The UNLV English Department is searching for three tenure-track positions. Please follow the links to the right for more information about these positions. For information about the university’s diversity profile, please click on the “UNLV Diversity Fact Sheet” link.
Funding – Creating Humanities Communities Grant, National Endowment for the Humanities. Due: Feb 15, 2017
ANNOUNCEMENT OF FACULTY POSITION OPENING UNIVERSITY OF REDLANDS
Lecturer Environmental Studies September 23, 2016 Open until filled
The University of Redlands (www.redlands.edu) Department of Environmental Studies invites applications for a non-tenure-track Lecturer position in Environmental Studies.
We seek applicants broadly trained in environmental studies with experience in the teaching and praxis of some combination of environmental impact assessment, GIS applications in environmental management, environmental land-use planning, and other applications of environmental analysis and management. Applicants should demonstrate an ability to (1) enrich interdisciplinary offerings on campus through courses; and (2) thrive in an undergraduate program within a small private liberal arts university, where excellence in teaching and advising is highly valued. The successful applicant will have the ability to teach some combination of courses such as introduction to environmental studies, global environmental change, environmental impact assessment, project-oriented classes using GIS, and land- use planning.
The department will value applicants who have experience working with students from diverse cultural and socio-economic backgrounds. Applicants are asked to identify their strengths and experiences in assisting diverse student populations to accomplish curricular goals. The successful applicant will be expected to support the College of Arts and Science’s new general education curriculum.
The University of Redlands is a private, comprehensive liberal arts institution located 60 miles east of Los Angeles in a town of 70,000. The campus is surrounded by orange groves and sits at the base of the San Bernardino Mountains, one hour from the coast, and 40 miles west of Palm Springs.
Desired/Preferred Qualifications: A Masters degree in a relevant environmental field is required, though a Ph.D. is preferred. Desirable qualifications for this position include: a broad base of knowledge in environmental studies with specialization in writing and conducting environmental impact assessment, and GIS. Teaching load is 8 courses per year. There is the possibility of student advising reducing the teaching load, and one of those courses may be a travel course or field-intensive course during our month-long May term.
To Apply: Applicants should send a letter addressing their teaching interests, current CV, at least three letters of reference, evidence of teaching effectiveness, and a sample of professional writing to Apply@redlands.edu. Limit attachments to 11 MB or less.
In compliance with the American with Disabilities Act, if selected for the interview process and accommodations are needed, please call (909) 748-8040.
SUBMISSION OF A CURRICULUM VITAE OR APPLICATION INDICATES AGREEMENT THAT THE UNIVERSITY MAY VERIFY ANY AND ALL INFORMATION CONTAINED THEREIN
MEMBERS OF UNDERREPRESENTED GROUPS ARE ENCOURAGED TO APPLY AN EQUAL OPPORTUNITY EMPLOYER
- Be among the Top 5 American Indian Studies programs in the world
- Provide models and research to demonstrate the value and relevance of American Indian Studies scholarship in support of American Indian nations, organizations, leadership, and community
- Develop the growth of the graduate program
Are you a single mother attending UBC? Are you looking to connect with other single mothers on campus who share your experience of balancing work, studying and parenting schedules? A new group was created for single mothers on campus with the support of the YWCA, UNA and UTown@UBC.
Please see the tentative schedule below and please contact Aurelia Kinslow with any questions: email@example.com.
Place: Old Barn Community Centre (attached to Bean Around the World)
|Date (Friday 5:30-7:30pm)||notes|
|Jan meetings||Jan 6|
|Feb meetings||Feb 10|
|March meetings||Mar 17||(spring break week)|
|April Meetings||Apr 14||Good Friday|
|May meetings||May 12|
AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF CURRICULUM STUDIES ANNUAL CONFERENCE
Monday, April 24 – Thursday, April 27, 2017
CALL FOR PROPOSALS: AAACS 2017
University of Texas at San Antonio, San Antonio, TX
Priority Deadline: Sunday, December 11, 2016
Cut-Off for Submissions: Sunday, January 8, 2017
Curriculum Matters: Race, Place, and Belonging “South” of the Border
Curriculum matters. Race matters. Place matters. Epistemologies matter. And matter also matters of indigeneity, immigration and epistemicide—of the South, at the borders, and beyond. Through this year’s conference theme—inspired, too, by the place of our convening and work of our colleagues (t)here; we invite participants to inquire, critique, ponder, dream, converse and create together through and from attention to these matters. Herein, we aim to not only continue from last year conversations regarding our ethical, and historical, engagements (AAACS 2016), but also to further those of our affiliate and sister organizations respecting the current tasks of the curriculum theorist (IAACS 2015), where curriculum theory and its labor, in fact, stand in the present moment (Bergamo 2016)—as well as in those to come; and demands to “colour” curriculum, interrogating places therein of power, privilege and supremacy (C&P 2016). We, too, seek responsiveness to/in a contemporary scene wherein much is contested, conflicted, complexified, and produced as nonexistent among us, particularly perhaps in the U.S./”America”, as pertains to race, place, indigeneity, immigration and epistemology—especially concerning difference, equity, solidarity and social and cognitive justice; and possibly no more so than in the “othered” South.
For example, while restorations of particular nations of the Global North have been acknowledged and taken up—and this, via the curriculum—in Canada, which necessarily involves listening to and learning from indigenous knowledges (the fruit of which was so beautifully shared at IAACS 2015), as well as in Australia (the place of our upcoming IAACS 2018 convening); such efforts are virtually nonexistent in the US, where one could argue indigeneity is largely still rendered invisible and thus inarticulable. And we suffer still in this context without any redress—with even much repressive regress—respecting generations of racial violence, suffering and oppression. Such questions too might be brought to bear at the borders, as it were, liminal spaces and fluid if not fractured places wherein epistemologies of the South, and of language and of citizenship, are deeply implicated, and such also with respect to education, curriculum and pedagogy.
We welcome, of course, as always, proposals on any current curriculum studies scholarship, and encourage provocative, stimulating and surprising conference formats; critical and creative conversations among us that may initiate healing and transformation, and illumine new paths and possibilities for us from within our midst.
Proposals are being accepted through
AAACS 2017 Proposal Guide
To submit your proposal, please follow the link: https://goo.gl/forms/EPUE2pKTZstyHObh1
For questions/inquiry regarding the conference and/or call for proposals, please email conference and program committee email at: AAACScallforproposals@gmail.com
Your proposal automatically registers you as a member of AAACS—there are presently no dues. With membership in AAACS (www.aaacs.org) comes membership in IAACS (The International Association for the Advancement of Curriculum Studies).
The department of History at Northern Arizona University invites applications for a tenure-track Assistant Professor of History specializing in Native /Indigenous North America. The appointment begins fall of 2017. In keeping with the department’s mission, we are looking for a colleague who demonstrates the ability to undertake teaching and scholarship focusing on indigenous histories in a global context. The successful candidate will be expected to offer courses in Native American/Indigenous history at both the undergraduate and graduate levels, and contribute to other courses required by the department for its majors. Preference will be given to scholars whose research and teaching can also contribute to the department’s thematic strengths at the graduate level, which at present include Global/Comparative history; Environment & Health; Colonialism and Nationalism; Class, Race, & Ethnicity; Gender & Sexuality; and Public History.