About the new Inside Loyola



A one-stop-shop of Loyola's most popular and useful Web resources.

A - Z Index


  • March 25, 2015
  • 6:30 pm

CEPS Program Newsletter #057 — March 24, 2015

Cultural and Educational Policy Studies, Loyola University Chicago
CEPS Students and Alumni-
We have some excellent events coming up, including our third CEPS Spring Visiting Speaker Irv Epstein talking about youth social movements on April 1 [A.3.]. Also please mark your calendars for an upcoming CEPS Service Project [A.2.] on Monday April 6th at Sullivan High School in Rogers Park.  Also, lots of speakers coming to campus and an abundance of conferences in Chicago!  Don’t forget, however, the April 1 deadline for the AESA Conference next November 11-15 in San Antonio TX.  AESA is a social foundations of education group and a great place to present CEPS-related work.  Finally, there are a set of Graduate Assistantships connected with international programs at Loyola and specifically geared for people interested in global initiatives [D.3.4.5.] that are well-worth checking out.  If you have announcements to include in a future issue of this newsletter please send them to my graduate assistant Mike Hines at mhines2@luc.edu.
-Noah W Sobe
~CEPS Program Chair

CEPS Program Newsletter #057 — March 24, 2015

Table of Contents:


  1. CEPS Planned Courses for the 2015-2016 Academic Year
  2. CEPS Service Project Monday, April 6, at Sullivan High School
  3. CEPS Spring Semester Visiting Speaker * Irving Epstein (Illinois Wesleyan University)” Comparing 21st Century Student Movements: Old Wine in New Bottles or the Beginnings of Fundamental Structural Change” Wednesday April 1, 6:15-7:15pm, Room Cuneo Hall 104 (LSC)
  4. Loyola School of Education: Annual Wozniak Lecture, Pedro Noguera (NYU) “Education and Civil Rights in the 21st Century” Thursday April 16, 2015 5:30-7:30pm (Regents Hall, WTC) RSVP Required
  5. Free Summer Course Offering: CIEP 475 (Workshop: Teaching with Primary Sources). Deadline April 17, 2015.
  6. CEPS Graduate Writing Tutor Available, Tuesday 5pm-7pm
    7. Upcoming University, SOE & Graduate School DeadlinesB. EVENTS ON CAMPUS, UPCOMING LOCAL CONFERENCES
  7. Lawrence Benito, Immigrant Rights Activist and CEO of the Illinois Coalition for Immigrant and Refugee Rights (ICRR), Thursday March 26, Mundelein Auditorium, 7pm.
  8. Northeastern Illinois University (NEIU) and Chicago Grassroots Curriculum TaskForce (CGCT) host Grassroots Education Forum at Lech Walesa Hall, 3701 W. Bryn Mawr, Chicago IL, Saturday March, 28, 2015.
  9. Ta-Nehisi Coates (National Correspondent for The Atlantic) “The Case for Reparations” Tuesday, March 31, 11:30 am, Kasbeer Hall, Corboy Law Center
  10. American Educational Research Association (AERA) annual conference taking place in Chicago, April 16-20
  11. The John Dewey Society will hold a School and Society Forum on Parental Activism and Public Schools, Saturday April 18, in the Corboy Law Center, from 10am-12pm.
  12. Conference Announcement: Asian American and Pacific Islander Policy Research Consortium (AAPIPRC) announces its fourth annual research summit, April 22, 2015 (Chicago IL). Deadline: registration deadline April 3, 2015.


  1.  Call for Proposals: The American Educational Studies Association (ASEA) invites paper proposals for its annual conference, November 11-15, (San Antonio TX). Deadline: April 1, 2015.
  2. Call for Papers: The Society for the Study of Childhood in the Past (SSCIP) invites proposals for its annual conference, September 11-13 (Chicago, IL). Deadline: May 1, 2015.
  3. Call for Proposals: The Ohio Valley Philosophy of Education Society (OVPES) invites proposals for its annual conference, September 11-13, 2015. Deadline: May 1, 2015.


  1. Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA) award now open for applications. Deadline for campus application submission: April 23, 2015.
  2. Volunteer Summer Camp Teacher, University of Central Asia (UCA). Deadline: March 25, 2015
  3. Global Initiatives Graduate Assistantship: Office of International Programs Loyola University Chicago. Deadline: Open until filled.
  4. Graduate Assistantship: Chicago Center Program, Loyola University Chicago. Deadline: Open until filled.
  5. Student Living Assistantship: International House, Loyola University Chicago. Deadline: Open until filled.

A.1. CEPS Announces its 2015-2016 academic year course offerings.

FALL 2015

*ELPS 410 Sociology of Education (Phillippo) WTC, Wednesdays 4:15-6:45

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

*ELPS 455Comparative Education (Jules) WTC, Thursdays 4:15-6:45

*ELPS 520 Philosophy of Education Seminar: Justice and Education (Shuffelton) WTC, Tuesdays 4:15-6:45  [Many educators express a commitment to “social justice,” but what exactly does social justice mean? What does justice entail; what does it imply about human subjectivity, about the good life for human beings and about a shared public, and what demands does justice place on educational institutions?  Theories of justice have answered these questions differently, and this course will explore their points of agreement and disagreement, their insights and their blind spots, as well as the uses of their ideas in practice.  The course focuses on contemporary theories of justice, starting with John Rawls’s seminal Theory of Justice and considering alternatives to Rawls’s liberal vision offered by communitarians, critical theorists (including feminist and critical race theorists), and capabilities theorists.  Besides engaging with the past half century’s important philosophical writing on justice, students will connect theories of justice to particular injustices in contemporary school systems.  As this is a seminar in philosophy of education, students will also refine their abilities to write conceptual analyses of issues in education policy.]

*ELPS 540 History of Education Seminar: Globalization, Knowledge & Curriculum (Sobe) WTC, Mondays 4:15-6:45 [The statement ““Knowledge is no longer an immobile solid, it has been liquefied. It is actively moving in all the currents of society itself” seems very much of our moment, however it was actually penned by the American pragmatist philosopher and educator John Dewey in 1899.  In this course we will examine “knowledge” in relation to globalization.  We will take a historical approach to studying the movements of knowledge, focusing specifically on what this has meant for school curricula.  Topics to be covered include international curriculum history, colonialism and education, indigenous knowledge and contemporary discussions about the “knowledge economy”.  What does it mean for knowledge to flow and to become globalized? How, in fact, should we think about “globalization” and what “the global” itself refers to? And what implications does this have for the future directions of schooling around the globe?  In this advanced seminar students will develop robust answers to these questions using sophisticated theoretical analysis and the methodological tools of historical inquiry.

SPRING 2016 (Subject to Change, Meeting Times to be Scheduled Later)

*ELPS 405 Introduction to Educational Policy Analysis

*ELPS 412 Urban Education

*ELPS 420 Philosophy of Education

*ELPS 444 History of American Education and Social Policy

*ELPS 555 Comparative Ed Seminar: Human Rights and Education (Jules) [In light of the post-Arabic Awakening this course provides an overview of the connections between human rights, development and education through the examination of the key substantive aspects of the historical, political and social context that gave rise to the modern day human rights project. Attention will be drawn to how international human rights standards and principles have influenced developmental agencies policies and practices, as well key public policy debates concerning international aid, trade, the Millennium Development Goals (MDGs), poverty reduction strategies, climate change and anti‐globalization critiques, and the post-2015 Sustainable Development Agenda accentuated by the current global financial crisis.  This course will use an interdisciplinary approach to human rights and education, using not only law and public policy, but also philosophy, the arts, economics, and development to explore the various facets of human rights as well as intellectual questions and challenge orthodoxies.  We will survey the history of human rights and significant time will be spent exploring case studies to profile key thinkers, theories, and movements in the field of human rights education as we explore: (a) What is the role of human rights in a post-financial crisis and post-Arabic Spring era and (b) how will the current approaches, debates and ideologies affect the way we conceptualize a right based approach to education?]

A.2. Calling all CEPS students eager to support a local school: Sullivan High needs your help to get its cafeteria painted.  Remember how you started graduate school enthusiastic about bringing real change to urban schools? And then your CEPS professors made it all seem so complicated?  This time it’s easy.  You, Sullivan High’s cafeteria, CEPS camaraderie, and some cans of paint.  Join your fellow CEPS students for a service project and a friendly meal.  We’re planning this event for Monday, April 6, time 3-7pm.  Sullivan High is in Rogers Park, a few blocks west of Lakeshore Campus.  Save the date!  Further details to come shortly.

A.3.  Please be sure to mark your calendars and plan on attending the third of our three departmental visiting speaker events we have set up for this spring.  * On Wednesday April 1, CEPS will host Dr. Irving Epstein of Illinois Wesleyan University, from 6:15-7:15pm Cuneo 104 (LSC). His recent work examines social movements, youth and information communication technology.  The title of his talk will be “Comparing 21st Century Student Movements: Old Wine in New Bottles or the Beginnings of Fundamental Structural Change”

A.4. The School of Education is proud to have Dr. Pedro Noguera as our annual Wozniak Lecture speaker.  His talk is titled “Education and Civil Rights in the 21st Century” and will take place April 16, 2015 5:30-7:30pm in Regents Hall (Lewis Towers) on the Water Tower Campus.  RSVP is required for the event.  http://www.luc.edu/education/wozniak-lecture-series.shtml

 A.5. The Library of Congress’ Teaching with Primary Sources grant program at Loyola University Chicago is currently accepting online applications for consideration to participate in its three-credit, tuition-paid graduate course (CIEP 475 Work-shop-Teaching with Primary Sources). The course will meet twice a week at the Water Tower Campus, Tuesday and Thursday evenings (Beginning of June thru end of July, 4:30 -7:30 PM). All Chicago area K-12 teachers are encouraged to apply for consideration in this course.

This course is designed to increase the instructional use of the Library of Congress’ digital primary sources by providing educator training that deepens content understanding and improves student literacy. Instructional materials created will reflect an understanding of the following: Common Core Learning standards and cross-subject instructional integration, lesson planning for best practices, and methods in teaching to advance student learning. Major topics in this course include primary sources in education; instructional methodology with les-son planning; advocating for the use of Library of Congress and primary sources; and navigation of the Library of Congress Website.  Deadline: The deadline for applications is April 17, 2015.

A.6.  Samantha Deane, a CEPS PhD student, will continue on this Spring in Loyola’s Writing Center as a volunteer graduate writing tutor.  Tutoring sessions can be scheduled between 5:00 and  7:00pm on Tuesdays 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.  Be sure to sign up several weeks in advance as these spots fill quickly.

A.7. Upcoming Deadlines

April 1: Last day to submit final approved electronic copies of dissertation or thesis for May degree conferral. For students in programs requiring a dissertation or thesis, all degree requirements MUST be met by this date for May degree conferral unless a master’s student is completing classes. Latest approval date for master’s thesis proposal defense ballots for participation (walking, not graduating) in May 2015 commencement.

April 2-6: Easter Holiday: No classes Thursday evening (classes that start 4:15 p.m. or later are cancelled) through Monday afternoon (classes beginning on or after 4:15 p.m. will be held) Offices closed on Good Friday

April 9: Fall registration begins for Graduate School students. Check LOCUS for details

April 15: Last day to submit final approved hard copies of dissertations for or theses for May degree conferral.

April 24: Spring Semester Ends


B.1. On Thursday March 26 the Center for Urban Research and Learning (CURL) at Loyola University Chicago will host Lawrence Benito Immigrant Rights Activist and CEO of the Illinois Coalition for Immigrant and Refugee Rights (ICRR), at 7pm in the Mundelein Auditorium. The talk will be entitled “Immigration: The Long Walk to Freedom.”

B.2. Northeastern Illinois University’s Educational Foundations Program, in collaboration with the Chicago Grassroots Curriculum TaskForce (CGCT) is hosting its annual Grassroots Curriculum Forum on Saturday March 28, 2015 at Lech Walesa Hall, 3701 W. Bryn Mawr, Chicago IL. Our theme this year is Critical Education Matters: Reversing Post-Traumatic School Syndrome. Our theme reflects the crisis moment we are experiencing in public education and society at large. As educators, is it critical that we see and understand teaching as education justice activism/organizing, inside and outside of the classroom walls. The purpose of this event is to provide aspiring teachers, prospective school counselors and principals with an opportunity to connect what they are learning in their education courses to real-world classrooms and schools. Workshops include support for in-service teachers ranging from K-12, bilingual education, special education and restorative justice practices. CPDUs available.  To register please visit http://grassrootscurriculum.org/.

B.3. On Tuesday March 31 Loyola will host Ta-Nehisi Coates, National Correspondent for The Atlantic and winner of the 2014 Polk Award for Commentary, at 11:30 am in Kasbeer Hall within the Corboy Law Center. The talk is titled “The Case for Reparations.”

B.4. American Educational Research Association (AERA) annual conference taking place in Chicago, April 16-20.  Additional information at aera.net  Loyola SOE Faculty and Students are making over 60 presentations!

B.5. The John Dewey Society will hold a School and Society Forum on Parental Activism and Public Schools, Saturday April 18, in the Corboy Law Center, from 10am-12pm.  The School and Society Forum takes JDS members and friends into the community to learn from and within local communities. This year’s Forum brings us into conversation with parent activists from Chicago-area organizations Raise Your Hand and More than a Score, who will be offering a panel and discussions about their work for JDS members & friends. These organizations advocate on behalf of children in Chicago Public Schools for more funding, saner assessments, and more. Panelists include Chicago parent organizers Wendy Katten, Cassie Creswell, and Nellie Cotton.  Panel moderator and session organizer: Amy Shuffelton, Loyola University Chicago.

B.6. The Asian American and Pacific Islander Policy Research Consortium (AAPIPRC) announces its fourth annual research summit entitled “Navigating Alliances with AAPIs: Ethical Dilemmas and Values of Community-Based Research” April 22, 2015, to be held at Loyola University Chicago in the Corboy Law Center. Convening stakeholders from the non-profit sector, government, and higher education, this conference seeks to cultivate opportunities for community-based research. It explores the navigation and analysis of diverse AAPI interests, the fostering of sustained resources and outcomes, long-term needs for community-research collaborations, and more. This two-part convening first provides an introduction to principles of community-research partnership and promising practices through a Midwest lens. Secondly, it engages participants in models, approaches, and practices of community-research partnerships through panels and roundtable discussions to facilitate and encourage opportunities for networking and sustained collaboration.​   Deadline: The registration deadline for this conference is April 3, 2015. To register please go to www.aapiprc.com.


C.1. The Program Committee of the American Educational Studies Association (AESA) invites proposals on all topics related to the broad field of educational studies for its 2015 conference entitled “Where is the Love? Pondering Poetics, Passion and Promise in Education and Social Justice” to be held November 11-15 in San Antonio TX. The committee welcomes proposals from a full range of theoretical, disciplinary, and interdisciplinary perspectives that include the following educational emphases: social foundations of education, cultural studies of education, curriculum theory and curriculum studies, comparative and international education studies, and educational policy and leadership studies. This year we are also particularly interested in submissions that foster dialogue across generations of AESA members and between varied disciplinary perspectives.  The American Educational Studies Association (AESA) was established in 1968 as an international learned society for students, teachers, research scholars, and administrators who are interested in the foundations of education. AESA is a society primarily comprised of college and university professors who teach and research in the field of education utilizing one or more of the liberal arts disciplines of philosophy, history, politics, sociology, anthropology, or economics as well as comparative/international and cultural studies. The purpose of social foundations study is to bring intellectual resources derived from these areas to bear in developing interpretive, normative, and critical perspectives on education, both inside of and outside of schools.  Deadline: All proposals must be submitted electronically to the Online Conference System (OCS) via the AESA website http://www.educationalstudies.org/ by April 1, 2015 (11:59pm CST). Participants are encouraged to plan ahead. Notifications of proposals’ acceptance or rejections will sent on or before July 15, 2015.

C.2. The Society for the Study of Childhood in the Past (SSCIP) invites proposals for its 8th annual conference titled, “The Ideal Child: Presentation, Representation, and Commemoration” to be held September 11-13 at DePaul University in Chicago IL.  The annual conference of the Society for the Study of Childhood in the Past (SSCIP) brings together scholars from a wide range of academic disciplines including History, Archaeology, Literature, Art History, Sociology, Religious Studies, Anthropology and Architecture to facilitate interdisciplinary dialogs about childhood in the past. Deadline: The deadline for proposals is May 1, 2015. Abstracts should be no more than 200 words and sent to Jane Eva Baxter (jbaxter@depaul.edu).

C.3. The Ohio Valley Philosophy of Education Society (OVPES) invites proposals for its annual conference, September 11-13, 2015. Deadline: May 1, 2015, in Dayton, OH.  2015 is the fiftieth anniversary of both the Elementary and Secondary Education Act and the Higher Education Act, signed into law by President Lyndon Johnson in 1965 as part of the War on Poverty. Johnson, motivated by his early experience as a teacher in a poverty stricken Mexican-American school, saw the expansion of educational opportunities as central to the civil rights struggle. These acts opened the floodgates of federal money and involvement in education at all levels across the United States. The wave of hiring in education which resulted exacerbated existing academic labor issues and created new ones, resulting in the odd fact that teachers are now the most unionized segment of the workforce. Teaching is often portrayed as a calling, and learning as a privileged investment in the life of the mind; but at the end of a long school day, teaching is labor and learning is work. Much of what teachers and students do is not guided by the lofty goals of education, but by the plodding requirements of fulfilling workaday duties. As more students have rightly been included in the educational system, the educational workspace has changed as a specific arrangement of labor bent toward efficiency and transferability.  The OVPES invites proposals for the 2015 conference applying philosophical issues of work and labor to both teaching and learning. How do political and economic realities impact the pursuit of education? How do race, class and gender intersect with schooling and academic labor issues? How has the social conception of education changed over the last 50 years, for both better and worse, and who decides how to define those? What will education look like in another 50 years? Is it possible in any structure of education not to have both winners and losers?  The conference theme will be reflected in both the Phil Smith Lecture, given by national American Association of University Professors President and Wright State University Professor of Economics Rudy Fichtenbaum, and the Presidential Address.  Deadline: The deadline for proposals is May 1. 2015. Submit to: Dr. Andrea Hyde, Program Chair at am-hyde@wiu.edu. Proposals accepted for presentation at the conference will be notified by July 15, 2015.


D.1. Competition is now open for the Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA) award, sponsored by the U.S. Department of Education. The DDRA is for doctoral students at the dissertation level for travel to countries outside of Western Europe for six to twelve months of dissertation research.  This is a generous award that provides funds for round-trip travel, living expenses, research expenses, and full health insurance coverage. While the award announcement states that it is intended for students in “modern foreign languages and area studies”, area studies encompasses a wide range of fields of study.  Students receiving this message would be eligible in that regard.  Deadline: Our campus deadline for submission of a complete online application is Thursday, April 23, 2015, allowing for required review by the University Office of Research.  The DDRA institutional deadline is Tuesday, April 28, 2015. Students and faculty with questions should contact Lisa Knepshield (Lknepshield@luc.edu).

D.2. Volunteer Summer Camp Teacher, University of Central Asia (UCA). The University of Central Asia (UCA) was founded in 2000 to offer an internationally recognised standard of higher education and prepare graduates to contribute leadership, ideas and innovation to the economies and communities of the region. The International Treaty and Charter establishing this private, secular University was signed by the Presidents of Tajikistan, the Kyrgyz Republic and Kazakhstan and His Highness the Aga Khan, ratified by the parliaments of the founding states and registered with the United Nations. UCA is the first internationally chartered university in the world. UCA’s mission is to foster the socio-economic develop­ment of Central Asia, particularly its mountain societies, while helping the peoples of the region preserve and draw upon their rich cultural heritages as assets for the future.  This year, UCA is hosting its first Academic Enrichment Summer Camp for 75 Grade 10 students from the Kyrgyz Republic, Kazakhstan and Tajikistan. During the camp, students will receive English language and Mathematics upgrading, as well as participate in a range of academic and non-academic sporting and recreational activities. The camp will be held in Issyk-Kul from Wednesday, 17 June until Tuesday, 7 July.  *Summary of Position and Key Responsibilities: The UCA Summer Camp will be primarily academic in focus, with the  majority of the students’ day spent in English and mathematics lessons. There will be two English teachers at the UCA Summer Camp, each teacher will be asked to teach a class of 25 Grade 10 students for four hours a day, six days a week. The lessons will last for two hours in the morning and two hours in the afternoon. The majority of the curriculum and materials for these classes will be provided; they have been designed specifically for teaching Central Asian students.  You will receive these materials ahead of time, providing you with enough time to familiarise yourself with the content prior to arriving on site. Each teacher will be assigned a native English speaking camp counselor who will assist them in the classroom. The teachers will also be expected to supervise either the evening activity or the afternoon sports activity, although these activities will be organised and led by the camp counselors. Prior to the commencement of the Camp there will be a four day training session held in Bishkek, Kyrgyz Republic, from Saturday, 13 June to Tuesday, 16 June. This will include cultural sensitivity training, an introduction to the teaching materials and an orientation. * Skills and Experience:  A minimum of three years teaching English at high school or secondary school level; Experienced in working with students for whom English is a second  language; Experience teaching English as a foreign language is required; Previous experience with academic upgrading programmes or teaching intensive English; Experience in developing experiential classroom exercises; Well versed in and comfortable using the Socratic method; Ability to inspire and support others; Commitment to creative enquiry approaches to learning; Ability to mentor and motivate students; Highly effective communication skills and a collaborative, team-based approach; Experience of working in a developing country context is desirable; Experience of using technology during your lessons is preferred; Experience of mentoring young adults is an asset. * Language Requirements: Advanced English; Some Russian language skills would be ideal.  * Education Requirements: Bachelors Degree from a globally recognized university; Teaching qualification or QTS status; ESOL or TEFL certification strongly desirable. The deadline for applications is March 25, 2015. Please send your CV and a cover letter to hr.recruitment@ucentralasia.org.

D.3. The Office of International Programs at Loyola University Chicago invites applications for a Global Initiatives Graduate Assistant position for the 2015-2016 school year. This is a year-long professional appointment beginning July 1, 2015 and continuing through June 30, 2016.   The Graduate Assistant will split their 20-hour work week between the Office for International Programs (10 hours) and the Chicago Center (10 hours).For the Office for International Programs, the Graduate Assistant supports the Assistant Director, Kelly Heath. The Graduate Assistant primarily works on marketing tasks, such as updating the website, creating pages for new programs, and assisting with the planning and implementation of study abroad promotional events. Furthermore, the Graduate Assistant performs tasks related to curriculum integration such as expanding the Course approval Database and Core Curriculum approvals. There are also opportunities for the Graduate Assistant to attend staff, partner provider, and affiliate meetings.  For the Chicago Center, the Graduate Assistant supports the Director, Jason Obin. The Graduate Assistant primarily develops the International House community by helping to plan and host monthly events for the residents, their host students, and International House staff. These events are often designed to feature an aspect of American and/or Chicagoan culture or to provide an opportunity for Chicago Center students to demonstrate aspects of their own culture. The Graduate Assistant is also responsible for creating and updating the International House website, the International House Facebook page, and the International House Handbook.  Deadline: if interested Please send a cover letter and resume to Anne Conlon, aconlon1@luc.edu.  Position is open until filled.

D.4.The Chicago Center Program at Loyola University Chicago invites applications for a Graduate Assistant position for the 2015-2016 school year. The graduate assistant (GA) for the Chicago Center will be responsible for assisting the functioning of the Chicago Center study abroad program for approximately 20 hours per week. This is year-long position that begins on July 1, 2015 and continues through the academic year until June 30, 2016. Functional areas of the GA position include program assistant and teaching assistant roles.  Deadline: If interested, please submit cover letter and resume to Jason Obin (jobin@luc.edu), Director of the Chicago Center Program and International House. Positions are open until filled.

D.5. The International House at Loyola University Chicago invites applications for Student Living Assistants (SLA) positions for the 2015-2016 school year. SLAs are in-residence staff who plan and facilitate programs for the International House residential building. SLAs report to and are directly supervised by the Director of the International House. SLAs are expected to frequently interact with the residents of International House; therefore, they must have strong interpersonal skills and an ability to connect students to resources. SLAs also play a major role in community leadership, the implementation of the resident-driven programming, upholding community living standards, and managing student concerns and crises. Deadline: If interested, please submit cover letter and resume to Jason Obin (jobin@luc.edu), Director of the Chicago Center Program and International House. Positions are open until filled.