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  • April 11, 2018
  • 11:23 pm

CEPS Program Newsletter #082– April 4, 2018

Cultural and Educational Policy Studies, Loyola University Chicago
CEPS Students and Alumni – Congratulations to all who recently presented at conferences or who are heading to AERA the week after next. Fall registration opens April 12th, please see information on CEPS Fall courses [A1] and consult with your advisor. All continuing students are additionally required to complete an Annual Progress Report (Deadline April 15th) – see [A4] below. If you have you have opportunities or announcements to include in a future issue of this newsletter please send them to my graduate assistant Janese Nolan at jnolan7@luc.edu.
-Noah W Sobe
~CEPS Program Chair, 2017-2018
CEPS Program Newsletter #082– April 4, 2018
Table of Contents:

1. CEPS Fall Course Offerings
2. ELPS 564 & 565 M.Ed. Internships – Summer Session
3. Loyola Summer Course Offerings of Interest
4. CEPS MA, MEd and PhD Students Annual Progress Reports DEADLINE 15 APRIL
5. Graduate School Dissertation Boot Camp
6. Invitation to join JCSHESA Editorial Board
7. Loyola Annual Graduate School Interdisciplinary Research Symposium, April 21st, LSC [DEADLINE EXTENDED]
8. The Undergraduate Research and Engagement Symposium Request for Evaluators, Saturday, April 21st

1. American Education Research Association (AERA) Annual Meeting. April 13, 2018 – April 17, 2018. New York NY.

1. American Educational Studies Association (AESA), November 7-11, 2018 (Greenville SC): DEADLINE May 1st
2. History of Education Society (HES), October 31-November 4, 2018 (Albuquerque NM): DEADLINE EXTENDED to May 14.

1. The Campus Inclusion & Community (CIC) at Northwestern Graduate Assistant (GA, Deadline: ASAP
2. Missouri State University, Springfield campus, tenure track Assistant Professor in Reading Foundations and Technology. Deadline: ASAP
3. California State University, tenure-track Assistant Professor in Social and Cultural Foundations. Deadline: ASAP
4. UChicago Consortium on School Research Deadline: ASAP

1. Rutgers University Postdoctoral Associate position in Education Research and Policy. Deadline: ASAP


A.1. CEPS Fall 2018 Graduate Course Offerings

ELPS 405 Intro to Educational Policy (Sobe) WTC, Mondays 7:00-9:30
ELPS 410 Sociology of Education (Phillippo) WTC, Tuesdays 4:15-6:45
ELPS 420 Philosophy of Education (Shuffelton) WTC, Wednesdays 7:00-9:30

ELPS 500 Seminar in Current Literature: Race and Schools (Phillippo) WTC, Tuesdays 7:00-9:30
In this seminar-style course, we will explore how race and ethnicity shape students’ schooling and the results of that schooling, via interpersonal, instructional and institutional experiences in P-16 schools. While school systems in other nations will be used occasionally for comparative purposes, this course’s primary focus will be on education in the United States. This course will begin with a critical orientation to concepts used to define and make sense of race, and a brief overview of different racial groups’ experiences and outcomes in U.S. schools. The next unit will historically situate race in U.S. schools, considering how race has played out in schools since they originated, and touching upon patterns of racialization in schools and curricula over time. Next, the course will explore students’ experiences of their and others’ race in school, touching upon intelligence definition and measurement, academic and racial identity formation, and social interactions within and across racial groups. The course will then shift its focus to the school itself, exploring the intersections between race and teaching, curriculum, school and campus climate, and educational policy. Assignments will include a race and schooling autobiography, interactive online forum posts, and an independent or small group final research project.

ELPS 515 Ed Policy Seminar: Democracy and Education (Shuffelton) WTC, Wednesdays 4:15-6:45
This course will explore some of the conceptual underpinnings of democracy as they relate to contemporary education policy. Texts read include books by Richard Rorty, John Dewey, Cornell West Claudia Rankine and other contemporary writers who work on democracy and education. Themes to be addressed include citizenship education, identity politics, hyper-partisanship, and new nationalisms.

ELPS 550 Globalization and Education (Sobe) WTC, Mondays 4:15-6:45
This course will examine globalization in relation to schooling and educational issues broadly considered. We will examine globalization both as something that has a profound impact on schooling and as something that education produces. In one part, the course will focus on ways that “globalization” has been problematized and researched by social scientists, particularly in educational literature. Toward this end we will read recent social science scholarship and debates on how globalization might be productively theorized and studied. Considering the theoretical lenses, disciplinary paradigms and research strategies that are being used to study globalization is important to graduate students who are designing research projects that will touch on the issues we will be exploring. A second dimension of the course will be a focus on the concept of “global citizenship” and “global citizenship education” with the goal of figuring out how we can make sense of the complex and varied aspects that they takes globally, as well as how to best design / re-design curricula, pedagogies and educational institutions.

A.2. If you are planning on completing your M.Ed. Internship this summer please consult the updated CEPS Program (https://www.luc.edu/media/lucedu/education/pdfs/handbk_ceps_10.2017.pdf) and the “MEd Internships” tab on CEPS Sakai page for additional information on the steps for setting up and undertaking your internship. Please read the guidelines and contact Brie Griffin, M.Ed. Internship Faculty Coordinator at (bgriffin3@luc.edu) to begin the consultation, site approval, and registration process.

A.3. Loyola Summer Course Offerings of Interest:
CIEP 540 – Ethnography in Education: Exploring Culture, Language, and Literacy
Summer Session II, Tuesday & Thursday (Hybrid course: meets Tuesday, fieldwork on Thursday). This seminar explores ethnographic fieldwork as a means to make meaning of the out-of-school learning experiences of students and families from culturally and linguistically diverse backgrounds. This will be a working seminar with participants sharing field notes and experiences from the field as a means to support one another’s learning and understanding of ethnography in education.

SOCL 520 – Teaching Social Science
Summer Session I, Tuesdays, Wednesdays & Thursdays 10:45-12:55. Taught by teaching-award winning Sociology Department Professor Judson Everitt, this course will prepare graduate students for effective teaching in higher education.

A.4. In an effort to provide more resources and better allow students — as well as the department — to track and ensure your timely and successful degree completion, CEPS has a formal “Annual Progress Report” procedure. This means that each April all students (*unless you are graduating in May 2018*) are asked to complete one of the following forms:
*CEPS MA Students: http://www.luc.edu/media/lucedu/education/pdfs/MA-CEPS_StudentAnnualAcademicProgress.pdf
*CEPS MEd Students: http://luc.edu/media/lucedu/education/pdfs/MEd-CEPS_StudentAnnualAcademicProgress.pdf
*CEPS PhD Students: http://www.luc.edu/media/lucedu/education/pdfs/PhD-CEPS_StudentAnnualAcademicProgress.pdf
(JD/MA and JD/MEd Dual degree students should use the MA or MEd form as appropriate.)
This Annual Progress Report serves as our chief vehicle for tracking the completion of program requirements and should be a document you can use to know exactly what you have done so far and what remains. The form asks for information on the past 12 months with regard to course-taking and other academic activities. Please fill out the course information so that it includes the present Spring 2018 semester. The form is a PDF form that you should be able to save on your computer. Once you have completed the form please email it to your advisor with the subject line “Annual Progress Report”. Depending on your progress and/or stage in your program your advisor may request to meet with you in person; or she/he may elect to review this with you via email. Please complete and return the appropriate form within two weeks **by April 15**

A.5. Need some assistance in scheduling time for your writing? Need a little “kick” to get you going? Think about participating in the Graduate School’s Boot Camp– a week-long, all-day program designed to support you in completing your dissertation, run by Dr. Jessica Horowitz, Associate Dean for Student Services in the Graduate School and various colleagues from Loyola departments. This workshop will run from 9:00 am– 4:45 pm, Monday May 14th – Friday May 18th on the Lake Shore campus in the Information Commons, 4th floor. Lunch is included for all five days. Laptops are required. You must be able to commit to the entire week, all-day with absolutely no excuses. Although there is no cost to participate in the workshop, we require a $75 down-payment which will be refunded at the successful completion of the week. If interested, you must send to Dr. Jessica Horowitz at jhorow@luc.edu no later than April 20th: one-two paragraphs on your dissertation research (abstract would be fine), where you are currently in your program (time-line of projected completion would be helpful) and in your dissertation process; please include information about committee formation and proposal defense – if you are at that point. You must have completed your comprehensive exam(s) to participate and Advisor’s letter of support.

A.6. The Journal of Critical Scholarship on Higher Education and Student Affairs (JCSHESA) is seeking graduate students interested in joining the Editorial Board for the upcoming 2018-2019 academic year. JCSHESA, a student-run, open-access, peer-reviewed journal, provides a venue for international, interdisciplinary scholarship that examines higher education and student affairs through the explicit use of critical frameworks. The Journal strives to provide meaningful, intentional, and actionable scholarship that can effect change on and with campus and community, understanding their interdependence and interrelated nature. Manuscripts for this journal include empirical research studies, conceptual papers, book reviews, literature reviews, or papers that highlight critical practice on campuses. Topics relate to equity and social justice in postsecondary education with an emphasis on challenging systems of oppression and advocating for change. We are looking for Associate Editors (4), Editorial Assistants (8), a Design and Layout Editor, as well as a new Associate Editor-At-Large open to graduate students around the country. Associate Editors are collectively responsible for serving as liaisons with reviewers, outreach, and coordination of the journal. The Design and Layout Editor oversees the design and layout of all manuscripts, research in briefs, and special issues for the Journal. Editorial Assistants perform a range of administrative and editorial tasks necessary to ensure the journal’s publication. Our new position, the Associate Editor-At Large shares the same responsibilities as Associate Editors in addition to coordination of special projects in collaboration with the Managing Editor and Editor in Chief. The terms for all positions begin July 1, 2018 and end August 31, 2019. Detailed descriptions for each position can be found below. If you are interested in a position, please send us a letter of intent and a CV indicating your interest. Details can be found in the subsequent materials. Materials should be submitted to JCSHESA@gmail.com by May 4, 2018.

A.7. The 11th Annual Graduate School Interdisciplinary Research Symposium Setting the World on Fire: Research, Change, and Social Justice will be Saturday, April 21, 2018 Quinlan Life Sciences Building, Lake Shore Campus. We welcome participants in all areas of knowledge in hopes of fostering a constructive and cordial dialogue across disciplines. In our current era, opportunities abound to “set the world on fire,” through engaging critically with the world around us, challenging ourselves to seek out and defend truth, and taking action to address inequality. Thus, the 2018 Symposium incorporates themes of change and social justice to direct attention to the ways that our research can make a positive impact on the world. As part of reaffirming Loyola’s commitment to diversity, this year the symposium welcomes presentations in Spanish. Paper or poster presentations are welcome in the following broad research categories: Qualitative: the exploratory analysis of non-numerical data, Quantitative: the objective and systematic analysis of numerical data, Theoretical: analysis that applies speculative paradigms in exploratory ways, Mixed Methods/Other: analysis that draws on multiple methods (quantitative, qualitative, and/or theoretical) Current graduate students within The Graduate School are eligible for monetary awards. Participants are invited to breakfast, lunch, and reception to follow presentations. SUBMISSIONS: Abstracts of no more than 250 words may be submitted at: https://www.luc.edu/gradschool/callforabstracts/ Please email the Research Symposium Committee at GSAC@luc.edu with questions. https://www.luc.edu/gradschool/research_symposium.shtml

A.8. The Undergraduate Research and Engagement Symposium on Saturday, April 21st, sponsored by the Center for Experiential Learning, invites you to serve as an evaluator for Loyola students’ research, creative activity, and community engagement projects. This celebration of students’ scholarly work is a meaningful opportunity to review and engage with our Loyola students and the community-based learning work and research projects they have been doing over the past year. To foster a learning-centered approach, we invite you to provide constructive and positive feedback on their posters and/or oral presentations during one or more of the following sessions: Poster Presentations, Session One: 11:00AM – 12:30PM, Oral Presentations: 12:30PM – 2:00PM, Poster Presentations, Session Two: 2:00PM – 3:30PM. You can sign up to become an evaluator at https://docs.google.com/forms/d/e/1FAIpQLSdNWD8PJXuXVc1U042Y7MsGuH1AzevBSraEEsU87mxMhLQRIA/viewform. Please consider signing up for at least one of the sessions to provide this important part of the process.


B.1. The 2018 American Education Research Association Annual Meeting will take place Friday, April 13, 2018 – Tuesday, April 17, 2018. Annual Meeting sessions will be held in nine (9) co-Headquarter Hotels: Crowne Plaza Times Square Manhattan, Parker New York, Park Central New York Hotel, Millennium Broadway, New York Hilton Midtown, New York Marriott Marquis, Sheraton New York Times Square, Warwick New York Hotel, Westin at Times Square. Registration will be located in the New York Hilton Midtown. The Exhibit Hall will also be located in the New York Hilton Midtown and will be open Saturday, April 14 – Monday, April 16. For more information about the conference, visit http://www.aera.net/Events-Meetings/Annual-Meeting/2018-Annual-Meeting-Registration


C.1. The American Educational Studies Association (AESA) will be holding its annual conference November 7-11, 2018 in Greenville SC. Under the broad theme “Dare We Build a New Global Order”
AESA invites panel, interactive workshop, and individual paper submissions related to questions such as: how do we pursue and engage in intellectual, pedagogical, and political projects that envision and enact a different global order? How do we analyze “America” and the tools and effects of its hard and soft powers, while simultaneously decentering it? In what ways can we situate our work as researchers, educators, and activists that locates the United States within transnational frames and the global flows of ideas, people, money, and technologies? How do we resist the audit culture of standardization, testing, and ranking and the commodification of critical knowledges at local, national, and global scales? What can we learn from ontologies, epistemologies, and methodologies from below and elsewhere, from the margins and the borderlands, from the Indigenous and the migrants, from those considered non-normative, illegible, or disposable? What happens when we create and employ a different grammar of critique, transformation, and possibility? What kind of future might we build together, and what difference might this difference make? Submission Deadline May 1, 2018 – additional information available at: http://www.educationalstudies.org/conference.php

C.2. The Program Committee for the 2018 Annual Meeting of the History of Education Society invites proposals on all topics related to the history of education, in any period or setting. The Committee defines education broadly to include all institutions of socialization—mass media, voluntary organizations, and so on—as well as schools; universities; learned and/or scientific societies; libraries, museums, and other cultural institutions; vocational and/or corporate training enterprises; after-school and out-of-school learning environments; international organizations; and technology-mediated systems of education. We invite proposals for individual papers, complete paper sessions, panel discussions, or workshops. All proposals are welcome, but we particularly encourage submissions on the following themes: 1. The History of Teachers and Teaching, 2. Ideas and Ideology in Educational Policy and Practice, and 3. Methods and Methodology in the History of Education. DEADLINE EXTENDED TO MAY 14.(no later than 11:59 p.m., PT). Proposals can take one of four forms: 1) individual paper; 2) complete session; 3) panel discussion; or 4) workshop. To submit a proposal, please go to https://cmt3.research.microsoft.com/HES2018.


D.1. The Campus Inclusion & Community (CIC) at Northwestern seeks a Graduate Assistant (GA) to assist with the Summer Academic Workshop (SAW) 2018. The GA serves as a key point person in the planning, implementation, and overall success of SAW. The successful candidate will train, supervise, and assess six (6) undergraduate Counselors; work closely with the Co-Director of SAW in the planning, implementation, and assessment of SAW’s learning outcomes; and lead activities designed to support students’ personal development. The SAW GA position is a half-year appointment from March 26, 2018 – September 21, 2018. The GA is expected to complete 15 hours each week and will earn a total stipend of $5625.00 over the course of the appointment. During the program, which runs Wednesday, August 29th – Friday, September 21, 2018, residency on campus will be required. This position will remain open until filled. Primary Responsibilities: Supervise and evaluate six (6) undergraduate Counselors in the completion of their primary responsibilities, assist the CIC staff in the planning, implementation, and assessment of educational initiatives designed to further students’ personal development, coordinate, manage and assess the undergraduate Counselor training program, in partnership with the CoDirector of SAW, organize and manage the Counselor’s daily duty rotation, coordinate and attend evening and weekend SAW activities to ensure their success, in conjunction with CIC staff, Serve as a liaison between SAW students, Counselors, and CIC staff as necessary, complete other duties as assigned. Qualifications & Competencies (Education, experience, skills, knowledge, and abilities): 1. Completed at least one year of a master’s degree program in in College Student Development, Higher Education Administration, or a related field. 2. Experience with peer mentoring or advising. 3. Familiarity with theory related to college student identity development, especially as it relates to low-income students, first-generation college students, LGBTQIA students, and/or students of color. 4. Strong interpersonal and organizational skills. 5. Must work well as part of a team and independently. 6. Proficient in Microsoft Office 2013 and Box.com collaborative tools. To apply, please send a cover letter, resume, and three (3) references to: Campus Inclusion & Community inclusion@northwestern.edu Attn: SAW GA Application 1936 Sheridan Road Evanston, IL. 60208

D.2. Missouri State University, Springfield campus, is looking for a tenure track Assistant Professor in Reading Foundations and Technology to begin 8/13/2018. The Reading, Foundations, and Technology department (RFT) in the College of Education at Missouri State University in Springfield, Missouri invites applications for a tenure-track Assistant Professor position in Educational Foundations to begin August 13, 2018. We seek candidates who bring a broad philosophical perspective to practical questions about schools, teaching and learning. The primary responsibility of the Assistant Professor will be to help practicing teachers rethink a broad range of educational commitments in a cohort-model graduate program and work with undergraduate students in a foundations of education course. These courses examine the full range of social, philosophical historical, political and economic aspects of schooling—not any one narrow perspective. The Assistant Professor is a member of the ranked faculty who will demonstrate achievement in the areas of teaching, scholarship, and professional service. Candidates are minimally required to have an earned doctorate from an accredited university in educational foundations or a related field and at least three years of K-12 teaching experience. ABD with expected completion by the August 13, 2018 start date will be considered. Preferred qualifications include experience with diverse or at-risk populations; scholarship aimed at offering foundations thoughtfulness to issues of teaching and learning; and, a demonstrated ability to work collegially with other members of an academic department. Most courses are taught face-to-face and some are in off-campus locations. However, skills in distance education or on-line courses is preferred. To apply, visit https://jobs.missouristate.edu/postings/37392

D.3. The Department of Curriculum and Instruction in the Kremen School of Education and Human Development at California State University, Fresno seeks applicants for a tenure-track, academic year position as an Assistant Professor in Social and Cultural Foundations. The successful candidate will teach undergraduate and graduate students, conduct scholarly and applied research, and engage in service-related activities. Primary teaching responsibilities and research interests will be in the area of social and cultural foundations with secondary focus in educational psychology and developmental theory. Application Requirements: an earned doctorate (Ph.D. or Ed.D.) in an area of Educator Preparation, such as Curriculum and Instruction, Social Foundations, Cultural Foundations, Educational Psychology, Developmental Psychology, Education, or other closely-related disciplines from an accredited institution (or equivalent) is required; however, applicants nearing completion of the doctorate (ABD) may be considered for employment in the tenure-track position, but the doctorate must be completed by 8/20/2018. Additional information at http://bit.ly/FresnoStatePositions17.

D.4. For over 25 years, the UChicago Consortium on School Research has informed solutions to the most difficult problems facing urban schools. We conduct research of high technical quality that informs policy and practice in the Chicago Public Schools, as well as schools nationwide. The Consortium is currently looking for a Research Analyst I and a Research Analyst II to join its research team. Candidates for these positions will have a passion for supporting actionable uses of research evidence, and a commitment to understanding and improving outcomes for students of all backgrounds and experiences. To apply visit https://uchicago.wd5.myworkdayjobs.com/External?utm_source=newsletter&utm_medium=email&utm_content=jobs+site&utm_campaign=Research+Analyst+Job+Postings+Blast

E.1. The Joseph C. Cornwall Center for Metropolitan Studies and the School of Public Affairs and Administration (SPAA) are pleased to announce a Postdoctoral Associate position in Education Research and Policy. The Associate will be awarded for a one-year period beginning in September 2018; there is a possibility of a one-year renewal. The position carries a stipend of $55,000 per year, plus health benefits, plus $3,000 in research funds. The Associate will primarily work on research that supports the efforts in the metropolitan area to more effectively use data to support to support school change and improved youth outcomes. A mixed methods background is ideal, but strong quantitative skills are essential. Experience with place-based research, particularly a local school research collaborative would be very advantageous, as would familiarity with the design and maintenance of databases. Some knowledge of improvement science helpful. Position contingent upon funding. Candidates must hold a recently conferred (within 5 years) doctorate in public administration, education, sociology, or a related social science field. Review of applications will begin immediately and will continue until outstanding candidates are found. All qualified applicants will receive consideration for employment without regard to race, religion, sex, sexual orientation, gender identity or expression, national origin, disability, protected veteran status or any other classification protected by law. Women and minorities are especially encouraged to apply. Questions should be addressed to: Kimaada Sills at kimaada@rutgers.edu. Please consult the School and Campus websites for further information. http://www.newark.rutgers.edu; https://www.cornwall.rutgers.edu/; http://spaa.newark.rutgers.edu/

This newsletter comes out every 2-3 weeks during the academic year. If you are an alumnus of or friend of the Cultural and Educational Policy Studies (CEPS) program in the School of Education at Loyola University Chicago you may sign up to receive this newsletter at http://lists.luc.edu/listinfo/ceps-alumni
Submissions for inclusion in future Newsletters can be sent to Janese Nolan at Jnolan7@luc.edu