its global rankings. Students are motivated and very talented. Approximately two-thirds of freshmen admitted have fully-weighted GPAs of 4.30 and above. Ninety-seven (97) percent of all first-year students live in University Housing.
The Executive Director is responsible for campus-wide leadership and direction for all centralized career services dedicated to serving the leadership development and career readiness needs of undergraduate and graduate students. Reporting to the Assistant Vice Chancellor of Student Development & Health/Academic Partnerships, the Executive Director oversees an organization of 35 full-time employees and approximately 50 student staff members working across the following teams: Career Education and Engagement (advising and programming); Industry Relations and Experiential Learning (employer engagement, partner program, information sessions, career fairs, industry advisor board); Finance and Operations (human resources, facilities, payroll, budget, financial transactions); Marketing and Branding (communications strategy, social media, website, marketing assets); and Graduate Services (comprehensive career and professional development services for graduate students). The Executive Director also manages an annual budget of approximately $4 million.
Developing and implementing a strategic, entrepreneurial vision for the Center that advances an integrated, collaborative student service operation leveraging resources that deliver innovative, user-friendly services and programs to highly diverse constituencies is a top priority of the Executive Director. Key to success will be the ability to forge strong partnerships with academic deans and program chairs, as well as other campus administrators in student affairs, alumni relations, development, and athletics. Extending the reach of the Center to meet students where they are is also keenly important. In conjunction with staff and campus partners, the Executive Director will lead efforts to enhance alumni and employer engagement to support the Center’s mission critical priorities, including the expansion of internships and other experiential opportunities, sponsorship initiatives, as well as cultivation of employment opportunities designed to align with career aspirations and to improve upon already enviable employment success rates for UCLA graduates. Additional responsibilities of the Executive Director include: continual assessment of programs and services against student- and market-driven priorities; development of active outreach strategies with particular emphasis on increasing engagement of historically underrepresented and/or marginalized student populations; and strategic deployment of available technology to strengthen communication, enhance access to services and resources, assess and report outcomes, and establish a data-driven culture. The Executive Director will serve on the Vice Chancellor for Student Affair’s senior leadership team, which works to support division-wide student engagement and success initiatives.
A master’s degree and progressive record of professional experience in career services, student affairs, corporate recruitment, business, or development, or an equivalent combination of education and experience are required. A doctorate degree is preferred. The successful candidate will also demonstrate: an understanding of best practices fused with the management ability needed to lead a multi-function, comprehensive career services department, including the supervision of a large professional and administrative staff; communication and interpersonal skills to advise and collaborate with ethnically diverse groups of undergraduate and graduate students, alumni, Post Docs, senior executives within UCLA, and external constituents; strategic planning ability coupled with the facility to effectively prioritize multiple competing objectives while advancing projects and meeting deadlines; financial/budget acumen and capability to integrate revenue generating activity into budgetary operations; critical thinking and problem solving skills; and an ability to collect, analyze, and report data to senior administrators, faculty, and advisory groups, ensuring data-informed decisions regarding continuous improvement and evolution of programs and services responsive to documented needs. Additional capabilities that will be important in the selection of the next Executive Director include: extensive knowledge of technological applications for career planning and employment operations and the Web-based delivery of services to students, alumni, and employers; detailed knowledge of career readiness principles and practice as it applies to a highly diverse university population; working knowledge of evolving employment needs and practices of the private, government, education, and public service sectors; understanding of federal, state, and University regulations governing employment programs and practices, as well as the principles and standards of the National Association of Colleges and Employers (NACE); familiarity with student service philosophy and ability to work collaboratively with campus colleagues in the planning and delivery of student services; and demonstrated engagement in associations serving career services and/or employment professionals at the local, regional, and/or national level.
Recruitment is planned through October 15, 2019. A resume with an accompanying cover letter may be submitted via the UCLA website at https://ucla.in/2Q7UZsy . The recruitment for this position is being managed by Spelman Johnson, an external higher education recruitment firm. Inquiries should be directed to Valerie B. Szymkowicz, vbs@spelmanjohnson.com . Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-539-2895 or UCLA Campus Human Resources at 310-794-0890.
Visit the UCLA website at www.ucla.edu
The University of California is an Equal Opportunity/Affirmative Action Employer advancing inclusive excellence. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected categories covered by the UC nondiscrimination policy.
Baylor University
Baylor University is a private Christian university and a nationally ranked research institution, consistently listed with highest honors among The Chronicle of Higher Education’s “Great Colleges to Work For.” The University is recruiting new faculty with a deep commitment to excellence in teaching, research and scholarship. Baylor seeks faculty who share in our aspiration to become a tier one research institution while strengthening our distinctive Christian mission as described in our strategic vision , Pro Futuris , ( www.baylor.edu/profuturis/ ) and academic strategic plan, Illuminate (baylor.edu/illuminate). As the world’s largest Baptist University, Baylor offers over 40 doctoral programs and has more than 17,000 students from all 50 states and more than 85 countries.
Baylor seeks to fill the following faculty position within the Baylor University Libraries.
Dean, University Libraries
Greenwood/Asher & Associates, Inc. is assisting Baylor University in this search. Applications and nominations are now being accepted. Screening of complete applications will begin immediately and continue until the completion of the search process.
Additionally, confidential inquiries, nominations, and application materials should be directed to Greenwood/Asher. Submission of application materials as PDF attachments is strongly encouraged. The search will be conducted with a commitment of confidentiality for candidates until finalists are selected. Initial screening of applications will begin immediately and will continue until an appointment is made.
Inquiries, nominations, and application materials should be directed to:
Sharon A. McDade, Practice Leader for Strategic Services & Senior Executive Leadership Consultant
Shelley Feather, Senior Executive Search Consultant
Greenwood/Asher & Associates, Inc.
42 Business Centre Drive, Suite 206
Miramar Beach, Florida 32550
Phone: 850-650-2277 / Fax: 850-650-2272
Emails: sharonmcdade@greenwoodsearch.com and shelleyfeather@greenwoodsearch.com
To learn more about the above position, Baylor University Libraries, and Baylor University, please visit the appropriate URL: https://jobs.baylor.edu https://www.baylor.edu/lib/ https://www.baylor.edu/
Baylor University is a private not-for-profit university affiliated with the Baptist General Convention of Texas. As an Affirmative Action/Equal Opportunity employer, Baylor is committed to compliance with all applicable anti-discrimination laws, including those regarding age, race, color, sex, national origin, marital status, pregnancy status, military service, genetic information, and disability. As a religious educational institution, Baylor is lawfully permitted to consider an applicant’s religion as a selection criterion. Baylor encourages women, minorities, veterans, and individuals with disabilities to apply.
Sep 11, 2019
Full time
Baylor University
Baylor University is a private Christian university and a nationally ranked research institution, consistently listed with highest honors among The Chronicle of Higher Education’s “Great Colleges to Work For.” The University is recruiting new faculty with a deep commitment to excellence in teaching, research and scholarship. Baylor seeks faculty who share in our aspiration to become a tier one research institution while strengthening our distinctive Christian mission as described in our strategic vision , Pro Futuris , ( www.baylor.edu/profuturis/ ) and academic strategic plan, Illuminate (baylor.edu/illuminate). As the world’s largest Baptist University, Baylor offers over 40 doctoral programs and has more than 17,000 students from all 50 states and more than 85 countries.
Baylor seeks to fill the following faculty position within the Baylor University Libraries.
Dean, University Libraries
Greenwood/Asher & Associates, Inc. is assisting Baylor University in this search. Applications and nominations are now being accepted. Screening of complete applications will begin immediately and continue until the completion of the search process.
Additionally, confidential inquiries, nominations, and application materials should be directed to Greenwood/Asher. Submission of application materials as PDF attachments is strongly encouraged. The search will be conducted with a commitment of confidentiality for candidates until finalists are selected. Initial screening of applications will begin immediately and will continue until an appointment is made.
Inquiries, nominations, and application materials should be directed to:
Sharon A. McDade, Practice Leader for Strategic Services & Senior Executive Leadership Consultant
Shelley Feather, Senior Executive Search Consultant
Greenwood/Asher & Associates, Inc.
42 Business Centre Drive, Suite 206
Miramar Beach, Florida 32550
Phone: 850-650-2277 / Fax: 850-650-2272
Emails: sharonmcdade@greenwoodsearch.com and shelleyfeather@greenwoodsearch.com
To learn more about the above position, Baylor University Libraries, and Baylor University, please visit the appropriate URL: https://jobs.baylor.edu https://www.baylor.edu/lib/ https://www.baylor.edu/
Baylor University is a private not-for-profit university affiliated with the Baptist General Convention of Texas. As an Affirmative Action/Equal Opportunity employer, Baylor is committed to compliance with all applicable anti-discrimination laws, including those regarding age, race, color, sex, national origin, marital status, pregnancy status, military service, genetic information, and disability. As a religious educational institution, Baylor is lawfully permitted to consider an applicant’s religion as a selection criterion. Baylor encourages women, minorities, veterans, and individuals with disabilities to apply.
Dine College
Dine College, Circle Dr, Tsaile, AZ, USA
Instruction and curriculum. Times, days and site(s) for teaching of courses vary and mode of delivery may include distance education and online. As a multisite college faculty may be required to teach at satellite centers. Assessment of courses and programs, academic advising and mentoring. Service on Committees. Other assignments such as grant management, research, or specific academic endeavors.
Sep 11, 2019
Full time
Instruction and curriculum. Times, days and site(s) for teaching of courses vary and mode of delivery may include distance education and online. As a multisite college faculty may be required to teach at satellite centers. Assessment of courses and programs, academic advising and mentoring. Service on Committees. Other assignments such as grant management, research, or specific academic endeavors.
Arizona State University - Mary Lou Fulton Teachers College
Phoenix, AZ, USA
ASU’s Mary Lou Fulton Teachers College (MLFTC) has the mission of creating knowledge, mobilizing people and fostering actions that improve education. Our programs bring people and ideas together to increase the innovation capabilities of individual educators, schools and organizations, districts and communities.
The Division of Educational Leadership & Innovation in the Mary Lou Fulton Teachers College invites applications for the position of Assistant Professor of Learning Design and Technologies. This is a benefits-eligible tenure-track academic year position beginning August 16, 2020. The MLFTC Master of Education program in Learning Design and Technologies emphasizes the design of learning technology environments, systems, applications and instructional materials for multiple learning contexts. The program prepares learning design and technology professionals for a variety of formal and informal settings in business, industry, museums, nonprofits, government organizations, and education, such as K-12 schools and colleges or universities.
The faculty members involved in this degree are dedicated to making positive social change through scholarship, teaching, and service. The ideal candidate is focused on scholarship around the design of learning and is familiar with educational technologies broadly defined. The successful candidate will: 1) teach in the online MEd program in Learning Design and Technologies, in the BAE concentration in Instructional Design, and other relevant programs in MLFTC; 2) effectively team with colleagues to improve these and related programs; 3) maintain and improve program ties with educational stakeholders in local and distant communities; 4) maintain an active research agenda; 5) provide service to the institution, profession, and community.
Required Qualifications:
Earned doctorate by August 16, 2020, from an accredited university in learning design or a related field (e.g., educational technology, instructional technology, instructional design).
Evidence of a strong scholarly agenda related to instructional design, learning design, and/or educational technology
A record of successful teaching at the university level
Demonstrated success or the potential for success in online college teaching
Experience in the design of online courses or technological learning environments
Desired Qualifications:
Evidence of the ability to obtain external funding
Record of establishing research relationships and partnerships with professional organizations and/or school districts to improve the use of technologies to support learning and teaching in P-20 contexts
Experience engaging in collaborative research
Experience teaching in a multicultural environment, or in a setting serving international populations
K-12 teaching experience
Experience managing a team of instructors in large-enrollment online courses
Research, teaching, and/or service and community involvement that demonstrates a commitment to equity and diversity in education
About the College and University
Arizona State University’s Mary Lou Fulton Teachers College creates knowledge, mobilizes people and takes action to improve education. Nationally recognized as a leading innovator in teacher education and scholarly research, Mary Lou Fulton Teachers College prepares over 1,500 educators annually through bachelor’s, master’s and doctoral degree programs. Working with a mindset of creative intrapreneurship to bring positive change within organizations, Mary Lou Fulton Teachers College brings people and ideas together to improve student outcomes. We seek to develop a renewable resourcefulness in individual educators, in schools, in school districts and in communities. In line with the charter and design principles of Arizona State University, Mary Lou Fulton Teachers College asserts the following four core values:
Pursue excellence at scale to achieve impact
Exercise leadership through innovation
Champion diversity of people and ideas
Share responsibility for the strength of communities
Arizona State University is Carnegie classified as a doctoral university of highest research activity, a respected research institution in the Pac-12 Conference, and is developing a new model of an American research university: one that measures its academic quality by the education its graduates receive; one at which researchers, while pursuing their scholarly interests, and also consider the public good; and one in which faculty expand the concept of community service by accepting major responsibility for the health, economic, and social development of their communities.
For more information about the College, please visit our website at http://education.asu.edu/
Application Deadline and Procedures
The application deadline is October 25, 2019 . Applications will continue to be accepted on a rolling basis for a reserve pool. Applications in the reserve pool may then be reviewed in the order in which they were received until the position is filled. Only electronic applications will be reviewed. To submit your application, please visit apply.interfolio.com/68318
Arizona State University is a VEVRAA Federal Contractor and an Equal Opportunity / Affirmative Action Employer. All qualified applicants will be considered without regard to race, color, sex, religion, national origin, disability, protected veteran status, or any other basis protected by law. For a complete statement of ASU’s non-discrimination policy, refer to http://www.asu.edu/aad/manuals/acd/acd401.html and https://www.asu.edu/titleIX/ .
In compliance with federal law, ASU prepares an annual report on campus security and fire safety programs and resources. ASU’s Annual Security and Fire Safety Report is available online at https://www.asu.edu/police/PDFs/ASU-Clery-Report.pdf. You may request a hard copy of the report by contacting the ASU Police at 480-965-3456.
Sep 11, 2019
Full time
ASU’s Mary Lou Fulton Teachers College (MLFTC) has the mission of creating knowledge, mobilizing people and fostering actions that improve education. Our programs bring people and ideas together to increase the innovation capabilities of individual educators, schools and organizations, districts and communities.
The Division of Educational Leadership & Innovation in the Mary Lou Fulton Teachers College invites applications for the position of Assistant Professor of Learning Design and Technologies. This is a benefits-eligible tenure-track academic year position beginning August 16, 2020. The MLFTC Master of Education program in Learning Design and Technologies emphasizes the design of learning technology environments, systems, applications and instructional materials for multiple learning contexts. The program prepares learning design and technology professionals for a variety of formal and informal settings in business, industry, museums, nonprofits, government organizations, and education, such as K-12 schools and colleges or universities.
The faculty members involved in this degree are dedicated to making positive social change through scholarship, teaching, and service. The ideal candidate is focused on scholarship around the design of learning and is familiar with educational technologies broadly defined. The successful candidate will: 1) teach in the online MEd program in Learning Design and Technologies, in the BAE concentration in Instructional Design, and other relevant programs in MLFTC; 2) effectively team with colleagues to improve these and related programs; 3) maintain and improve program ties with educational stakeholders in local and distant communities; 4) maintain an active research agenda; 5) provide service to the institution, profession, and community.
Required Qualifications:
Earned doctorate by August 16, 2020, from an accredited university in learning design or a related field (e.g., educational technology, instructional technology, instructional design).
Evidence of a strong scholarly agenda related to instructional design, learning design, and/or educational technology
A record of successful teaching at the university level
Demonstrated success or the potential for success in online college teaching
Experience in the design of online courses or technological learning environments
Desired Qualifications:
Evidence of the ability to obtain external funding
Record of establishing research relationships and partnerships with professional organizations and/or school districts to improve the use of technologies to support learning and teaching in P-20 contexts
Experience engaging in collaborative research
Experience teaching in a multicultural environment, or in a setting serving international populations
K-12 teaching experience
Experience managing a team of instructors in large-enrollment online courses
Research, teaching, and/or service and community involvement that demonstrates a commitment to equity and diversity in education
About the College and University
Arizona State University’s Mary Lou Fulton Teachers College creates knowledge, mobilizes people and takes action to improve education. Nationally recognized as a leading innovator in teacher education and scholarly research, Mary Lou Fulton Teachers College prepares over 1,500 educators annually through bachelor’s, master’s and doctoral degree programs. Working with a mindset of creative intrapreneurship to bring positive change within organizations, Mary Lou Fulton Teachers College brings people and ideas together to improve student outcomes. We seek to develop a renewable resourcefulness in individual educators, in schools, in school districts and in communities. In line with the charter and design principles of Arizona State University, Mary Lou Fulton Teachers College asserts the following four core values:
Pursue excellence at scale to achieve impact
Exercise leadership through innovation
Champion diversity of people and ideas
Share responsibility for the strength of communities
Arizona State University is Carnegie classified as a doctoral university of highest research activity, a respected research institution in the Pac-12 Conference, and is developing a new model of an American research university: one that measures its academic quality by the education its graduates receive; one at which researchers, while pursuing their scholarly interests, and also consider the public good; and one in which faculty expand the concept of community service by accepting major responsibility for the health, economic, and social development of their communities.
For more information about the College, please visit our website at http://education.asu.edu/
Application Deadline and Procedures
The application deadline is October 25, 2019 . Applications will continue to be accepted on a rolling basis for a reserve pool. Applications in the reserve pool may then be reviewed in the order in which they were received until the position is filled. Only electronic applications will be reviewed. To submit your application, please visit apply.interfolio.com/68318
Arizona State University is a VEVRAA Federal Contractor and an Equal Opportunity / Affirmative Action Employer. All qualified applicants will be considered without regard to race, color, sex, religion, national origin, disability, protected veteran status, or any other basis protected by law. For a complete statement of ASU’s non-discrimination policy, refer to http://www.asu.edu/aad/manuals/acd/acd401.html and https://www.asu.edu/titleIX/ .
In compliance with federal law, ASU prepares an annual report on campus security and fire safety programs and resources. ASU’s Annual Security and Fire Safety Report is available online at https://www.asu.edu/police/PDFs/ASU-Clery-Report.pdf. You may request a hard copy of the report by contacting the ASU Police at 480-965-3456.
Northwest Indian College
2522 Kwina Road, Bellingham, WA, USA
JOB ANNOUNCEMENT
Testing Center Coordinator
(PT; 12 months)
Opening Date: September 10, 2019
Review Date: September 24, 2019
Closing Date: Open until filled
Location: Lummi Main Campus
Salary: $18,000 Max DOE (.525 FTE; 21 hours/week)
The salary placement upon hire will be based on the selected candidate’s education and relevant work experience as outlined in the job announcement and the established salary schedule for the classification of the positon to be filled.
SCOPE OF WORK
The Testing Center Coordinator is the primary test examiner for the Lummi main campus and works collaboratively with Student Services staff and faculty. The Coordinator is responsible for data entry, file maintenance and providing information on NWIC services to students, staff, faculty and extended campus sites.
The Coordinator is required to handle assigned undertakings with minimum supervision and direction. The position also requires strict adherence to confidentiality and professionalism, given the sensitive nature of educational materials and student records. The Coordinator also is required to perform specialized tasks on the computer, run reports, use spreadsheets, and maintain databases.
DUTIES & RESPONSIBILITIES
Administer the Placement Test to new students, including entering scores into campus database system.
Establish a welcoming environment in the Testing Center and answer general questions regarding placement testing and student services.
Responsible for monitoring and maintaining the budgets for the Testing Center. This includes, but is not limited to, paying all invoices relating to the Pearson VUE testing services and Placement testing units, evaluating expenses and revenue, analyzing the fee schedule, and forecasting financial impacts on the Testing Center.
Serve as primary test examiner for main campus. The examiner is in charge of protecting the security of all test materials and equipment while ensuring a positive testing experience for all students.
Program maintenance, evaluation and assessment. The Coordinator is in charge of maintaining the testing program in accordance with state policy and guidelines, as well as providing reports to the NWIC administration.
The Coordinator is responsible for collecting data pertaining to student experiences and using it to improve upon testing programs. The Coordinator is also responsible for inputting placement data in the Jenzabar system, and maintaining databases, spreadsheets and reports.
Maintain compliance with all testing service provider.
Act as the liaison between NWIC and Pearson VUE as well as the State Board for Community and Technical Colleges.
Coordinate testing scheduling and test results with other college or community programs.
Proctor exams for faculty as needed.
Engage in student outreach to encourage GED candidates to complete the program and provide any support necessary to meet this goal.
Serve as a member of the Retention Committee and take an active role in graduation planning in respect to GED graduate participation.
Select and train a backup GED Examiner/Pearson VUE proctor who will administer the test in the event that the Testing Coordinator is not available, collaborating with Admissions staff.
Assist in running various reports for faculty, administrators, and staff.
Additional duties as assigned
SUPERVISOR RESPONSIBILITIES
As Chief GED examiner the Testing Coordinator will be responsible for overseeing one back up GED/Pearson VUE proctor as needed.
QUALIFICATIONS to perform the position successfully:
Minimum Qualifications :
Associate's degree in a relevant field of study
One year's experience in teaching, training, counseling or testing
Experience working in a Tribal College
Preferred Qualifications :
Bachelor's degree in relevant field of study
Direct testing experience
Pearson VUE certification
APPLICATION PROCESS
Interested individuals should submit the following application materials directly to the NWIC Human Resources Office only.
Cover letter addressing how you meet the position qualifications
NWIC Application
NWIC Equal Employment Opportunity (EEO) form
Current and complete professional resume
Copies of college transcripts (can submit unofficial copies at time of application)
Three letters of recommendation from persons, who are not members of your immediate family, who have firsthand knowledge of your qualifications for the position
If applicable to the position, provide copies of certificates/licenses/credentials
The job announcement and application forms are available online at www.nwic.edu/jobs or may be requested from and submitted directly to:
Human Resources
Northwest Indian College
2522 Kwina Road
Bellingham, WA 98226-9278
Telephone/Fax: 360.392.4230
Email: employment@nwic.edu
Sep 10, 2019
Part time
JOB ANNOUNCEMENT
Testing Center Coordinator
(PT; 12 months)
Opening Date: September 10, 2019
Review Date: September 24, 2019
Closing Date: Open until filled
Location: Lummi Main Campus
Salary: $18,000 Max DOE (.525 FTE; 21 hours/week)
The salary placement upon hire will be based on the selected candidate’s education and relevant work experience as outlined in the job announcement and the established salary schedule for the classification of the positon to be filled.
SCOPE OF WORK
The Testing Center Coordinator is the primary test examiner for the Lummi main campus and works collaboratively with Student Services staff and faculty. The Coordinator is responsible for data entry, file maintenance and providing information on NWIC services to students, staff, faculty and extended campus sites.
The Coordinator is required to handle assigned undertakings with minimum supervision and direction. The position also requires strict adherence to confidentiality and professionalism, given the sensitive nature of educational materials and student records. The Coordinator also is required to perform specialized tasks on the computer, run reports, use spreadsheets, and maintain databases.
DUTIES & RESPONSIBILITIES
Administer the Placement Test to new students, including entering scores into campus database system.
Establish a welcoming environment in the Testing Center and answer general questions regarding placement testing and student services.
Responsible for monitoring and maintaining the budgets for the Testing Center. This includes, but is not limited to, paying all invoices relating to the Pearson VUE testing services and Placement testing units, evaluating expenses and revenue, analyzing the fee schedule, and forecasting financial impacts on the Testing Center.
Serve as primary test examiner for main campus. The examiner is in charge of protecting the security of all test materials and equipment while ensuring a positive testing experience for all students.
Program maintenance, evaluation and assessment. The Coordinator is in charge of maintaining the testing program in accordance with state policy and guidelines, as well as providing reports to the NWIC administration.
The Coordinator is responsible for collecting data pertaining to student experiences and using it to improve upon testing programs. The Coordinator is also responsible for inputting placement data in the Jenzabar system, and maintaining databases, spreadsheets and reports.
Maintain compliance with all testing service provider.
Act as the liaison between NWIC and Pearson VUE as well as the State Board for Community and Technical Colleges.
Coordinate testing scheduling and test results with other college or community programs.
Proctor exams for faculty as needed.
Engage in student outreach to encourage GED candidates to complete the program and provide any support necessary to meet this goal.
Serve as a member of the Retention Committee and take an active role in graduation planning in respect to GED graduate participation.
Select and train a backup GED Examiner/Pearson VUE proctor who will administer the test in the event that the Testing Coordinator is not available, collaborating with Admissions staff.
Assist in running various reports for faculty, administrators, and staff.
Additional duties as assigned
SUPERVISOR RESPONSIBILITIES
As Chief GED examiner the Testing Coordinator will be responsible for overseeing one back up GED/Pearson VUE proctor as needed.
QUALIFICATIONS to perform the position successfully:
Minimum Qualifications :
Associate's degree in a relevant field of study
One year's experience in teaching, training, counseling or testing
Experience working in a Tribal College
Preferred Qualifications :
Bachelor's degree in relevant field of study
Direct testing experience
Pearson VUE certification
APPLICATION PROCESS
Interested individuals should submit the following application materials directly to the NWIC Human Resources Office only.
Cover letter addressing how you meet the position qualifications
NWIC Application
NWIC Equal Employment Opportunity (EEO) form
Current and complete professional resume
Copies of college transcripts (can submit unofficial copies at time of application)
Three letters of recommendation from persons, who are not members of your immediate family, who have firsthand knowledge of your qualifications for the position
If applicable to the position, provide copies of certificates/licenses/credentials
The job announcement and application forms are available online at www.nwic.edu/jobs or may be requested from and submitted directly to:
Human Resources
Northwest Indian College
2522 Kwina Road
Bellingham, WA 98226-9278
Telephone/Fax: 360.392.4230
Email: employment@nwic.edu
University of Michigan, Facilities & Operations
Ann Arbor, MI, USA
Job Summary
Lead the Custodial & Grounds Services department in providing custodial services, pest management, grounds maintenance, and landscape services focused on excellent customer service and supporting a safe, functional, and attractive campus environment. This position reports to the Associate Vice President for Facilities and Operations.
Who We Are
Serving the U-M community, Custodial & Grounds Services are the stewards of the buildings and grounds that make the Ann Arbor campus of the University of Michigan unique. Our employees are dedicated to the preservation of the academic and hospital campuses and pride themselves in giving exceptional customer service while conserving, enhancing and maintaining more than 26 million square feet of property.
Responsibilities*
Plan, evaluate, and direct departmental operational activities and priorities by providing strategic leadership and operational expertise to a staff of approximately 500 staff members as well as the university community as a whole
Advance positive organizational efforts which promote a respectful, collaborative, solutions-based, and proactive culture
Ensure that work functions are effectively structured and work procedures are in place to deliver high quality and efficient programs and services
Champion goals of diversity, equity and inclusion in alignment with organizational strategic plan and act as an advocate for staff
Manage an operational budget of nearly $40 million and determine appropriate staffing / resource allocations to meet institutional service level expectations
Implement recruitment strategies, job training, performance evaluation, career development, and employee engagement activities to support a highly professional, qualified and motivated workforce
Participate and assist in preparing for labor/management meetings and collective bargaining for applicable employee groups, including the development of proposals and ideas to further organizational goals
Continually improve service delivery processes by capturing and analyzing operations data, including customer satisfaction indicators, for productivity and service improvements
Provide excellent customer service to the university community by demonstrating collaboration and ensuring effective communication processes are developed and maintained, including feedback mechanisms
Lead, supervise and enforce effective safety procedures, support safe working conditions, and facilitate communication and training to prevent injuries and address safety concerns and risks
Support University sustainability initiatives and identify new opportunities throughout the department and campus
Required Qualifications*
Bachelor’s degree in business, facility management, public health, engineering or related discipline
Ten years progressively responsible professional experience in an administrative or management capacity
Experience with operations, process improvement methods, root cause analysis, and strategic planning
Demonstrated experience in managing department level budgets
Demonstrated competency in motivating employees, maintaining excellent morale, performance management, and managing employee and operational productivity
Experience working within a union environment
Excellent communication skills, ability to articulate ideas and processes and give clear direction and guidance both orally and in writing
Additional Information
Facilities and Operations seeks to recruit and retain a diverse workforce as a reflection of our commitment to serve the diverse people of Michigan, to sustain the excellence of the university, and to offer our students? richly varied disciplines, perspectives and ways of knowing and learning.
Background Screening
The University of Michigan conducts background checks on all job candidates upon acceptance of a contingent offer and may use a third party administrator to conduct background checks. Background checks are performed in compliance with the Fair Credit Reporting Act.
U-M EEO/AA Statement
The University of Michigan is an equal opportunity/affirmative action employer.
Sep 10, 2019
Full time
Job Summary
Lead the Custodial & Grounds Services department in providing custodial services, pest management, grounds maintenance, and landscape services focused on excellent customer service and supporting a safe, functional, and attractive campus environment. This position reports to the Associate Vice President for Facilities and Operations.
Who We Are
Serving the U-M community, Custodial & Grounds Services are the stewards of the buildings and grounds that make the Ann Arbor campus of the University of Michigan unique. Our employees are dedicated to the preservation of the academic and hospital campuses and pride themselves in giving exceptional customer service while conserving, enhancing and maintaining more than 26 million square feet of property.
Responsibilities*
Plan, evaluate, and direct departmental operational activities and priorities by providing strategic leadership and operational expertise to a staff of approximately 500 staff members as well as the university community as a whole
Advance positive organizational efforts which promote a respectful, collaborative, solutions-based, and proactive culture
Ensure that work functions are effectively structured and work procedures are in place to deliver high quality and efficient programs and services
Champion goals of diversity, equity and inclusion in alignment with organizational strategic plan and act as an advocate for staff
Manage an operational budget of nearly $40 million and determine appropriate staffing / resource allocations to meet institutional service level expectations
Implement recruitment strategies, job training, performance evaluation, career development, and employee engagement activities to support a highly professional, qualified and motivated workforce
Participate and assist in preparing for labor/management meetings and collective bargaining for applicable employee groups, including the development of proposals and ideas to further organizational goals
Continually improve service delivery processes by capturing and analyzing operations data, including customer satisfaction indicators, for productivity and service improvements
Provide excellent customer service to the university community by demonstrating collaboration and ensuring effective communication processes are developed and maintained, including feedback mechanisms
Lead, supervise and enforce effective safety procedures, support safe working conditions, and facilitate communication and training to prevent injuries and address safety concerns and risks
Support University sustainability initiatives and identify new opportunities throughout the department and campus
Required Qualifications*
Bachelor’s degree in business, facility management, public health, engineering or related discipline
Ten years progressively responsible professional experience in an administrative or management capacity
Experience with operations, process improvement methods, root cause analysis, and strategic planning
Demonstrated experience in managing department level budgets
Demonstrated competency in motivating employees, maintaining excellent morale, performance management, and managing employee and operational productivity
Experience working within a union environment
Excellent communication skills, ability to articulate ideas and processes and give clear direction and guidance both orally and in writing
Additional Information
Facilities and Operations seeks to recruit and retain a diverse workforce as a reflection of our commitment to serve the diverse people of Michigan, to sustain the excellence of the university, and to offer our students? richly varied disciplines, perspectives and ways of knowing and learning.
Background Screening
The University of Michigan conducts background checks on all job candidates upon acceptance of a contingent offer and may use a third party administrator to conduct background checks. Background checks are performed in compliance with the Fair Credit Reporting Act.
U-M EEO/AA Statement
The University of Michigan is an equal opportunity/affirmative action employer.
The Department of Native American Studies at the University of California, Davis (UCD) invites applications for an Assistant Professor position in the area of Native American/Indigenous History, with an emphasis on North America (U.S., Mexico, Canada) to begin July 1, 2020. This position will be filled by a scholar of Native American/Indigenous history, ethnohistory, and/or historiography, with an active research agenda. The holder of this faculty position in Native American/Indigenous History should have a PhD in Native American (American Indian, Indigenous, First Nations) Studies with an emphasis on history, or in History, or a related field, and a clear commitment to Native American/Indigenous History, in terms of theory, methodology, pedagogy as they pertain to the field of Native American and Indigenous Studies. The holder of this position must be able to teach undergraduate and graduate courses focused on Native American/Indigenous History, as well as work with students at the undergraduate and graduate levels. Candidates must have a PhD in hand by the first day of classes.
We seek individuals with a commitment to the enhancement of our Native American Studies undergraduate and graduate programs. Our department is inter/multidisciplinary and hemispheric in perspective. We offer an undergraduate major and minor and graduate program (M.A., Ph.D., and D.E. Designated Emphasis) in Native American Studies.
Interested candidates should submit an application that includes a curriculum vitae, two representative writing samples or publications, student evaluations from two classes, the contact information for three references, and a statement of contributions to diversity. Candidates should submit the application packet through the Recruit online portal at: https://recruit.ucdavis.edu/apply/JPF03124
For full consideration applications should be submitted by December 1, 2019. The position is open until filled.
The University of California, Davis, and the Native American Studies Department are interested in candidates who are committed to the highest standards of scholarship and professional activities, and to the development of a campus climate that supports equality and diversity. The University of California is an Affirmative Action/equal opportunity employer.
UC Davis is a smoke- and tobacco-free campus effective January 1, 2014. Smoking, the use of smokeless tobacco products, and the use of unregulated nicotine products (e-cigarettes) will be strictly prohibited on any property owned or leased by UC Davis-- indoors and outdoors, including parking lots and residential space.
Visit our home page at https://nas.ucdavis.edu/
UC Davis supports family-friendly recruitments. See: https://academicaffairs.ucdavis.edu/local_resources/docs/work-life/wrklife%20brochure_12_13_2016.pdf
Sep 10, 2019
Full time
The Department of Native American Studies at the University of California, Davis (UCD) invites applications for an Assistant Professor position in the area of Native American/Indigenous History, with an emphasis on North America (U.S., Mexico, Canada) to begin July 1, 2020. This position will be filled by a scholar of Native American/Indigenous history, ethnohistory, and/or historiography, with an active research agenda. The holder of this faculty position in Native American/Indigenous History should have a PhD in Native American (American Indian, Indigenous, First Nations) Studies with an emphasis on history, or in History, or a related field, and a clear commitment to Native American/Indigenous History, in terms of theory, methodology, pedagogy as they pertain to the field of Native American and Indigenous Studies. The holder of this position must be able to teach undergraduate and graduate courses focused on Native American/Indigenous History, as well as work with students at the undergraduate and graduate levels. Candidates must have a PhD in hand by the first day of classes.
We seek individuals with a commitment to the enhancement of our Native American Studies undergraduate and graduate programs. Our department is inter/multidisciplinary and hemispheric in perspective. We offer an undergraduate major and minor and graduate program (M.A., Ph.D., and D.E. Designated Emphasis) in Native American Studies.
Interested candidates should submit an application that includes a curriculum vitae, two representative writing samples or publications, student evaluations from two classes, the contact information for three references, and a statement of contributions to diversity. Candidates should submit the application packet through the Recruit online portal at: https://recruit.ucdavis.edu/apply/JPF03124
For full consideration applications should be submitted by December 1, 2019. The position is open until filled.
The University of California, Davis, and the Native American Studies Department are interested in candidates who are committed to the highest standards of scholarship and professional activities, and to the development of a campus climate that supports equality and diversity. The University of California is an Affirmative Action/equal opportunity employer.
UC Davis is a smoke- and tobacco-free campus effective January 1, 2014. Smoking, the use of smokeless tobacco products, and the use of unregulated nicotine products (e-cigarettes) will be strictly prohibited on any property owned or leased by UC Davis-- indoors and outdoors, including parking lots and residential space.
Visit our home page at https://nas.ucdavis.edu/
UC Davis supports family-friendly recruitments. See: https://academicaffairs.ucdavis.edu/local_resources/docs/work-life/wrklife%20brochure_12_13_2016.pdf
Arizona State University - Mary Lou Fulton Teachers College
Phoenix, AZ, USA
of education leaders, focusing on scholarship that positively impacts local, national and global communities and influences PreK-20 education. Teachers College benefits from a legacy of excellence in research and teaching—our education graduate programs have been ranked among the best by U.S. News & World Report for 12 consecutive years. We welcome individuals who wish to shape the future of education within one of the largest and most innovative programs in the nation. We serve more than 5,000 students across three ASU campuses in the Phoenix metropolitan area, at partner school districts statewide, and online.
The successful candidate will take leadership in research and program development in mathematics education, in collaboration with nationally recognized faculty. Major responsibilities include: (1) teaching undergraduate and graduate courses in mathematics education; (2) teaching and mentoring graduate students; (3) maintaining and extending a record of scholarly productivity as demonstrated through peer-reviewed publications and presentations at national and international conferences and other high-impact dissemination activities; (4) demonstrate leadership in acquiring external funding; (5) leading and facilitating the growth and redesign of the pre-kindergarten through secondary level mathematics education program; and (6) providing service to the college, institution, profession, and community.
Required Qualifications:
An earned doctorate from an accredited institution in mathematics education or closely related field
Demonstration of effective college-level teaching in mathematics education and/or mathematics courses for pre-service teachers
Successful experience teaching mathematics in PreK – 12
Candidates qualified for the rank of Full Professor must also be eligible for tenure at Arizona State University as evidenced by scholarly accomplishment appropriate to this stage in academic career
Evidence of successful acquisition and administration of competitive external grants appropriate with rank
Demonstrated leadership in mathematics education at the college as well as local, national and/or international levels
Demonstrated ability to mentor and support faculty, graduate students and undergraduates
Desired Qualifications:
Experience integrating and delivering innovative technology with instruction
Developing online instructional materials that align with 21st-century learning skills
Experience in curriculum development for teaching mathematics
Experience working with culturally and linguistically diverse learners and in adapting instruction for children with diverse learning needs
Familiarity with state and national teaching standards
About the Program, the College and the University
Arizona State University’s Mary Lou Fulton Teachers College creates knowledge, mobilizes people and takes action to improve education. Nationally recognized as a leading innovator in teacher education and scholarly research, Mary Lou Fulton Teachers College prepares over 1,500 educators annually through bachelor’s, master’s and doctoral degree programs. Working with a mindset of creative intrapreneurship to bring positive change within organizations, Mary Lou Fulton Teachers College brings people and ideas together to improve student outcomes. We seek to develop a renewable resourcefulness in individual educators, in schools, in school districts and in communities. In line with the charter and design principles of Arizona State University, Mary Lou Fulton Teachers College asserts the following four core values:
Pursue excellence at scale to achieve impact
Exercise leadership through innovation
Champion diversity of people and ideas
Share responsibility for the strength of communities
Arizona State University is Carnegie classified as a doctoral university of highest research activity, a respected research institution in the Pac-12 Conference, and is developing a new model of an American research university: one that measures its academic quality by the education its graduates receive; one at which researchers, while pursuing their scholarly interests, and also consider the public good; and one in which faculty expand the concept of community service by accepting major responsibility for the health, economic, and social development of their communities.
For more information about the College, please visit our website at http://education.asu.edu/
Application Deadline and Procedures
The application deadline is October 25, 2019. Applications will continue to be accepted on a rolling basis for a reserve pool. Applications in the reserve pool may then be reviewed in the order in which they were received until the position is filled ; if not filled, applications will be reviewed on a rolling deadline every two weeks thereafter until the search is closed. The appointment will begin August 16, 2020. Only electronic applications will be reviewed. To submit your application, please visit apply.interfolio.com/68202
Arizona State University is a VEVRAA Federal Contractor and an Equal Opportunity / Affirmative Action Employer. All qualified applicants will be considered without regard to race, color, sex, religion, national origin, disability, protected veteran status, or any other basis protected by law. For a complete statement of ASU’s non-discrimination policy, refer to http://www.asu.edu/aad/manuals/acd/acd401.html and https://www.asu.edu/titleIX/ .
In compliance with federal law, ASU prepares an annual report on campus security and fire safety programs and resources. ASU’s Annual Security and Fire Safety Report is available online at https://www.asu.edu/police/PDFs/ASU-Clery-Report.pdf. You may request a hard copy of the report by contacting the ASU Police at 480-965-3456.
Sep 10, 2019
Full time
of education leaders, focusing on scholarship that positively impacts local, national and global communities and influences PreK-20 education. Teachers College benefits from a legacy of excellence in research and teaching—our education graduate programs have been ranked among the best by U.S. News & World Report for 12 consecutive years. We welcome individuals who wish to shape the future of education within one of the largest and most innovative programs in the nation. We serve more than 5,000 students across three ASU campuses in the Phoenix metropolitan area, at partner school districts statewide, and online.
The successful candidate will take leadership in research and program development in mathematics education, in collaboration with nationally recognized faculty. Major responsibilities include: (1) teaching undergraduate and graduate courses in mathematics education; (2) teaching and mentoring graduate students; (3) maintaining and extending a record of scholarly productivity as demonstrated through peer-reviewed publications and presentations at national and international conferences and other high-impact dissemination activities; (4) demonstrate leadership in acquiring external funding; (5) leading and facilitating the growth and redesign of the pre-kindergarten through secondary level mathematics education program; and (6) providing service to the college, institution, profession, and community.
Required Qualifications:
An earned doctorate from an accredited institution in mathematics education or closely related field
Demonstration of effective college-level teaching in mathematics education and/or mathematics courses for pre-service teachers
Successful experience teaching mathematics in PreK – 12
Candidates qualified for the rank of Full Professor must also be eligible for tenure at Arizona State University as evidenced by scholarly accomplishment appropriate to this stage in academic career
Evidence of successful acquisition and administration of competitive external grants appropriate with rank
Demonstrated leadership in mathematics education at the college as well as local, national and/or international levels
Demonstrated ability to mentor and support faculty, graduate students and undergraduates
Desired Qualifications:
Experience integrating and delivering innovative technology with instruction
Developing online instructional materials that align with 21st-century learning skills
Experience in curriculum development for teaching mathematics
Experience working with culturally and linguistically diverse learners and in adapting instruction for children with diverse learning needs
Familiarity with state and national teaching standards
About the Program, the College and the University
Arizona State University’s Mary Lou Fulton Teachers College creates knowledge, mobilizes people and takes action to improve education. Nationally recognized as a leading innovator in teacher education and scholarly research, Mary Lou Fulton Teachers College prepares over 1,500 educators annually through bachelor’s, master’s and doctoral degree programs. Working with a mindset of creative intrapreneurship to bring positive change within organizations, Mary Lou Fulton Teachers College brings people and ideas together to improve student outcomes. We seek to develop a renewable resourcefulness in individual educators, in schools, in school districts and in communities. In line with the charter and design principles of Arizona State University, Mary Lou Fulton Teachers College asserts the following four core values:
Pursue excellence at scale to achieve impact
Exercise leadership through innovation
Champion diversity of people and ideas
Share responsibility for the strength of communities
Arizona State University is Carnegie classified as a doctoral university of highest research activity, a respected research institution in the Pac-12 Conference, and is developing a new model of an American research university: one that measures its academic quality by the education its graduates receive; one at which researchers, while pursuing their scholarly interests, and also consider the public good; and one in which faculty expand the concept of community service by accepting major responsibility for the health, economic, and social development of their communities.
For more information about the College, please visit our website at http://education.asu.edu/
Application Deadline and Procedures
The application deadline is October 25, 2019. Applications will continue to be accepted on a rolling basis for a reserve pool. Applications in the reserve pool may then be reviewed in the order in which they were received until the position is filled ; if not filled, applications will be reviewed on a rolling deadline every two weeks thereafter until the search is closed. The appointment will begin August 16, 2020. Only electronic applications will be reviewed. To submit your application, please visit apply.interfolio.com/68202
Arizona State University is a VEVRAA Federal Contractor and an Equal Opportunity / Affirmative Action Employer. All qualified applicants will be considered without regard to race, color, sex, religion, national origin, disability, protected veteran status, or any other basis protected by law. For a complete statement of ASU’s non-discrimination policy, refer to http://www.asu.edu/aad/manuals/acd/acd401.html and https://www.asu.edu/titleIX/ .
In compliance with federal law, ASU prepares an annual report on campus security and fire safety programs and resources. ASU’s Annual Security and Fire Safety Report is available online at https://www.asu.edu/police/PDFs/ASU-Clery-Report.pdf. You may request a hard copy of the report by contacting the ASU Police at 480-965-3456.
Founded in 1910, The University of Southern Mississippi (Southern Miss) is a comprehensive doctoral and research-driven university with a proud history and an eye on the future. A dual-campus university, Southern Miss serves students on campuses in Hattiesburg and Long Beach, in addition to five teaching and research sites in Mississippi and online at Southern Miss. Since 2006, Southern Miss students have collected seven Goldwater Scholarships, three Truman Scholarships, and 16 National Science Foundation Graduate Research Fellowships. The Drapeau Center for Undergraduate Research affords students meaningful research opportunities, and as a proven leader in innovation, conduct transformative research that translates into real-world solutions. As one of only 36 institutions in the nation accredited in art, dance, music and theatre, Southern Miss is a haven for creativity and artistic expression. In the classroom or lab, on the playing field, or in the performance hall, Golden Eagles strive to have a positive impact on their community.
Reporting to the assistant vice president for student connections, the director of fraternity and sorority life provides leadership and vision for fraternity and sorority life engagement and promotes leadership development, chapter and council advising, policy development, and advisor support. The director supervises four full-time staff members—three council advisors and one office manager—in the oversight of 27 fraternities and sororities and the three governing councils which include: College Panhellenic Council (CPC), the Interfraternity Council (IFC) and the National Pan-Hellenic Council (NPHC). The director communicates the mission and vision of the department to the fraternity/sorority and university communities, parents, alumni, and fraternity & sorority national headquarters staff. The director will lead departmental strategic planning and vision development and will work with the fraternity and sorority community through hands-on advising, innovative and creative programming, and educational initiatives, ensuring members are healthy, are learning and feel connected which is critical to the success of the community. The director is responsible for hiring and developing a high performing and cohesive staff, budget management, and overall administration of the sorority and fraternity community.
The successful candidate will have a master’s degree in higher education, student personnel, or related field and four or more years of progressive post-masters experience in fraternity & sorority affairs, student involvement, or a related functional area in higher education. The candidate must have demonstrated management experience with budget oversight, personnel supervision, and program development. Southern Miss seeks a professional with passion, a demonstrated commitment to diversity and inclusion, student advocacy, and student-centered learning and development. Previous experience in strategic planning and an ability to build consensus and support for short and long-term goals and strong written and interpersonal communication with the ability to communicate effectively with all components of the University and external constituents will be important considerations in the selection of the director of fraternity and sorority life.
Review of applications will begin October 8, 2019 and continue until the position is filled. A resume with an accompanying cover letter may be submitted via the Spelman Johnson website at www.spelmanjohnson.com/open-positions . Nominations for this position may be emailed to Anne-Marie Kenney at amk@spelmanjohnson.com . Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.
Visit The University of Southern Mississippi website at www.usm.edu
The University of Southern Mississippi offers to all persons equal access to educational, programmatic and employment opportunities without regard to age, sex, sexual orientation, disability, pregnancy, gender identity, genetic information, religion, race, color, national origin, and/or veteran status pursuant to applicable state and federal law.
Sep 10, 2019
Full time
Founded in 1910, The University of Southern Mississippi (Southern Miss) is a comprehensive doctoral and research-driven university with a proud history and an eye on the future. A dual-campus university, Southern Miss serves students on campuses in Hattiesburg and Long Beach, in addition to five teaching and research sites in Mississippi and online at Southern Miss. Since 2006, Southern Miss students have collected seven Goldwater Scholarships, three Truman Scholarships, and 16 National Science Foundation Graduate Research Fellowships. The Drapeau Center for Undergraduate Research affords students meaningful research opportunities, and as a proven leader in innovation, conduct transformative research that translates into real-world solutions. As one of only 36 institutions in the nation accredited in art, dance, music and theatre, Southern Miss is a haven for creativity and artistic expression. In the classroom or lab, on the playing field, or in the performance hall, Golden Eagles strive to have a positive impact on their community.
Reporting to the assistant vice president for student connections, the director of fraternity and sorority life provides leadership and vision for fraternity and sorority life engagement and promotes leadership development, chapter and council advising, policy development, and advisor support. The director supervises four full-time staff members—three council advisors and one office manager—in the oversight of 27 fraternities and sororities and the three governing councils which include: College Panhellenic Council (CPC), the Interfraternity Council (IFC) and the National Pan-Hellenic Council (NPHC). The director communicates the mission and vision of the department to the fraternity/sorority and university communities, parents, alumni, and fraternity & sorority national headquarters staff. The director will lead departmental strategic planning and vision development and will work with the fraternity and sorority community through hands-on advising, innovative and creative programming, and educational initiatives, ensuring members are healthy, are learning and feel connected which is critical to the success of the community. The director is responsible for hiring and developing a high performing and cohesive staff, budget management, and overall administration of the sorority and fraternity community.
The successful candidate will have a master’s degree in higher education, student personnel, or related field and four or more years of progressive post-masters experience in fraternity & sorority affairs, student involvement, or a related functional area in higher education. The candidate must have demonstrated management experience with budget oversight, personnel supervision, and program development. Southern Miss seeks a professional with passion, a demonstrated commitment to diversity and inclusion, student advocacy, and student-centered learning and development. Previous experience in strategic planning and an ability to build consensus and support for short and long-term goals and strong written and interpersonal communication with the ability to communicate effectively with all components of the University and external constituents will be important considerations in the selection of the director of fraternity and sorority life.
Review of applications will begin October 8, 2019 and continue until the position is filled. A resume with an accompanying cover letter may be submitted via the Spelman Johnson website at www.spelmanjohnson.com/open-positions . Nominations for this position may be emailed to Anne-Marie Kenney at amk@spelmanjohnson.com . Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.
Visit The University of Southern Mississippi website at www.usm.edu
The University of Southern Mississippi offers to all persons equal access to educational, programmatic and employment opportunities without regard to age, sex, sexual orientation, disability, pregnancy, gender identity, genetic information, religion, race, color, national origin, and/or veteran status pursuant to applicable state and federal law.
Northwest Indian College
12503 Yelm Highway Southeast, Olympia, WA, USA
JOB ANNOUNCEMENT
English/Communication Instructor – P/T
OPENING DATE : September 9, 2019
REVIEW DATE: September 23, 2019
CLOSING DAT E: Open until Filled
START DATE : ASAP or 2 weeks after acceptance
LOCATION: Nisqually site
SALARY: $42.00 per credit hour
SCOPE OF WORK
Approved English Instructors are responsible for teaching pre-college and/or college level English courses as assigned. Instructors shall acknowledge the cultural perspective of students, use a variety of methods to convey necessary knowledge and skills, and develop student self-esteem. The faculty member is expected to prepare students for completion of NWIC degrees and to transfer to four-year institutions.
DUTIES & RESPONSIBILITIES
Develop course syllabi and
Teach courses in pre-college and/or college level English/Communication.
Submit necessary reports such as enrollment, assessment, progress and grading information in a timely
Order textbooks and supplies in advance of courses taught following established college
Create an environment, a presentation style and a pace in which learning is
Maintain at least ½ hour of office availability each week for each credit of lecture class
Present a Native American cultural
Submit information to their supervisor regarding scheduling proposals, budget needs and travel requests in a timely manner following established
Assist in the assessment of student learning
Participate in content area activities /work.
Participate in at least one in service or pre-service
SUPERVISORY RESPONSIBILITIES
This job has no supervisory responsibilities.
QUALIFICATIONS REQUIRED to perform this position successfully:
Minimum Qualifications
Master’s degree in English, or related
Experience teaching at the postsecondary or secondary level (TA experience acceptable; instructor experience preferred).
Must have excellent oral and written communication
Must have excellent interpersonal/people
Excellent organizational skills, handling multiple tasks and numerous student
Strong interpersonal skills and an ability to work well with all
Preferred Qualifications
Experience working in a tribal college
Experience working with and advising adult
Experience with and sensitivity to Native American people and cultural
Experience working with adult distance learning
Ability to work well on an independent basis with minimal
Ability in utilizing a variety of instructional delivery methodologies and a strong academic preparation in reading as evidenced by undergraduate and graduate level
Language Skills:
Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before groups of customers or employees of
Reasoning Ability:
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized
Computer Skills:
To perform this job successfully, an individual should have knowledge of Internet usage; Spreadsheet, PowerPoint, and Word Processing
APPLICATION PROCESS
Interested individuals should submit the following application materials directly to the NWIC Human Resources Office only.
Cover letter addressing how you meet the position qualifications
NWIC Application
Equal Employment Opportunity (EEO) form
Current and complete professional resume
Copies of college transcripts (official copy requested at time of hire)
Three letters of recommendation from persons, who are not members of your immediate family, who have firsthand knowledge of your qualifications for the position
If applicable to the position, provide copies of certificates/licenses/credentials
The job announcement and application forms are available online at www.nwic.edu/jobs or may be requested from and submitted directly to:
Human Resources Northwest Indian College
2522 Kwina Road
Bellingham, WA 98226-9278
Telephone/Fax: (360) 392-4230 Email: employment@nwic.edu
Sep 09, 2019
Part time
JOB ANNOUNCEMENT
English/Communication Instructor – P/T
OPENING DATE : September 9, 2019
REVIEW DATE: September 23, 2019
CLOSING DAT E: Open until Filled
START DATE : ASAP or 2 weeks after acceptance
LOCATION: Nisqually site
SALARY: $42.00 per credit hour
SCOPE OF WORK
Approved English Instructors are responsible for teaching pre-college and/or college level English courses as assigned. Instructors shall acknowledge the cultural perspective of students, use a variety of methods to convey necessary knowledge and skills, and develop student self-esteem. The faculty member is expected to prepare students for completion of NWIC degrees and to transfer to four-year institutions.
DUTIES & RESPONSIBILITIES
Develop course syllabi and
Teach courses in pre-college and/or college level English/Communication.
Submit necessary reports such as enrollment, assessment, progress and grading information in a timely
Order textbooks and supplies in advance of courses taught following established college
Create an environment, a presentation style and a pace in which learning is
Maintain at least ½ hour of office availability each week for each credit of lecture class
Present a Native American cultural
Submit information to their supervisor regarding scheduling proposals, budget needs and travel requests in a timely manner following established
Assist in the assessment of student learning
Participate in content area activities /work.
Participate in at least one in service or pre-service
SUPERVISORY RESPONSIBILITIES
This job has no supervisory responsibilities.
QUALIFICATIONS REQUIRED to perform this position successfully:
Minimum Qualifications
Master’s degree in English, or related
Experience teaching at the postsecondary or secondary level (TA experience acceptable; instructor experience preferred).
Must have excellent oral and written communication
Must have excellent interpersonal/people
Excellent organizational skills, handling multiple tasks and numerous student
Strong interpersonal skills and an ability to work well with all
Preferred Qualifications
Experience working in a tribal college
Experience working with and advising adult
Experience with and sensitivity to Native American people and cultural
Experience working with adult distance learning
Ability to work well on an independent basis with minimal
Ability in utilizing a variety of instructional delivery methodologies and a strong academic preparation in reading as evidenced by undergraduate and graduate level
Language Skills:
Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before groups of customers or employees of
Reasoning Ability:
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized
Computer Skills:
To perform this job successfully, an individual should have knowledge of Internet usage; Spreadsheet, PowerPoint, and Word Processing
APPLICATION PROCESS
Interested individuals should submit the following application materials directly to the NWIC Human Resources Office only.
Cover letter addressing how you meet the position qualifications
NWIC Application
Equal Employment Opportunity (EEO) form
Current and complete professional resume
Copies of college transcripts (official copy requested at time of hire)
Three letters of recommendation from persons, who are not members of your immediate family, who have firsthand knowledge of your qualifications for the position
If applicable to the position, provide copies of certificates/licenses/credentials
The job announcement and application forms are available online at www.nwic.edu/jobs or may be requested from and submitted directly to:
Human Resources Northwest Indian College
2522 Kwina Road
Bellingham, WA 98226-9278
Telephone/Fax: (360) 392-4230 Email: employment@nwic.edu
Arizona State University - Mary Lou Fulton Teachers College
Phoenix, AZ, USA
The Division of Educational Leadership and Innovation within the Mary Lou Fulton Teachers College (MLFTC) at Arizona State University (ASU) invites applicants for this tenure-track position. The College seeks a scholar who has expertise in quantitative methodology with the goal of promoting the joint agenda of positively impacting PreK-16 educational research and methodology. This faculty position will bring together the knowledge and expertise of research design, statistics, and education.
The responsibilities of the position include: 1) conducting quantitative educational research; (2) teaching graduate classes in quantitative methods and applied statistics; (3) mentoring masters and doctoral-level students; 4) developing grant proposals for external funding; and 5) providing service to the institution, profession and community. This position in the MS degree offered in Educational Sciences at Arizona State University.
Required Qualifications:
Earned doctorate from an accredited university by the time of appointment in quantitative methods, applied statistics, or closely related field
Evidence of a coherent scholarly agenda
Evidence of the ability to conduct and publish peer-reviewed research
Potential to secure external funding for research
Potential to successfully teach college courses
Desired Qualifications:
Evidence of securing external funding
Evidence of successfully teaching college courses
About the College and University
Arizona State University’s Mary Lou Fulton Teachers College creates knowledge, mobilizes people and takes action to improve education. Nationally recognized as a leading innovator in teacher education and scholarly research, Mary Lou Fulton Teachers College prepares over 1,500 educators annually through bachelor’s, master’s and doctoral degree programs. Working with a mindset of creative intrapreneurship to bring positive change within organizations, Mary Lou Fulton Teachers College brings people and ideas together to improve student outcomes. We seek to develop a renewable resourcefulness in individual educators, in schools, in school districts and in communities. In line with the charter and design principles of Arizona State University, Mary Lou Fulton Teachers College asserts the following four core values:
Pursue excellence at scale to achieve impact
Exercise leadership through innovation
Champion diversity of people and ideas
Share responsibility for the strength of communities
Arizona State University is Carnegie classified as a doctoral university of highest research activity, a respected research institution in the Pac-12 Conference, and is developing a new model of an American research university: one that measures its academic quality by the education its graduates receive; one at which researchers, while pursuing their scholarly interests, and also consider the public good; and one in which faculty expand the concept of community service by accepting major responsibility for the health, economic, and social development of their communities.
Application Deadline and Procedures
The application deadline is October 24, 2019 . Applications will continue to be accepted on a rolling basis for a reserve pool. Applications in the reserve pool may then be reviewed in the order in which they were received until the position is filled. To submit your application, please visit apply.interfolio.com/68101
Arizona State University is a VEVRAA Federal Contractor and an Equal Opportunity / Affirmative Action Employer. All qualified applicants will be considered without regard to race, color, sex, religion, national origin, disability, protected veteran status, or any other basis protected by law. For a complete statement of ASU’s non-discrimination policy, refer to http://www.asu.edu/aad/manuals/acd/acd401.html and https://www.asu.edu/titleIX/.
In compliance with federal law, ASU prepares an annual report on campus security and fire safety programs and resources. ASU’s Annual Security and Fire Safety Report is available online at https://www.asu.edu/police/PDFs/ASU-Clery-Report.pdf. You may request a hard copy of the report by contacting the ASU Police at 480-965-3456.
Sep 09, 2019
Full time
The Division of Educational Leadership and Innovation within the Mary Lou Fulton Teachers College (MLFTC) at Arizona State University (ASU) invites applicants for this tenure-track position. The College seeks a scholar who has expertise in quantitative methodology with the goal of promoting the joint agenda of positively impacting PreK-16 educational research and methodology. This faculty position will bring together the knowledge and expertise of research design, statistics, and education.
The responsibilities of the position include: 1) conducting quantitative educational research; (2) teaching graduate classes in quantitative methods and applied statistics; (3) mentoring masters and doctoral-level students; 4) developing grant proposals for external funding; and 5) providing service to the institution, profession and community. This position in the MS degree offered in Educational Sciences at Arizona State University.
Required Qualifications:
Earned doctorate from an accredited university by the time of appointment in quantitative methods, applied statistics, or closely related field
Evidence of a coherent scholarly agenda
Evidence of the ability to conduct and publish peer-reviewed research
Potential to secure external funding for research
Potential to successfully teach college courses
Desired Qualifications:
Evidence of securing external funding
Evidence of successfully teaching college courses
About the College and University
Arizona State University’s Mary Lou Fulton Teachers College creates knowledge, mobilizes people and takes action to improve education. Nationally recognized as a leading innovator in teacher education and scholarly research, Mary Lou Fulton Teachers College prepares over 1,500 educators annually through bachelor’s, master’s and doctoral degree programs. Working with a mindset of creative intrapreneurship to bring positive change within organizations, Mary Lou Fulton Teachers College brings people and ideas together to improve student outcomes. We seek to develop a renewable resourcefulness in individual educators, in schools, in school districts and in communities. In line with the charter and design principles of Arizona State University, Mary Lou Fulton Teachers College asserts the following four core values:
Pursue excellence at scale to achieve impact
Exercise leadership through innovation
Champion diversity of people and ideas
Share responsibility for the strength of communities
Arizona State University is Carnegie classified as a doctoral university of highest research activity, a respected research institution in the Pac-12 Conference, and is developing a new model of an American research university: one that measures its academic quality by the education its graduates receive; one at which researchers, while pursuing their scholarly interests, and also consider the public good; and one in which faculty expand the concept of community service by accepting major responsibility for the health, economic, and social development of their communities.
Application Deadline and Procedures
The application deadline is October 24, 2019 . Applications will continue to be accepted on a rolling basis for a reserve pool. Applications in the reserve pool may then be reviewed in the order in which they were received until the position is filled. To submit your application, please visit apply.interfolio.com/68101
Arizona State University is a VEVRAA Federal Contractor and an Equal Opportunity / Affirmative Action Employer. All qualified applicants will be considered without regard to race, color, sex, religion, national origin, disability, protected veteran status, or any other basis protected by law. For a complete statement of ASU’s non-discrimination policy, refer to http://www.asu.edu/aad/manuals/acd/acd401.html and https://www.asu.edu/titleIX/.
In compliance with federal law, ASU prepares an annual report on campus security and fire safety programs and resources. ASU’s Annual Security and Fire Safety Report is available online at https://www.asu.edu/police/PDFs/ASU-Clery-Report.pdf. You may request a hard copy of the report by contacting the ASU Police at 480-965-3456.
The Department of Public Health (DPH) at North Dakota State University invites applications for a full-time, nine-month, tenure-track faculty position at the level of Assistant/Associate Professor. The DPH offers a Master of Public Health (MPH), which is accredited through the Council on Education for Public Health (CEPH). We currently offer the MPH in four specializations, a dual MPH/PharmD (with the School of Pharmacy), and a Public Health minor for undergraduate students.
The major focus of this position will be to establish an active, independent, externally funded research program in public health. Additional expectations for this position include, but are not limited to, developing and teaching courses with a focus in one of the specific program tracks (American Indian Public Health, Community Health Sciences, Management of Infectious Disease, or Food Safety), in both face-to-face and online/distance formats, mentoring graduate students, and serving on Department and College committees. In addition, the successful candidate will be expected to contribute to the research, education, and practice mission of the department, be aware of/willing to work with the CEPH accreditation competencies and requirements, and engage in student recruitment. This position reports directly to the DPH Chair.
The mission of the NDSU Department of Public Health is to promote health and well-being through education, practice, and research with an emphasis on American Indian and other diverse and underserved populations. The Master of Public Health program holds the values of professionalism and ethics, diversity, social justice, and using an interdisciplinary team approach.
Currently, the Department of Public Health has seven full-time faculty members, XX affiliated faculty, and XX research and administrative staff. There are XXX MPH students, with approximately XX% using the distance learning option. The department, houses two research centers: the American Indian Public Health Resource Center (AIPHRC) and the Center for Immunization Research and Education (CIRE), as well as several Maternal Child Health projects. The Department of Public Health is located in the College of Health Professions, where it benefits from strong relationships with the School of Nursing and the School of Pharmacy. Additional information about the Department can be found at www.ndsu.edu/publichealth .
Minimum
Terminal degree in public health or related field
Evidence of scholarly contributions in the field of public health including, but not limited to, peer-reviewed publications, or professional meeting presentations
Evidence of ability to establish an independent research program
Experience with teaching in a university or college setting
Effective communication skills
Preferred
Professional public health training (e.g. MPH, MS in Public Health, or CPH)
Experience working with diverse and/or underserved populations
Experience working with American Indian and/or other indigenous populations
Experience with student mentoring
Experience in at least one of the existing specializations within the NDSU MPH program (American Indian Public Health, Community Health Sciences, Management of Infectious Disease, Food Safety)
Position Link: https://jobs.ndsu.edu/postings/10753
No Smoking Notice: As an employer, the State of North Dakota prohibits smoking in all places of state employment in accordance with N.D.C.C. § 23-12-10.
EO/AA Statement: North Dakota State University is an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, age, disability or veteran status.
Women & traditionally underrepresented groups are encouraged to apply.
Required application materials:
Cover letter, Curriculum Vitae, research plan (including potential funding sources and areas of potential collaboration), teaching philosophy
Sep 09, 2019
Full time
The Department of Public Health (DPH) at North Dakota State University invites applications for a full-time, nine-month, tenure-track faculty position at the level of Assistant/Associate Professor. The DPH offers a Master of Public Health (MPH), which is accredited through the Council on Education for Public Health (CEPH). We currently offer the MPH in four specializations, a dual MPH/PharmD (with the School of Pharmacy), and a Public Health minor for undergraduate students.
The major focus of this position will be to establish an active, independent, externally funded research program in public health. Additional expectations for this position include, but are not limited to, developing and teaching courses with a focus in one of the specific program tracks (American Indian Public Health, Community Health Sciences, Management of Infectious Disease, or Food Safety), in both face-to-face and online/distance formats, mentoring graduate students, and serving on Department and College committees. In addition, the successful candidate will be expected to contribute to the research, education, and practice mission of the department, be aware of/willing to work with the CEPH accreditation competencies and requirements, and engage in student recruitment. This position reports directly to the DPH Chair.
The mission of the NDSU Department of Public Health is to promote health and well-being through education, practice, and research with an emphasis on American Indian and other diverse and underserved populations. The Master of Public Health program holds the values of professionalism and ethics, diversity, social justice, and using an interdisciplinary team approach.
Currently, the Department of Public Health has seven full-time faculty members, XX affiliated faculty, and XX research and administrative staff. There are XXX MPH students, with approximately XX% using the distance learning option. The department, houses two research centers: the American Indian Public Health Resource Center (AIPHRC) and the Center for Immunization Research and Education (CIRE), as well as several Maternal Child Health projects. The Department of Public Health is located in the College of Health Professions, where it benefits from strong relationships with the School of Nursing and the School of Pharmacy. Additional information about the Department can be found at www.ndsu.edu/publichealth .
Minimum
Terminal degree in public health or related field
Evidence of scholarly contributions in the field of public health including, but not limited to, peer-reviewed publications, or professional meeting presentations
Evidence of ability to establish an independent research program
Experience with teaching in a university or college setting
Effective communication skills
Preferred
Professional public health training (e.g. MPH, MS in Public Health, or CPH)
Experience working with diverse and/or underserved populations
Experience working with American Indian and/or other indigenous populations
Experience with student mentoring
Experience in at least one of the existing specializations within the NDSU MPH program (American Indian Public Health, Community Health Sciences, Management of Infectious Disease, Food Safety)
Position Link: https://jobs.ndsu.edu/postings/10753
No Smoking Notice: As an employer, the State of North Dakota prohibits smoking in all places of state employment in accordance with N.D.C.C. § 23-12-10.
EO/AA Statement: North Dakota State University is an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, age, disability or veteran status.
Women & traditionally underrepresented groups are encouraged to apply.
Required application materials:
Cover letter, Curriculum Vitae, research plan (including potential funding sources and areas of potential collaboration), teaching philosophy
Arizona State University - Mary Lou Fulton Teachers College
Phoenix, AZ, USA
Arizona State University’s Mary Lou Fulton Teachers College is dedicated to preparing the next generation of education leaders, focusing on scholarship that positively impacts local, national and global communities and influences PreK-20 education. Teachers College benefits from a legacy of excellence in research and teaching—our education graduate programs have been ranked among the best by U.S. News & World Report for 12 consecutive years. We welcome individuals who wish to shape the future of education within one of the largest and most innovative programs in the nation. We serve more than 5,000 students across three ASU campuses in the Phoenix metropolitan area, at partner school districts statewide, and online.
The Division of Educational Leadership & Innovation in the Mary Lou Fulton Teachers College invites applications for the position of Assistant/Associate Professor of Educational Studies. This is a benefits-eligible academic year position beginning August 16, 2020. The MLFTC Bachelor of Arts in Education for Educational Studies (BAE) degree is a degree program for educators working in nonprofit settings, community institutions, civic organizations or businesses. The program does not lead to teacher certification/licensure in any U.S. state and is designed for educators in different contexts than certified K-12 classroom teachers. It prepares individuals to be creative educators, innovators, advocates, and leaders in organizations that support the development of children, youth and/or adults
The faculty members involved in this degree are dedicated to making positive social change through scholarship, teaching, and service. The ideal candidate is focused on teaching a wide range of diverse learners (e.g., racially, economically, linguistically, culturally) and scholarship with education broadly defined in multiple settings and societies. The successful candidate will: 1) teach in the Educational Studies program and other relevant programs in MLFTC; 2) effectively team with colleagues to improve the Educational Studies and related programs; 3) maintain and improve program ties with educational stakeholders in local and distant communities; 4) maintain an active research agenda; 5) provide service to the institution, profession, and community.
Required Qualifications:
Earned doctorate by August 16, 2020, from an accredited university in educational studies or a related field (e.g., informal education, non-formal education, social pedagogy, learning sciences, global education, educational foundations, education policy, educational psychology, sociology of education, multicultural education, adult education, workforce development, urban leadership, public policy, public affairs)
Evidence of a focused scholarly agenda within contexts such as workplaces, community institutions, governmental agencies, civic organizations, or businesses
Evidence of successful college-level teaching a wide range of diverse learners (e.g., racially, economically, linguistically, culturally)
Evidence of successful college-level online teaching
Candidates qualified for the rank of Associate Professor must also be eligible for tenure at Arizona State University
Desired Qualifications:
Scholarship
Evidence of or potential for obtaining external funding
Record of establishing research relationships and partnerships with non-profit, and/or private sector organizations, governmental or community agencies, civic organizations
Experience engaging in collaborative research
Teaching
Experience developing curriculum, courses, and/or programs
Experience developing online courses
Experience managing a team of instructors in large-enrollment online courses
Service
A record of or potential for accomplished service to the field and/or professional community to further educational studies policy, organizations, and/or initiatives
Service that demonstrates a commitment to equity and diversity in education
About the Program, the College and the University
Arizona State University’s Mary Lou Fulton Teachers College creates knowledge, mobilizes people and takes action to improve education. Nationally recognized as a leading innovator in teacher education and scholarly research, Mary Lou Fulton Teachers College prepares over 1,500 educators annually through bachelor’s, master’s and doctoral degree programs. Working with a mindset of creative intrapreneurship to bring positive change within organizations, Mary Lou Fulton Teachers College brings people and ideas together to improve student outcomes. We seek to develop a renewable resourcefulness in individual educators, in schools, in school districts and in communities. In line with the charter and design principles of Arizona State University, Mary Lou Fulton Teachers College asserts the following four core values:
Pursue excellence at scale to achieve impact
Exercise leadership through innovation
Champion diversity of people and ideas
Share responsibility for the strength of communities
Arizona State University is Carnegie classified as a doctoral university of highest research activity, a respected research institution in the Pac-12 Conference, and is developing a new model of an American research university: one that measures its academic quality by the education its graduates receive; one at which researchers, while pursuing their scholarly interests, and also consider the public good; and one in which faculty expand the concept of community service by accepting major responsibility for the health, economic, and social development of their communities.
For more information about the College, please visit our website at http://education.asu.edu/
Application Deadline and Procedures
The application deadline is October 20, 2019 . Applications will continue to be accepted on a rolling basis for a reserve pool. Applications in the reserve pool may then be reviewed in the order in which they were received until the position is filled. Only electronic applications will be reviewed. To submit your application, please visit apply.interfolio.com/68011 .
Arizona State University is a VEVRAA Federal Contractor and an Equal Opportunity / Affirmative Action Employer. All qualified applicants will be considered without regard to race, color, sex, religion, national origin, disability, protected veteran status, or any other basis protected by law. For a complete statement of ASU’s non-discrimination policy, refer to http://www.asu.edu/aad/manuals/acd/acd401.html and https://www.asu.edu/titleIX/ .
In compliance with federal law, ASU prepares an annual report on campus security and fire safety programs and resources. ASU’s Annual Security and Fire Safety Report is available online at https://www.asu.edu/police/PDFs/ASU-Clery-Report.pdf. You may request a hard copy of the report by contacting the ASU Police at 480-965-3456.
Sep 06, 2019
Full time
Arizona State University’s Mary Lou Fulton Teachers College is dedicated to preparing the next generation of education leaders, focusing on scholarship that positively impacts local, national and global communities and influences PreK-20 education. Teachers College benefits from a legacy of excellence in research and teaching—our education graduate programs have been ranked among the best by U.S. News & World Report for 12 consecutive years. We welcome individuals who wish to shape the future of education within one of the largest and most innovative programs in the nation. We serve more than 5,000 students across three ASU campuses in the Phoenix metropolitan area, at partner school districts statewide, and online.
The Division of Educational Leadership & Innovation in the Mary Lou Fulton Teachers College invites applications for the position of Assistant/Associate Professor of Educational Studies. This is a benefits-eligible academic year position beginning August 16, 2020. The MLFTC Bachelor of Arts in Education for Educational Studies (BAE) degree is a degree program for educators working in nonprofit settings, community institutions, civic organizations or businesses. The program does not lead to teacher certification/licensure in any U.S. state and is designed for educators in different contexts than certified K-12 classroom teachers. It prepares individuals to be creative educators, innovators, advocates, and leaders in organizations that support the development of children, youth and/or adults
The faculty members involved in this degree are dedicated to making positive social change through scholarship, teaching, and service. The ideal candidate is focused on teaching a wide range of diverse learners (e.g., racially, economically, linguistically, culturally) and scholarship with education broadly defined in multiple settings and societies. The successful candidate will: 1) teach in the Educational Studies program and other relevant programs in MLFTC; 2) effectively team with colleagues to improve the Educational Studies and related programs; 3) maintain and improve program ties with educational stakeholders in local and distant communities; 4) maintain an active research agenda; 5) provide service to the institution, profession, and community.
Required Qualifications:
Earned doctorate by August 16, 2020, from an accredited university in educational studies or a related field (e.g., informal education, non-formal education, social pedagogy, learning sciences, global education, educational foundations, education policy, educational psychology, sociology of education, multicultural education, adult education, workforce development, urban leadership, public policy, public affairs)
Evidence of a focused scholarly agenda within contexts such as workplaces, community institutions, governmental agencies, civic organizations, or businesses
Evidence of successful college-level teaching a wide range of diverse learners (e.g., racially, economically, linguistically, culturally)
Evidence of successful college-level online teaching
Candidates qualified for the rank of Associate Professor must also be eligible for tenure at Arizona State University
Desired Qualifications:
Scholarship
Evidence of or potential for obtaining external funding
Record of establishing research relationships and partnerships with non-profit, and/or private sector organizations, governmental or community agencies, civic organizations
Experience engaging in collaborative research
Teaching
Experience developing curriculum, courses, and/or programs
Experience developing online courses
Experience managing a team of instructors in large-enrollment online courses
Service
A record of or potential for accomplished service to the field and/or professional community to further educational studies policy, organizations, and/or initiatives
Service that demonstrates a commitment to equity and diversity in education
About the Program, the College and the University
Arizona State University’s Mary Lou Fulton Teachers College creates knowledge, mobilizes people and takes action to improve education. Nationally recognized as a leading innovator in teacher education and scholarly research, Mary Lou Fulton Teachers College prepares over 1,500 educators annually through bachelor’s, master’s and doctoral degree programs. Working with a mindset of creative intrapreneurship to bring positive change within organizations, Mary Lou Fulton Teachers College brings people and ideas together to improve student outcomes. We seek to develop a renewable resourcefulness in individual educators, in schools, in school districts and in communities. In line with the charter and design principles of Arizona State University, Mary Lou Fulton Teachers College asserts the following four core values:
Pursue excellence at scale to achieve impact
Exercise leadership through innovation
Champion diversity of people and ideas
Share responsibility for the strength of communities
Arizona State University is Carnegie classified as a doctoral university of highest research activity, a respected research institution in the Pac-12 Conference, and is developing a new model of an American research university: one that measures its academic quality by the education its graduates receive; one at which researchers, while pursuing their scholarly interests, and also consider the public good; and one in which faculty expand the concept of community service by accepting major responsibility for the health, economic, and social development of their communities.
For more information about the College, please visit our website at http://education.asu.edu/
Application Deadline and Procedures
The application deadline is October 20, 2019 . Applications will continue to be accepted on a rolling basis for a reserve pool. Applications in the reserve pool may then be reviewed in the order in which they were received until the position is filled. Only electronic applications will be reviewed. To submit your application, please visit apply.interfolio.com/68011 .
Arizona State University is a VEVRAA Federal Contractor and an Equal Opportunity / Affirmative Action Employer. All qualified applicants will be considered without regard to race, color, sex, religion, national origin, disability, protected veteran status, or any other basis protected by law. For a complete statement of ASU’s non-discrimination policy, refer to http://www.asu.edu/aad/manuals/acd/acd401.html and https://www.asu.edu/titleIX/ .
In compliance with federal law, ASU prepares an annual report on campus security and fire safety programs and resources. ASU’s Annual Security and Fire Safety Report is available online at https://www.asu.edu/police/PDFs/ASU-Clery-Report.pdf. You may request a hard copy of the report by contacting the ASU Police at 480-965-3456.
The University of Massachusetts Amherst (UMass) is a public research and land-grant university in Amherst, Massachusetts and the flagship of the University of Massachusetts system. With over 6,300 faculty and staff and more than 30,000 students, UMass Amherst is the largest public university in New England and is ranked among the top 30 public universities in the nation. The campus, located on nearly 1,450 acres in the scenic Pioneer Valley in Western Massachusetts, provides a rich cultural environment in a suburban setting yet close to major urban centers. In addition, the University is part of the Five Colleges Consortium (including Amherst College, Hampshire College, Mount Holyoke College, and Smith College), which adds to the intellectual energy of the region.
The senior director and deputy chief human resources officer provides expert advice and direction on matters of organizational design, employee relations, and other personnel matters for a diverse and dynamic campus community. The successful candidate will provide leadership and oversight to the Labor & Employee Relations, Workplace Learning and Development, and Partnership for Worker Education units, championing initiatives and efforts within these units and representing these areas campus wide. The University currently works with 11 collective bargaining units representing over 90% of University employees. The senior director will build excellent, collaborative departmental teams focused on creating synergy and workplace innovation; will lead strategic planning efforts for the Human Resources division in collaboration with the leadership team; and will partner with campus constituencies to advance Human Resources as an effective, strategic resource on campus.
The senior director will design and execute project plans which emphasize consensus building and effective implementation strategies across all of the campus’ decentralized Human Resources offices. In support of the University’s mission, the senior director will champion a metrics framework for Human Resources--leading efforts to identify and create a comprehensive metrics dashboard focused on improving organizational performance and providing stronger customer service and direction to the multiple Human Resources units located in the schools, colleges, and divisions that comprise this flagship campus. The senior director partners with the vice chancellor of human resources and senior campus leadership on campus initiatives which impact the University workforce, assisting on employee matters involving a high level of sensitivity, confidentiality, and/or complexity. The senior director has 5 direct reports, 18 professional and administrative support staff within their portfolio, and will assist in managing the divisional budget of approximately $4 million. Reporting to the vice chancellor and chief human resources officer and serving as a member of the human resources senior leadership team, the senior director leads the department in the absence of the vice chancellor.
The successful candidate must have an earned bachelor’s degree and a demonstrated record of progressive and substantive responsibilities and management of human resource functions—including experience supervising and managing a team of human resource professionals preferably in an organization with union employees. A master's degree or juris doctor, progressive human resource experience with at least two years in an executive role in higher education or similarly complex non-profit, HRCI or SHRM certification, and experience with labor relations are preferred. The successful candidate will be a data driven leader, with experience creating systems to monitor key performance indicators, and will have led change processes in a complex, decentralized environment. A strategic thinker and planner with the expertise, energy, and interpersonal skills to build and cultivate influential and credible relationships across the organization and lead programs to new levels of excellence will be needed for this inaugural position. The successful candidate must be knowledgeable of evolving employment and employee relations trends; possess strategic change management skills coupled with strong staff, organizational development, and budget management abilities; demonstrate strong supervisory and team-building capabilities; and possess a goal-oriented, data-driven approach to generating measurable outcomes and assessments of services.
Review of applications will begin October 1, 2019 and continue until the position is filled. A resume with an accompanying cover letter may be submitted via the Spelman Johnson website at www.spelmanjohnson.com/open-positions . Nominations for this position may be emailed to Anne-Marie Kenney at amk@spelmanjohnson.com or Ellen Heffernan at eth@spelmanjohnson.com . Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.
Visit the UMass Amherst website at www.umass.edu
UMass Amherst is committed to a policy of equal opportunity without regard to race, color, religion, gender, gender identity or expression, age, sexual orientation, national origin, ancestry, disability, military status, or genetic information in employment, admission to and participation in academic programs, activities, and services, and the selection of vendors who provide services or products to the University. To fulfill that policy, UMass Amherst is further committed to a program of affirmative action to eliminate or mitigate artificial barriers and to increase opportunities for the recruitment and advancement of qualified minorities, women, persons with disabilities, and covered veterans. It is the policy of the UMass Amherst to comply with the applicable federal and state statutes, rules, and regulations concerning equal opportunity and affirmative action.
Sep 05, 2019
Full time
The University of Massachusetts Amherst (UMass) is a public research and land-grant university in Amherst, Massachusetts and the flagship of the University of Massachusetts system. With over 6,300 faculty and staff and more than 30,000 students, UMass Amherst is the largest public university in New England and is ranked among the top 30 public universities in the nation. The campus, located on nearly 1,450 acres in the scenic Pioneer Valley in Western Massachusetts, provides a rich cultural environment in a suburban setting yet close to major urban centers. In addition, the University is part of the Five Colleges Consortium (including Amherst College, Hampshire College, Mount Holyoke College, and Smith College), which adds to the intellectual energy of the region.
The senior director and deputy chief human resources officer provides expert advice and direction on matters of organizational design, employee relations, and other personnel matters for a diverse and dynamic campus community. The successful candidate will provide leadership and oversight to the Labor & Employee Relations, Workplace Learning and Development, and Partnership for Worker Education units, championing initiatives and efforts within these units and representing these areas campus wide. The University currently works with 11 collective bargaining units representing over 90% of University employees. The senior director will build excellent, collaborative departmental teams focused on creating synergy and workplace innovation; will lead strategic planning efforts for the Human Resources division in collaboration with the leadership team; and will partner with campus constituencies to advance Human Resources as an effective, strategic resource on campus.
The senior director will design and execute project plans which emphasize consensus building and effective implementation strategies across all of the campus’ decentralized Human Resources offices. In support of the University’s mission, the senior director will champion a metrics framework for Human Resources--leading efforts to identify and create a comprehensive metrics dashboard focused on improving organizational performance and providing stronger customer service and direction to the multiple Human Resources units located in the schools, colleges, and divisions that comprise this flagship campus. The senior director partners with the vice chancellor of human resources and senior campus leadership on campus initiatives which impact the University workforce, assisting on employee matters involving a high level of sensitivity, confidentiality, and/or complexity. The senior director has 5 direct reports, 18 professional and administrative support staff within their portfolio, and will assist in managing the divisional budget of approximately $4 million. Reporting to the vice chancellor and chief human resources officer and serving as a member of the human resources senior leadership team, the senior director leads the department in the absence of the vice chancellor.
The successful candidate must have an earned bachelor’s degree and a demonstrated record of progressive and substantive responsibilities and management of human resource functions—including experience supervising and managing a team of human resource professionals preferably in an organization with union employees. A master's degree or juris doctor, progressive human resource experience with at least two years in an executive role in higher education or similarly complex non-profit, HRCI or SHRM certification, and experience with labor relations are preferred. The successful candidate will be a data driven leader, with experience creating systems to monitor key performance indicators, and will have led change processes in a complex, decentralized environment. A strategic thinker and planner with the expertise, energy, and interpersonal skills to build and cultivate influential and credible relationships across the organization and lead programs to new levels of excellence will be needed for this inaugural position. The successful candidate must be knowledgeable of evolving employment and employee relations trends; possess strategic change management skills coupled with strong staff, organizational development, and budget management abilities; demonstrate strong supervisory and team-building capabilities; and possess a goal-oriented, data-driven approach to generating measurable outcomes and assessments of services.
Review of applications will begin October 1, 2019 and continue until the position is filled. A resume with an accompanying cover letter may be submitted via the Spelman Johnson website at www.spelmanjohnson.com/open-positions . Nominations for this position may be emailed to Anne-Marie Kenney at amk@spelmanjohnson.com or Ellen Heffernan at eth@spelmanjohnson.com . Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.
Visit the UMass Amherst website at www.umass.edu
UMass Amherst is committed to a policy of equal opportunity without regard to race, color, religion, gender, gender identity or expression, age, sexual orientation, national origin, ancestry, disability, military status, or genetic information in employment, admission to and participation in academic programs, activities, and services, and the selection of vendors who provide services or products to the University. To fulfill that policy, UMass Amherst is further committed to a program of affirmative action to eliminate or mitigate artificial barriers and to increase opportunities for the recruitment and advancement of qualified minorities, women, persons with disabilities, and covered veterans. It is the policy of the UMass Amherst to comply with the applicable federal and state statutes, rules, and regulations concerning equal opportunity and affirmative action.
Salem State University invites inquiries, nominations, and applications for the position of vice president for diversity and inclusion, the university’s chief diversity officer.
Located just 15 miles north of Boston in Salem, Massachusetts, and enrolling 8,500 students, Salem State has enjoyed a remarkable trajectory from its origins as a normal school focused exclusively on teacher preparation to a comprehensive public university with an array of undergraduate and graduate programs. The university provides a diverse community of learners a high-quality, student-centered education that prepares them to be leaders within their chosen professions and to contribute responsibly and creatively to a global society. Salem State serves as an important partner in the economic, cultural, and intellectual vitality of the state’s North Shore region.
Recognized as having the most diverse student body of the nine state universities, Salem State is deeply committed to fostering a culture of inclusion and belonging while achieving greater diversity among its faculty, staff, and students. The vice president for diversity and inclusion will build on efforts already underway to catalyze transformational change and further the university’s vision of a vibrant community characterized in all it does by a central commitment to inclusive excellence. The new vice president will find support structures and a community of students, staff, and faculty of diverse backgrounds and identities that are devoted to the urgency of the task. Salem State currently enjoys energetic student groups and active employee resource groups (ERGs) that promote diversity, openness, understanding, and inclusiveness, as well as regional and national affiliations in organizations such as the National Coalition Building Institute and the Leading for Change Higher Education Diversity Consortium.
Reporting to President John D. Keenan, who took office as Salem State’s 14th president in August 2017, the vice president for diversity and inclusion (vice president) will elevate the important work of transforming the university into a learning community where diversity and inclusion are woven throughout the fabric of the institution, where responsibility for inclusiveness extends to everyone on campus, and where the definition of inclusion is rooted in equity and social justice. The vice president will participate fully in the senior leadership of the university and serve on the President’s Executive Council and the President’s Leadership Cabinet; conduct an inventory of existing diversity and inclusion initiatives to identify strengths, gaps, and opportunities; guide the campus community in crafting and implementing a campuswide strategic plan for inclusive excellence; serve as a resource to schools, colleges, and divisions as they develop unit-level inclusive excellence strategic plans; develop and lead the university’s Office of Diversity and Inclusion; expand pathways for assessing, understanding, and improving the campus climate; and serve as an ambassador for the university and its commitment to diversity and inclusion externally in Salem, throughout the North Shore region, and beyond.
The vice president will serve as an ex-officio member of the university’s advisory committee on diversity, equity, and inclusion. The vice president will collaborate closely with the Office of Human Resources and Equal Opportunity, which has responsibility for the university’s compliance efforts in the areas of equal opportunity, affirmative action, harassment and discrimination prevention, and compliance with all applicable state and federal civil rights laws. The vice president will convene a cabinet (coordinating council) of diversity, equity, and inclusion officers from across the campus to facilitate communication, collaboration, and sharing of ideas across divisions of the university; guide the implementation of inclusive excellence strategies and tactics; ensure the development and mobilization of initiatives related to each unit’s inclusive excellence strategic plan; and establish systems of accountability and assessment using data-driven metrics to measure progress toward goals.
Salem State University seeks candidates whose education, perspectives, and experiences have prepared them to serve in a role at the most senior level of the university with responsibility for driving the institutional change needed to create an increasingly diverse, equitable, and inclusive environment. The ideal candidate will be a strategic leader, skilled administrator, collaborative partner, convener, and community builder who has experience advancing inclusive excellence and positive change in complex communities. This person will be adept at fostering dialogue with multiple constituencies, building coalitions, and achieving results through influence, force of intellect, and dynamism of personality. The successful candidate will have an advanced degree; a deep and intersectional understanding of the dynamics of difference, privilege, and power; and the energy, enthusiasm, drive, emotional intelligence, and gravitas necessary to achieve ambitious goals.
Salem State has retained Spelman Johnson to assist with this search. Review of applications will continue until the position is filled; complete applications received by October 4, 2019, will be assured full consideration. A resume with an accompanying cover letter may be submitted via the Spelman Johnson website at http://www.spelmanjohnson.com/open-positions . Confidential inquiries and nominations should be directed to Jim Norfleet at jmn@spelmanjohnson.com. Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.
Visit the Salem State University website at www.salemstate.edu
Salem State University is an equal opportunity/affirmative action employer. Persons of color, women, and persons with disabilities are strongly urged to apply.
Sep 05, 2019
Full time
Salem State University invites inquiries, nominations, and applications for the position of vice president for diversity and inclusion, the university’s chief diversity officer.
Located just 15 miles north of Boston in Salem, Massachusetts, and enrolling 8,500 students, Salem State has enjoyed a remarkable trajectory from its origins as a normal school focused exclusively on teacher preparation to a comprehensive public university with an array of undergraduate and graduate programs. The university provides a diverse community of learners a high-quality, student-centered education that prepares them to be leaders within their chosen professions and to contribute responsibly and creatively to a global society. Salem State serves as an important partner in the economic, cultural, and intellectual vitality of the state’s North Shore region.
Recognized as having the most diverse student body of the nine state universities, Salem State is deeply committed to fostering a culture of inclusion and belonging while achieving greater diversity among its faculty, staff, and students. The vice president for diversity and inclusion will build on efforts already underway to catalyze transformational change and further the university’s vision of a vibrant community characterized in all it does by a central commitment to inclusive excellence. The new vice president will find support structures and a community of students, staff, and faculty of diverse backgrounds and identities that are devoted to the urgency of the task. Salem State currently enjoys energetic student groups and active employee resource groups (ERGs) that promote diversity, openness, understanding, and inclusiveness, as well as regional and national affiliations in organizations such as the National Coalition Building Institute and the Leading for Change Higher Education Diversity Consortium.
Reporting to President John D. Keenan, who took office as Salem State’s 14th president in August 2017, the vice president for diversity and inclusion (vice president) will elevate the important work of transforming the university into a learning community where diversity and inclusion are woven throughout the fabric of the institution, where responsibility for inclusiveness extends to everyone on campus, and where the definition of inclusion is rooted in equity and social justice. The vice president will participate fully in the senior leadership of the university and serve on the President’s Executive Council and the President’s Leadership Cabinet; conduct an inventory of existing diversity and inclusion initiatives to identify strengths, gaps, and opportunities; guide the campus community in crafting and implementing a campuswide strategic plan for inclusive excellence; serve as a resource to schools, colleges, and divisions as they develop unit-level inclusive excellence strategic plans; develop and lead the university’s Office of Diversity and Inclusion; expand pathways for assessing, understanding, and improving the campus climate; and serve as an ambassador for the university and its commitment to diversity and inclusion externally in Salem, throughout the North Shore region, and beyond.
The vice president will serve as an ex-officio member of the university’s advisory committee on diversity, equity, and inclusion. The vice president will collaborate closely with the Office of Human Resources and Equal Opportunity, which has responsibility for the university’s compliance efforts in the areas of equal opportunity, affirmative action, harassment and discrimination prevention, and compliance with all applicable state and federal civil rights laws. The vice president will convene a cabinet (coordinating council) of diversity, equity, and inclusion officers from across the campus to facilitate communication, collaboration, and sharing of ideas across divisions of the university; guide the implementation of inclusive excellence strategies and tactics; ensure the development and mobilization of initiatives related to each unit’s inclusive excellence strategic plan; and establish systems of accountability and assessment using data-driven metrics to measure progress toward goals.
Salem State University seeks candidates whose education, perspectives, and experiences have prepared them to serve in a role at the most senior level of the university with responsibility for driving the institutional change needed to create an increasingly diverse, equitable, and inclusive environment. The ideal candidate will be a strategic leader, skilled administrator, collaborative partner, convener, and community builder who has experience advancing inclusive excellence and positive change in complex communities. This person will be adept at fostering dialogue with multiple constituencies, building coalitions, and achieving results through influence, force of intellect, and dynamism of personality. The successful candidate will have an advanced degree; a deep and intersectional understanding of the dynamics of difference, privilege, and power; and the energy, enthusiasm, drive, emotional intelligence, and gravitas necessary to achieve ambitious goals.
Salem State has retained Spelman Johnson to assist with this search. Review of applications will continue until the position is filled; complete applications received by October 4, 2019, will be assured full consideration. A resume with an accompanying cover letter may be submitted via the Spelman Johnson website at http://www.spelmanjohnson.com/open-positions . Confidential inquiries and nominations should be directed to Jim Norfleet at jmn@spelmanjohnson.com. Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.
Visit the Salem State University website at www.salemstate.edu
Salem State University is an equal opportunity/affirmative action employer. Persons of color, women, and persons with disabilities are strongly urged to apply.
