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  • October 20, 2014
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CEPS Program Newsletter #052 – October 14, 2014


Cultural and Educational Policy Studies, Loyola University Chicago


CEPS Students and Alumni-

Below please find information on a great set of courses that we have scheduled for this Spring as well as a set of fantastic departmental events coming up. Make sure to attend Professor Shuffelton’s Spencer Foundation-funded conference on gun violence on schools on Saturday October 25th [A.3.] as well as the workshop and lecture on human rights being offered by Monisha Bajaj of the University of San Francisco on Tuesday November 4th [A.4.].  If you know of events or opportunities that can be shared via this newsletter please email them to my Graduate Assistant Michael Hines (mhines2@luc.edu).

~Prof. Noah W. Sobe, CEPS Program Chair and Graduate Program Director


CEPS Program Newsletter #52 – October 14, 2014


Table of Contents:



1. CEPS Spring 2015 Course Offerings

2. CEPS Graduate Writing Tutor Available

3. Conference on “Theorizing Gun Violence in Schools”, Saturday October 25th (WTC)

4. Professor Monisha Bajaj lecturing and running workshop on Human Rights Education Tuesday November 4, 2pm-4pm workshop and lecture 6pm-7pm (WTC)

5. Professor Miriain Warde lecturing on the history of childhood in Brazil, Thursday November 6, 5pm (LSC)

6. Wellness Center Dissertation and Thesis Support Group, Fridays 2:00-3:15pm (LSC)

7. Upcoming University, SOE & Graduate School Deadlines.



1. Call for Applications: Critical Language Scholarship (CLS) Program Deadline: Applications must be submitted by November 12, 2014.

2. Upcoming Conference: 7th Annual Chicago International Education Conference presented by the Center for International Studies, University of Chicago. Deadline: Conference will be held November 7, 2014.

3. Call for papers: Global Studies of Childhood (Special Issue entitled Philosophical and Sociological Perspectives on Childhood, Youth and Adolescence: Troubling the Global/Local Nexus) Deadline: Abstracts must be submitted by March 31, 2015.

4. Call for proposals: Comparative and International Education Society (CIES) March 8-13, 2015 (Washington DC) – Deadline: December 1, 2014.

5. Call for papers: Transformative Researchers and Educators for Democracy (TRED) Annual Conference at University of Massachusetts (Dartmouth), November 14-15, 2014.



1. Fall Educational Issues Forum, Principal Leadership; Principal Voice: Chicago Principals Share Their Views. Presented by the DePaul College of Education. Wednesday October 22, 2014.

2. Graduate Student Resources from the Forum on Education Abroad.

3. James Anderson to deliver A Long Shadow: The American Pursuit of Political Justice and Educational Equality, the Eleventh Annual Brown Lecture in Educational Research for American Educational Research Association (AERA),  Thursday, October 23, 2014.



1. Assistant Professor of Education (Liberal Studies) at California State University, Monterey Bay. Deadline: October 10, 2014.

  1. Assistant Professor, in Children’s Studies (Contemporary Global Youth Cultures) at York University. Deadline: October 31, 2014

3. Assistant Professor of Qualitative Research and Educational Foundations at University of North Dakota. Deadline: November 1, 2014.

4. Assistant Professor of Education, Associate Professor of Education (untenured), or Professor of Education at Harvard Graduate School of Education. Deadline: November 1, 2014.

5. Assistant or Associate Professor (with tenure) in Education Policy and Leadership at the Peabody School, Vanderbilt University. Deadline: November 1, 2014

6. Associate of Full Professor (with tenure) in Education Policy and Leadership at the Peabody School, Vanderbilt University. Deadline November 1, 2014.

7. Student Affairs/Student Services Intern, at the American University of Kuwait. Deadline: November 3, 2014.






A.1. CEPS Spring 2015 Courses — In Spring 2015 CEPS will, as usual, be offering a set of first-tier courses in our various areas of specialization as well as two advanced seminars.


* ELPS 405 Intro to Educational Policy Analysis (Jules) WTC Mondays 7:00-9:30

* ELPS 412 Sociology of Urban Education and Policy (Phillippo) WTC Tuesdays 4:15-6:45

* ELPS 420 Philosophy of Education (Shuffelton) WTC Wednesdays 7:00-9:30

* ELPS 444 History of American Education (TBD) WTC Thursdays 7:00-9:30


* ELPS 458 International Education (Jules) WTC Mondays 4:15-6:45

* ELPS 510 Sociology of Education Seminar: Sociology of Teaching (Phillippo) WTC Tuesdays 7:00-9:30


In addition to the above courses Professor Sobe will be co-teaching an interdisciplinary cross-School of Education seminar on Immigration and Education on Thursdays 4:15-6:45 – enrollment in this course will be limited and additional information will be circulated shortly.


A.2. We are pleased to announce that Samantha Deane, a CEPS PhD student, has joined Loyola’s Writing Center as a volunteer graduate writing tutor. Tutoring sessions can be scheduled between 4:00 and  6:00 on Tuesdays and Thursdays, and are available to anyone, regardless of your writing prowess or stage in the writing process.  This is not a place for copy-editing; rather it is a place for a conversation about your ideas and how to communicate them.  Whether you consider yourself a writing expert or  novice, love writing or hate it, tutoring sessions seek to push your ideas and your writing to new levels.  In order to sign up for a tutoring session go to https://luc.mywconline.com/ to first register an account, and then sign in.  When you  sign in, select Corboy Law Room 811, Graduate from the pull-down menu.  This will ensure that they can sign up with a graduate writing tutor rather than an undergrad.  You may (always) sign up to work with any tutor, but if you’d like to work with Sam please look for her name in the left column and sign up for an available slot.


A.3. The Department of Cultural and Educational Policy Studies and The School of Education at Loyola University Chicago are pleased to announce a conference, to be held on October 25th, 2014. An international team of scholars will present fresh and substantive contributions on “Theorizing Gun Violence in Schools.”  Presentations will address a range of relevant questions, including: Why are schools stages for gun violence? What might school shootings say about schools’ education of students’ emotions? What part does media play? How is gun violence related to the US history of racial oppression? How does violence look from an international perspective?  What part does masculine honor play?  What are appropriate policy responses to gun violence in schools?  The conference, at Loyola’s Water Tower Campus, will run from 9-5 on October 25th and is free and open to the public.  We welcome all who are interested in the timely subject of school violence.  RSVP to Attend at: http://www.luc.edu/rsvpsoe


A.4. Mark your calendars: on Tuesday November 4th Professor Monisha Bajaj of the University of San Francisco will be a special guest of CEPS, Loyola’s School of Education and Loyola’s Center for the Human Rights of the Child. From 2pm-4pm Professor Bajaj will lead a free, public workshop titled “Human Rights Education 101”.  Location WTC, Advance registration required (information will be sent out shortly).  Then from 6pm-7pm in Corboy 205 Professor Bajaj will deliver a lecture titled “The Right to Education in Global Perspective”.  Additional information on Professor Bajaj is available at http://www.usfca.edu/Faculty/Monisha_Bajaj/ Please join us for either or both of these exciting events.


A.5. CEPS is pleased to welcome to be hosting Professor Mirian Warde of UNIFESP, the Federal University of Sao Paulo, Brazil, who will be giving a lecture titled “The History of Childhood in Brazil through the Pages of a Newspaper: 1875-1910” on Thursday November 6, 2014 from 5:00pm-6:00 pm in Cuneo Hall 103 on Lake Shore Campus.


A.6. The Wellness Center encourages graduate students working on a thesis or dissertation to make use of its Dissertation and Thesis Support Group. Do you find the research and writing process isolating? Are you dealing with writer’s block?  Are members of your committee steering you in five different directions?  Are you smoking more cigarettes than ever before?  Are you procrastinating so much that your kitchen has never been cleaner?  Completing research projects is difficult work—but you do not have to be in it alone!  Please attend a weekly group facilitated by Wellness Center clinical psychologist David deBoer. Members of this ongoing interactive group commit to support, cajole and encourage one another in overcoming the blocks to productivity and moving forward with your project.  The group is open to graduate students at any stage in the process of completing either a master’s thesis or a doctoral dissertation.  This group meets Fridays, 2:00—3:15 p.m., beginning Friday, Sept.26th, at the LSC Wellness Center, Granada Center, 3rd Floor.  To request group membership or for further information, new and returning members please contact Dr. David deBoer at ddeboer@luc.edu or by calling (773) 508-2546.


A.7. Upcoming University, SOE & Graduate School Deadlines

* October 30: Spring 2015 Registration begins






B.1. The U.S. Department of State is pleased to announce the opening of the scholarship competition for the 2015 Critical Language Scholarship (CLS) Program in thirteen critical foreign languages. The CLS Program is a program of the U.S. Department of State, Bureau of Educational and Cultural Affairs. It is a fully-funded overseas language program for American undergraduate and graduate students. With the goal of broadening the base of Americans studying and mastering critical languages and to build relationships between the people of the United States and other countries, CLS provides study opportunities to a diverse range of students from across the United States at every level of language learning.  The thirteen CLS languages are: Arabic, Azerbaijani, Bangla, Chinese, Hindi, Indonesian, Japanese, Korean, Persian, Punjabi, Russian, Turkish, and Urdu. Please note that participants in the CLS Program are not required to have any experience studying critical languages for most of the thirteen languages. Arabic, Chinese, Persian, Russian, and Japanese institutes have language prerequisites, which can be found on the CLS website: http://www.clscholarship.org. The CLS Program seeks participants with diverse interests, from a wide variety of fields of study, backgrounds and career paths, with the purpose of representing the full diversity of professional, regional, cultural and academic backgrounds in the United States. Thus, students from all academic disciplines, including business, engineering, law, medicine, science, social sciences, arts and humanities are encouraged to apply. There is no service requirement for CLS Alumni after the program. However, participants are expected to continue their language study beyond the scholarship period, and later apply their critical language skills in their professional careers. Participants are selected based on their commitment to language learning and plans to apply their language skills to their future academic or professional pursuits.  Please note that CLS is an intensive group-based language program. The application is now live and available online at: http://www.clscholarship.org Applications will be due November 12, 2014 by 8:00 pm EST. For questions, please contact us at:  cls@americancouncils.org


B.2. Through presentations and discussions, the International Education Conference links curricula that addresses global issues—world conflicts, human rights, climate change—and problem-solving strategies applicable to everyday dilemmas that students confront. Keynote Speakers this year will be Karen Robinson, Senior Education Manager for the RFK Center for Justice and Human Rights Education Project, Speak Truth to Power, and Emily Pilloton, Founder and Executive Director of Project H, an education non-profit that uses design to empower youth and transform communities. A complete schedule, including afternoon breakout sessions, will be announced soon.The event is intended for K-12 teachers and administrators, but is open to all interested individuals. Attendees can earn up to 6 clock hours/CPDUs applicable to ISBE licensure requirements. RSVP below by Tuesday, November 4th, for CPDU eligibility and to receive complete conference materials. The Chicago International Education Conference is free and open to the public.  RSVP is not required to attend. Persons with disabilities who may need assistance should contact the Office of Programs & External Relations in advance of the program at 773-753-2274.


B.3.The journal “Global Studies of Childhood” seeks submissions for a special issue entitled “Philosophical and Sociological Perspectives on Childhood, Youth and Adolescence: Troubling the Global/Local Nexus.” “Childhood, youth and adolescence are contested notions. What do we mean by these terms and how do we employ them? How do/did we come to know these categories? Who or what invented them? The concern of this special issue is with the ontological and epistemological knowledges in play with regard to the categories of childhood, youth and adolescence, what they do and how they perform, what they represent and how these categories and brackets are perceived by all actors, both those that are in-side and those who are out-side of them. This special issue of Global Studies of Childhood (www.wwwords.co.uk/GSCH) calls for a re-thinking of these concepts. The disciplines of philosophy and sociology are elevated in this call for papers, with the expectation that these perspectives will allow authors to theorize these concerns in unexpected, innovative and cutting edge ways, in relation to the complicated globalized contexts of local experiences and lives. Possibilities include: * Emerging connections and contradictions, synergies and tensions of relationships between childhood, youth and adolescence through philosophical and sociological lenses; * Disciplinary problematisations of classical, analytical, critical and postmodern philosophies of childhood, youth and adolescence; *  Theorising and re-theorising the relationships of childhood, youth and adolescence within and in relation to the local and global challenge.  The guest editors welcome a broad range of abstracts from different disciplinary and methodological perspectives, with a preference for theoretical, philosophical and sociological analyses of the complexities of childhood, youth and adolescence.”  Please submit your abstract of 500-800 words (including key references), and a short bio of each author to the guest editors by 31 March, 2015. Acceptance of abstracts and invitations to submit full papers will be sent by 30 May, 2015.  Deadline for full papers: full papers of no more than 6000 words (including references), are due by 31 August, 2015. The special issue is expected to be published in the first half of 2016.


B.4. The Comparative and International Education Society (CIES) seeks submissions for its 59th Annual Conference, taking place from March 8-13, 2015 at the Washington Hilton Hotel in Washington, D.C. The 2015 CIES Planning Committee welcomes quality paper, panel, poster and workshop proposals relating to the conference theme. Proposals not directly related to this conference theme but addressing issues of relevance to comparative and international education may also be submitted for consideration. Generally, education systems continue to contribute to the reproduction of existing structures of socio-economic inequalities with respect to class, race, gender and other dimensions of social differentiation. As a result curricula, classrooms and community rarely intersect, especially in the developing world. “Ubuntu! Imagining a Humanist Education Globally” is the theme of the 59th CIES conference in Washington, D.C, March 8-13, 2015. The substance of collective ethos captured in Ubuntu is shared across the African continent and beyond. The specific term was popularized by various authors including the novelist, scholar, and journalist Jordan Kush Ngubane in the 1950s and more recently by public figures such as Nelson Mandela articulating a society and world of inclusiveness and equality.


This conference theme explores an imagined future where education is a moral enterprise that develops and shapes minds to embrace humanism that is separable from socio-economic equality, which defines the world as a complex whole, an interconnected and interdependent ecosystem of diverse humans, nature and the planet. This vision of humanist education is in harmony with Ubuntu, which inspires a multiplicity of worldviews, indigenous epistemologies and ideological schools of thought in a world that is inclusive while fostering autonomy and humanity. It is conceived to guide academics, policymakers and practitioners and learners in different locations. While education has been an instrument for reproducing certain inequalities as it may not encourage and enable people to struggle for social transformation, even carefully designed colonial education that was intended to subordinate colonized peoples in different parts of the world produced critical thinkers and activists who questioned and helped to topple formal colonial domination. More broadly, we should be able to imagine education that is designed to promote values of mutually beneficial cooperation whereby even competition would mean striving toward achieving the greater good to enhance our shared humanity. To imagine an education fostering a future that reflects Ubuntu is to engage in a process of deconstruction of the prevailing modernist epistemologies that tend to separate the heart and mind. The re-imagined vision of education will be the regenerative space for positive social change. The 2015 conference offers an opportunity to reflect on and contribute to the exciting possibilities of an Ubuntu-inspired education, embodying a philosophical, pedagogical and curricula framework that is emancipatory, cultured, transformative, localized and empowering for all humanity and the globe.  As a professional society on education in its comparative and international dimensions CIES invites all participants including educators in general with a special call to researchers, policymakers, practitioners, representatives of international organizations, local and global non-governmental organizations and members of civil society to share their insights and experiences and offer forward-looking collective deliberations.  We also urge participants to contribute to tackling theoretical, empirical, and practical questions in the critical examination of existing systems of learning and testing at the local and global levels, the limits as well as the possibilities of established quantitative and qualitative methods with careful consideration of indigenous epistemologies.  Additional information at http://cies2015.com/call-for-proposals/


B.5. Transformative Researchers and Educators for Democracy (TRED) seeks proposals for papers, symposiums, posters, and roundtables for its third annual conference entitled “How Public is Public Education,” to be held November 14-15, 2014, at University of Massachusetts, Dartmouth. “TRED recognizes that public education is a pillar of our democratic society.  Current efforts for educational “reform” seem focused on bringing the free market into America’s public schools; creating competition, holding teachers accountable through high stakes testing, and homogenizing curriculum standards regardless of community circumstances or student population. Vouchers and charter schools are two of the “reforms” proposed by private foundations and for-profit mega-media corporations. What is the future of our public schools if we continue down this road toward privatization? This leads to the question: How public is public education? The 2014 TRED Conference will look at this question from several critical perspectives and provide a forum for participants to examine and discuss current and future issues.”  Additional information can be found at http://web.uri.edu/assessment/files/TRED-Conference-2014-Call-for-Proposals.pdf.  Proposals can be submitted to TREDconf@umassd.edu. All proposals must be received by Tuesday September 30, 2014.






C.1. The College of Education at DePaul University presents its Fall Educational Issues Forum, Principal Leadership; Principal Voice: Chicago Principals Share Their Views,. The discussion will center on effective principal leadership and best practices for teaching and learning, the impact of district and national education policies on schools, and how principals can effectively advocate for policies that promote best practices.  Speakers include Michael Beyer of Morrill Elementary School, Troy LaRaviere of Blaine Elementary School, Rita Raichoudhuri of Wells Community Academy High School, and Tamara Witzle of Telpochcalli Elementary School.  The discussion will take place Wednesday October 22, 2014, in the DePaul Student Center, 2250 N. Sheffield, room 314. This event is free and open to the public.


C.2.The Forum on Education Abroad is the higher education association for education abroad. Recognized by the U.S. Department of Justice and the Federal Trade Commission as the Standards Development Organization for the field, The Forum develops and disseminates Standards of Good Practice and offers its members valuable resources and services for improving education abroad programs to benefit students. Graduate students at Forum member institutions may take advantage of:

* Online access – Any grad student, staff, or faculty member under an organization’s membership may be granted access to The Forum’s password-protected resources in the Standards Toolbox and Curriculum Cooperative. The Toolbox contains hundreds of examples of how institutions and organizations are meeting the Standards of Good Practice as well as other valuable information and resources. The Curriculum Cooperative contains education abroad course and program profiles, as well as video and text interviews with faculty and administrators, sample syllabi, and more.

* The Forum Internship Connection – This LinkedIn group was created to help grad students find internships in education abroad and help Forum member institutions to identify eager interns. We hope that it will be a useful resource to connect internship seekers and Forum member institutions and organizations seeking interns.

* Event discounts – Members receive discounts on Forum event registrations, including The Forum’s Annual Conference, European Conference, workshops, Standards of Good Practice Institutes and Fireside Dialogues. The discount can be used by all students, staff, and faculty members within a member organization.

* Graduate Student Publications Package – This $60 package includes the Standards of Good Practice for Education Abroad, the Standards of Good Practice for Short-Term Education Abroad Programs, the Code of Ethics for Education Abroad, the Education Abroad Glossary and A History of U.S. Study Abroad, volumes 1 & 2. Available to full-time students only. Additional information at http://www.forumea.org/

Loyola University Chicago is a member of the forum so to gain access to these resources click on “Login” and request your own password.


C.3. With 2014 and 2015 marking major anniversaries of landmark moments in the American struggle for equality—the 60th anniversary of Brown, the 50th anniversary of the 1964 Civil Rights Act, the sesquicentennial of the 13th Amendment, and the 50th anniversary of the Voting Rights Act of 1965—Anderson’s address, A Long Shadow: The American Pursuit of Political Justice and Educational Equality, examines how the constitutional framing of the equality of political power in the Reconstruction era casts a long shadow over American social justice today and continues to shape the pursuit of all forms of equality.


James D. Anderson is the Edward William and Jane Marr Gutsgell Professor of Education; the Head of the Department of Education Policy, Organization and Leadership; the Executive Associate Dean for the College of Education and affiliate Professor of History. His scholarship focuses broadly on the history of U.S. education, with specializations in the history of African American education in the South, the history of higher education desegregation, the history of public school desegregation, and the history of African American school achievement in the 20th century. His book, The Education of Blacks in the South, 1860-1935, won the American Educational Research Association outstanding book award in 1990. He is senior editor of the History of Education Quarterly. Anderson has served as an expert witness in a series of federal desegregation and affirmative action cases, including Jenkins v. Missouri, Knight v. Alabama, Ayers v. Mississippi, Gratz v. Bollinger, and Grutter v. Bollinger. He served as an adviser for and participant in the PBS documentaries School: The Story of American Public Education (2001), The Rise and Fall of Jim Crow (2002) and Forgotten Genius: The Percy Julian Story. He was elected to the National Academy of Education in 2008. In 2012, he was selected as a Fellow for Outstanding Research by the American Educational Research Association and received the Lifetime Achievement Award from the American Association of Colleges for Teacher Education. In 2013, he was selected Center for Advanced Study Professor of Education at the University of Illinois in Urbana.  The speech will be held Thursday, October 23, 2014, 6 p.m. EDT, at The Ronald Reagan Building & International Trade Center Amphitheater, Concourse Level, 1300 Pennsylvania Avenue, NW, Washington, D.C. (Federal Building: photo ID required to enter). The speech can also be viewed live online at the AERA website, www.aera.net.






D.1. The College of Education at California State University Monterey Bay invites applications for the position of Assistant Professor of Education (Liberal Studies). Responsibilities include designing and teaching an undergraduate Liberal Studies curriculum, with an emphasis on the core program courses: LS 277: Schooling in Modern Society, LS 300: Major Proseminar and LS 400: Senior Capstone. This faculty member will also advise undergraduate students, guide the development of their academic learning plans, participate in the development of an outcomes-based curricula, support online approaches to curriculum design and instruction, write and contribute to scholarly work, seek grants or other sources of funding to support innovative university projects, and serve on university and department committees, as other duties as assigned.  Qualifications include an earned doctorate in education, curriculum and instruction, educational psychology, foundations of education or a related field (ABDs will be considered), experience with P-12 teaching, curriculum, and assessment, evidence of excellence in teaching at the college level, demonstrated experience in teaching students in culturally and linguistically diverse academic settings. In addition experience with approaches for supporting development of undergraduate composition and research skills, expertise in interdisciplinary, multicultural perspectives, evidence of research experience and potential, demonstrated ability to integrate service learning methodology in educational and/or community settings and the facility for building the community partnerships that support such learning are also sought.  Deadline: The application screening process will begin October 10, 2014.


D.2. The Department of Humanities, Faculty of Liberal Arts & Professional Studies, York University invites applications for a tenure-stream position, at the rank of Assistant Professor, in Children’s Studies (Contemporary Global Youth Cultures). A PhD in the humanities or a related discipline is required. The program seeks candidates who adopt multidisciplinary and interdisciplinary approaches to the cultures of children and youth. The successful candidate will demonstrate research on child and youth cultures from a transnational, child-centered perspective that will complement York’s humanities-based Children’s Studies Program. Expertise in research with children and/or youth is a requirement and relevant work experience with children and/or youth is an asset. The successful candidate will have a completed PhD in hand by the commencement of the appointment; will demonstrate evidence of both a vigorous scholarly research agenda and promise of excellence in teaching; will teach in introductory and upper-level core courses in the Children’s Studies Program, including ethics and methodologies of child-centered research and contemporary children’s cultures; will develop and teach specialist upper-level undergraduate courses; and will be eligible for prompt appointment to the Faculty of Graduate Studies. Candidates should submit a signed letter of application, a curriculum vitae, a teaching dossier, and a sample of the applicant’s written work (no longer than 20 pages), and arrange for three confidential letters of recommendation to be sent directly to: Professor Martin Lockshin, Chair, Department of Humanities, Room 206, Vanier, Faculty of Liberal Arts & Professional Studies, York University, 4700 Keele St., Toronto, Ontario, Canada, M3J 1P3.  The start date for this position is July 1, 2015. All York University positions are subject to budgetary approval.  Deadline: The deadline for applications is October 31, 2014.


D.3. The Department of Educational Foundations and Research in the College of Education and Human Development at the University of North Dakota invites applications for an Assistant Professor in qualitative research and foundations of education.  Essential functions and responsibilities include conducting research and teaching graduate courses in qualitative research methods and the foundations of education.  Some online and distance teaching will be required; undergraduate teaching is possible.  Ideal candidates would have broad preparation in both qualitative research and educational foundations, with particular focus in one or more of the following: educational policy, history of education, philosophy of education, and anthropology of education.  Other responsibilities include advising graduate students, chairing and serving on graduate committees, developing and maintaining a research agenda, and collaborating with practitioners and other stakeholders.  Essential Qualifications: Earned doctorate with emphasis in foundations of education or research methods; strong skills and experience with multiple forms of qualitative research; broad training in multiple foundations (e.g., educational policy, psychology, history, philosophy, sociology, multicultural, anthropology, comparative and international); evidence of successful research activities, including scholarly publication and/or extramural funding; and commitment to diversity and social justice. Desirable Qualifications: Teaching experience in higher education; online teaching experience; experience working with diverse peoples; commitment to interdisciplinarity, constructivist teaching methods, and a social justice perspective.  Salary: Commensurate with experience and qualifications.  Term of Contract: Tenure track appointment is for 9 months at the Assistant Professor level. Starting date is 8/15/2015. Summer teaching opportunities are available.  Application Process: Please forward a letter of application addressing the qualifications above, copies of graduate transcripts, curriculum vitae, and a list of three professional references with complete contact information. Applications by single E-mail attachment are preferred; please send these to Sharon Johnson (sharon.johnson@UND.edu). For further information contact Dr. Robert Stupnisky, Search Committee Chair, Educational Foundations and Research, University of North Dakota, 231 Centennial Drive Stop 7189, Grand Forks, ND 58202-7189. E-mail: robert.stupnisky@UND.edu Deadline: Review of applications begins November 1, 2014, and continues until the position is filled.


D.4. The Harvard Graduate School of Education (HGSE) invites applications from scholars who do qualitative research with a focus on educational equity, for one or more faculty positions at the rank of Assistant Professor of Education, Associate Professor of Education (untenured), or Professor of Education. “We seek candidates who have strong training in education or a social science discipline and who conduct qualitative research on educational equity and/or policies, programs, or practices designed to promote educational equity, from pre-K to postsecondary education. Scholars who focus on race/ethnicity, immigration, gender, and/or class, and who study the role of education in promoting or inhibiting social mobility are welcome. We are particularly interested in appointing new colleagues whose research is concerned with improving educational opportunities for disadvantaged populations either in the U.S. or in international contexts. Strong applicants will be distinguished by the quality of their research, their use of rigorous qualitative methods, and the salience of their work to policy and practice.  We also seek candidates who have the potential to make a powerful substantive contribution to our curriculum, particularly the teaching of qualitative methods. We especially encourage applications from women and minorities.At HGSE, our mission is to conduct high-quality research on issues related to education, and to teach, advise, and mentor a diverse community of graduate students, both at the doctoral and master’s levels, in order to contribute to building the next generation of successful scholars, policy-makers, and practitioners in education. We therefore seek candidates with excellent pedagogical skills, including the ability to clearly communicate sophisticated research to heterogeneous audiences. Additionally, candidates should be prepared to engage in qualitative research with graduate students, many of whom are interested in policy, programs, or practice.  Candidates should have a doctorate in a relevant field, such as education, anthropology, history, political science, psychology, policy or sociology. Successful candidates will have an excellent record of rigorous scholarship and a commitment to teaching and mentoring. Candidates completing their doctoral studies will be considered if they will complete all requirements for the doctorate by the start of the 2015-16 academic year.”  To apply, please go to http://academicpositions.harvard.edu/postings/5614. Deadline: The search committee will begin reviewing applications on November 1, 2014 and continue until the position is filled.


D.5. The Department of Leadership, Policy and Organizations at the Peabody College of Vanderbilt University invites applications for a faculty position at the assistant or associate (tenured) level with a research agenda focused on an organizational and institutional understanding of access, equity and stratification in education. “We seek applications from scholars with interdisciplinary perspectives (including sociology, political science, or economics) whose research includes an understanding of the factors that influence the PreK-16 trajectory (e.g., social organization and context of schooling; college access/persistence) in education.  Junior candidates should have a focused program of research that will contribute to our understanding of inequality and stratification in education and have the strong potential for external funding. More senior candidates should have an established program of research, a strong record of publications, and a record in securing external funding.   In addition to a vibrant research program, we expect excellence in teaching at the undergraduate and graduate levels and a strong commitment to mentoring students, and working collaboratively with other faculty, students and staff.” For inquiries about the position, contact Stella M. Flores, Associate Professor and Search Committee Chair, at stella.m.flores@vanderbilt.edu. Applicants should send a letter of interest, CV, names and contact information for three references.  Deadline: Review of applications will begin November 1, 2014, and will continue until the position is filled.


D.6. The Department of Leadership, Policy and Organizations at the Peabody College of Vanderbilt University invites applications for a tenured faculty position at the associate professor or professor rank in international program evaluation and policy analysis. “We seek applications from scholars whose research focuses broadly in the area of education policy impact and implementation with particular emphasis on the evaluation of policy initiatives and interventions in international contexts. Candidates with backgrounds in program evaluation, sociology, economics and political science focusing on educational policy in such areas as accountability, teacher policy, and access and equity, especially in international contexts, are encouraged to apply. We seek scholars conducting rigorous research and evaluation of impacts of global and domestic education policy. Scholarship may focus on the evaluation of policy initiatives or programs in a single country, multiple countries, a region, or comparative research. The search is not focused on research in any particular region or country but must have a major international component and include opportunities for synergies with other faculty in the Department, Peabody College or Vanderbilt University.   We seek a scholar with excellent publication and funded research accomplishments appropriate for appointment as an associate professor or professor with tenure at a top research institution. In addition, we expect the successful candidate will have experience with undergraduate and graduate teaching and a history of working collaboratively with colleagues and students. The successful candidate should also have a record of obtaining external grants with such agencies as NGOs and/or multi-national organizations, such as USAID, OECD, The World Bank, UN organizations, and other major funding agencies in international education policy. The Department is committed to hiring a colleague who can contribute academic leadership to and teach in the master’s degree in International Education and Policy Evaluation (IEPM) and offer courses in the undergraduate track in International Leadership Development. Additional teaching and mentoring opportunities are in our Ed.D program for practicing professionals, and our PhD program in Leadership and Policy Studies.” Applicants should send a letter of interest, CV, names and contact information for  three references.  Deadline: Review of applications will begin November 1, 2014, and will continue until the position is filled.


D.7. The American University of Kuwait is pleased to offer two graduate (master’s level) internship opportunities for Summer 2015. Placement possibilities exist in seven different professional areas within Student Affairs/Student Services and the selected graduate interns will work primarily with the area director/assistant director.  They will also have the opportunity to work with other professional staff across the university. Interns will be expected to work 40 hours a week for a 7-8 week period starting early June, working through late July or early August depending on agreeable terms and scheduling needs (start and end dates may be flexible).Students may receive academic credit for the internship if agreed upon between the supervisor and the intern’s college or university. For specific information on the opportunities available at AUK including placement details, approximate dates, compensation, previous intern feedback, and the selection process please refer qualified students to our website http://www.auk.edu.kw/student_affairs/grad_student_internships.jsp .  Deadline: The application deadline is Midnight EST on Monday November 3rd, 2014 and all application materials must be submitted electronically.