University of Connecticut
Neag School of Education, Glenbrook Road, Storrs, CT, USA
The University of Connecticut's Neag School of Education seeking candidates for multiple faculty positions.
The Neag School of Education ( https://education.uconn.edu/ ) is ranked No. 30 among all graduate schools of education and No. 16 among public graduate schools of education in the nation according to U.S. News & World Report.
Current openings include:
Assistant Clinical Professor (multiple openings), Department of Curriculum and Instruction;
Assistant Professor in Residence in Higher Education and Student Affairs, Department of Educational Leadership;
Associate/Full Professor in School Counseling and an Assistant/Associate Professor in Learning Sciences (multiple openings), Department of Educational Psychology.
Oct 23, 2019
Full time
The University of Connecticut's Neag School of Education seeking candidates for multiple faculty positions.
The Neag School of Education ( https://education.uconn.edu/ ) is ranked No. 30 among all graduate schools of education and No. 16 among public graduate schools of education in the nation according to U.S. News & World Report.
Current openings include:
Assistant Clinical Professor (multiple openings), Department of Curriculum and Instruction;
Assistant Professor in Residence in Higher Education and Student Affairs, Department of Educational Leadership;
Associate/Full Professor in School Counseling and an Assistant/Associate Professor in Learning Sciences (multiple openings), Department of Educational Psychology.
Montana State University-Northern
Montana State University - Northern, 13th Street West, Havre, MT, USA
As a faculty member, you will be responsible for the development and teaching of undergraduate and graduate education courses using traditional, hybrid and online instruction with emphasis on K-12 professional education core courses. Faculty work with content-area department faculty and jointly advise secondary education students in their content major. Duties include: (1) Working closely with area school districts, including supervising field experiences and student teaching; (2) Assisting with program assessment and accreditation preparation; (3) Participating in program development, recruitment and retention; and (4) Engaging in scholarly, departmental, and institutional activities. Two tenure-track positions are open.
Could start as early as January 2020.
Oct 22, 2019
Full time
As a faculty member, you will be responsible for the development and teaching of undergraduate and graduate education courses using traditional, hybrid and online instruction with emphasis on K-12 professional education core courses. Faculty work with content-area department faculty and jointly advise secondary education students in their content major. Duties include: (1) Working closely with area school districts, including supervising field experiences and student teaching; (2) Assisting with program assessment and accreditation preparation; (3) Participating in program development, recruitment and retention; and (4) Engaging in scholarly, departmental, and institutional activities. Two tenure-track positions are open.
Could start as early as January 2020.
Dallas County Community College District
1601 S Lamar St, Dallas, TX 75215
Job no: 498867 Work type: Full-time Location: Cedar Valley Work Schedule: Various Shifts (as assigned)
Job Title Code FFF Salary Level Salary Range (Full-Time) $50,000 annually Hourly Rate (Part-Time) Business Travel FLSA Exempt Position Type Faculty Position Summary Teaches students effectively in assigned classes and maintains office hours for student consultation in accordance with procedures outlined in the Dallas County Community College Board Policy Manual and/or agreed upon with immediate supervisor.
Position may require teaching early college and dual credit populations. Required Knowledge, Skills & Abilities Demonstrated skills in successfully working with diverse populations through experiences such as formal training and past work experiences. The ability to provide quality customer service. Physical Requirements May be required to lift and move materials and equipment weighing up to 50 pounds. Minimum Knowledge and Experience Master’s degree or higher in the teaching discipline (Education) or Master’s degree or higher with a concentration in the teaching discipline (Education) (a minimum of 18 graduate semester hours in the teaching discipline). One year of demonstrated teaching experience required. Official transcripts will be required. ***Will be subject to a criminal background check. Some positions may be subject to a fingerprint check.*** Essential Duties and Responsibilities Provides students with a written course syllabus that should include items specified by the college and/or Dallas County Community College System. Participates in the evaluation of the instructional process and uses innovative strategies to continually improve learning. Participates in development and support of their discipline by recommending books and materials, revising curricula, and recommending teaching assignments when appropriate. Maintains accurate and complete course records as required by law and the Board of Trustees Policies and Procedures Manual. Performs professional activities and assumes professional responsibilities as agreed upon with the division dean, and works with colleagues to achieve shared goals and visions. Values the collaborative process. Uses knowledge of diverse communities and learning styles and has the ability to incorporate diversity of delivery of such learning styles in instruction. Participates in student advising and registration. Utilizes technology to facilitate learning and to access data, maintain records, generate reports, and communicate with others. Institutional Service Responsibilities (College and Dallas County Community College System): Meets professional assignments in accordance with the System’s calendar and contractual obligations. Complies with DALLAS COUNTY COMMUNITY COLLEGE SYSTEM board policy, state and federal policy, and the student code of conduct as appropriate. Commits to college mission and goals through participating in planning division objectives and budget requests. Serves on and attends college and/or system committees as assigned. Participates in campus commencement exercise(s) as required by Board Policy and attends other required college meetings and activities. Participates in his/her own performance appraisal. Demonstrates ability to work effectively with persons from diverse backgrounds. Student Services Responsibilities: May work with student clubs and/or organizations. Community: Consistent with other DCCC job descriptions demonstrates verbal and written communication skills to support and enhance effective interaction between Dallas County Community College System and other organizations, businesses and community groups as well as faculty, staff and students from diverse backgrounds. Promotes the college in the community by participating in a variety of marketing activities. Professional Growth Responsibilities: Participates in professional development activities.
Position may require teaching early college and dual credit populations.
Advertised: 14 Oct 2019 Central Daylight Time Applications close: 2 Jan 2020 11:55 PM Central Standard Time
Oct 21, 2019
Full time
Job no: 498867 Work type: Full-time Location: Cedar Valley Work Schedule: Various Shifts (as assigned)
Job Title Code FFF Salary Level Salary Range (Full-Time) $50,000 annually Hourly Rate (Part-Time) Business Travel FLSA Exempt Position Type Faculty Position Summary Teaches students effectively in assigned classes and maintains office hours for student consultation in accordance with procedures outlined in the Dallas County Community College Board Policy Manual and/or agreed upon with immediate supervisor.
Position may require teaching early college and dual credit populations. Required Knowledge, Skills & Abilities Demonstrated skills in successfully working with diverse populations through experiences such as formal training and past work experiences. The ability to provide quality customer service. Physical Requirements May be required to lift and move materials and equipment weighing up to 50 pounds. Minimum Knowledge and Experience Master’s degree or higher in the teaching discipline (Education) or Master’s degree or higher with a concentration in the teaching discipline (Education) (a minimum of 18 graduate semester hours in the teaching discipline). One year of demonstrated teaching experience required. Official transcripts will be required. ***Will be subject to a criminal background check. Some positions may be subject to a fingerprint check.*** Essential Duties and Responsibilities Provides students with a written course syllabus that should include items specified by the college and/or Dallas County Community College System. Participates in the evaluation of the instructional process and uses innovative strategies to continually improve learning. Participates in development and support of their discipline by recommending books and materials, revising curricula, and recommending teaching assignments when appropriate. Maintains accurate and complete course records as required by law and the Board of Trustees Policies and Procedures Manual. Performs professional activities and assumes professional responsibilities as agreed upon with the division dean, and works with colleagues to achieve shared goals and visions. Values the collaborative process. Uses knowledge of diverse communities and learning styles and has the ability to incorporate diversity of delivery of such learning styles in instruction. Participates in student advising and registration. Utilizes technology to facilitate learning and to access data, maintain records, generate reports, and communicate with others. Institutional Service Responsibilities (College and Dallas County Community College System): Meets professional assignments in accordance with the System’s calendar and contractual obligations. Complies with DALLAS COUNTY COMMUNITY COLLEGE SYSTEM board policy, state and federal policy, and the student code of conduct as appropriate. Commits to college mission and goals through participating in planning division objectives and budget requests. Serves on and attends college and/or system committees as assigned. Participates in campus commencement exercise(s) as required by Board Policy and attends other required college meetings and activities. Participates in his/her own performance appraisal. Demonstrates ability to work effectively with persons from diverse backgrounds. Student Services Responsibilities: May work with student clubs and/or organizations. Community: Consistent with other DCCC job descriptions demonstrates verbal and written communication skills to support and enhance effective interaction between Dallas County Community College System and other organizations, businesses and community groups as well as faculty, staff and students from diverse backgrounds. Promotes the college in the community by participating in a variety of marketing activities. Professional Growth Responsibilities: Participates in professional development activities.
Position may require teaching early college and dual credit populations.
Advertised: 14 Oct 2019 Central Daylight Time Applications close: 2 Jan 2020 11:55 PM Central Standard Time
Dallas County Community College District
1601 S Lamar St, Dallas, TX 75215
Job no: 496259 Work type: Part-time Location: Eastfield Work Schedule: Varies (No more than 19.5 hours per week)
Job Title Code FCE Salary Level H90 Salary Range (Full-Time) Hourly Rate (Part-Time) Varies Business Travel FLSA Exempt Position Type Faculty Position Summary Provides instruction for non-credit course(s) within the content specific area. Required Knowledge, Skills & Abilities Other requirements include excellent oral and written communication skills and the ability to work with students and staff with varying diverse backgrounds and learning styles. Demonstrated skills in successfully working with diverse populations through experiences such as formal training and past work experiences. The ability to provide quality customer service. Physical Requirements Normal physical job functions performed within a standard office environment. Reasonable accommodations may be made to individuals with physical challenges to perform the essential duties and responsibilities. Minimum Knowledge and Experience Non-Credit Adjunct faculty who are assigned to teach non-credit workforce courses must have a minimum of an Associate degree with direct work experience in the specific content area or have specific certification/licensure related to the assigned course(s) with work experience in the specific content area. Non-Credit Adjunct faculty who are assigned to teach a non-credit community based/non-workforce course(s) must have a minimum of an Associate degree or direct work experience in the specific content area with a certification (if applicable) for the content area. Official transcripts will be required at time of interview. ***Will be subject to a criminal background check. Some positions may be subject to a fingerprint check.*** Essential Duties and Responsibilities Responsibilities include providing course syllabi (with the minimum college requirement for the non-credit courses, institutional holidays, grading policy, course information, attendance requirements, books and resource materials, and other institutional or accreditation information, etc); maintains accurate records for reporting grades and attendance, provides student evaluations in accordance with institutional guidelines and accreditation/licensure body (if applicable); and meets required deadlines for submitting required end of course documentation to the division office.
Advertised: 27 Nov 2017 Central Standard Time Applications close: 13 Dec 2019 11:55 PM Central Standard Time
Oct 21, 2019
Part time / Adjunct
Job no: 496259 Work type: Part-time Location: Eastfield Work Schedule: Varies (No more than 19.5 hours per week)
Job Title Code FCE Salary Level H90 Salary Range (Full-Time) Hourly Rate (Part-Time) Varies Business Travel FLSA Exempt Position Type Faculty Position Summary Provides instruction for non-credit course(s) within the content specific area. Required Knowledge, Skills & Abilities Other requirements include excellent oral and written communication skills and the ability to work with students and staff with varying diverse backgrounds and learning styles. Demonstrated skills in successfully working with diverse populations through experiences such as formal training and past work experiences. The ability to provide quality customer service. Physical Requirements Normal physical job functions performed within a standard office environment. Reasonable accommodations may be made to individuals with physical challenges to perform the essential duties and responsibilities. Minimum Knowledge and Experience Non-Credit Adjunct faculty who are assigned to teach non-credit workforce courses must have a minimum of an Associate degree with direct work experience in the specific content area or have specific certification/licensure related to the assigned course(s) with work experience in the specific content area. Non-Credit Adjunct faculty who are assigned to teach a non-credit community based/non-workforce course(s) must have a minimum of an Associate degree or direct work experience in the specific content area with a certification (if applicable) for the content area. Official transcripts will be required at time of interview. ***Will be subject to a criminal background check. Some positions may be subject to a fingerprint check.*** Essential Duties and Responsibilities Responsibilities include providing course syllabi (with the minimum college requirement for the non-credit courses, institutional holidays, grading policy, course information, attendance requirements, books and resource materials, and other institutional or accreditation information, etc); maintains accurate records for reporting grades and attendance, provides student evaluations in accordance with institutional guidelines and accreditation/licensure body (if applicable); and meets required deadlines for submitting required end of course documentation to the division office.
Advertised: 27 Nov 2017 Central Standard Time Applications close: 13 Dec 2019 11:55 PM Central Standard Time
Dallas County Community College District
1601 S Lamar St, Dallas, TX 75215
Job no: 495731 Work type: Part-time Location: Eastfield Work Schedule: Varies (No more than 19.5 hours per week)
Job Title Code FCE Salary Level H90 Hourly Rate (Part-Time) Varies FLSA Exempt Position Type Faculty Position Summary Provides instruction for non-credit course(s) within the content specific area.
The Workforce Development & Community Education division at Eastfield College is looking for subject matter experts who can teach courses on:
- Art - Music - Language - Dance - Martial Arts - Any other topics of interest (please include in cover letter)
Candidates should demonstrate a passion for teaching and experience and/or certification in the content area they wish to teach.
Required Knowledge, Skills & Abilities Other requirements include excellent oral and written communication skills and the ability to work with students and staff with varying diverse backgrounds and learning styles. Demonstrated skills in successfully working with diverse populations through experiences such as formal training and past work experiences. The ability to provide quality customer service. Physical Requirements Normal physical job functions performed within a standard office environment. Reasonable accommodations may be made to individuals with physical challenges to perform the essential duties and responsibilities. Minimum Knowledge and Experience Non-Credit Adjunct faculty who are assigned to teach non-credit workforce courses must have a minimum of an Associate degree with direct work experience in the specific content area or have specific certification/licensure related to the assigned course(s) with work experience in the specific content area. Non-Credit Adjunct faculty who are assigned to teach a non-credit community based/non-workforce course(s) must have a minimum of an Associate degree or direct work experience in the specific content area with a certification (if applicable) for the content area. Official transcripts will be required at time of interview. ***Will be subject to a criminal background check. Some positions may be subject to a fingerprint check.*** Essential Duties and Responsibilities Responsibilities include providing course syllabi (with the minimum college requirement for the non-credit courses, institutional holidays, grading policy, course information, attendance requirements, books and resource materials, and other institutional or accreditation information, etc); maintains accurate records for reporting grades and attendance, provides student evaluations in accordance with institutional guidelines and accreditation/licensure body (if applicable); and meets required deadlines for submitting required end of course documentation to the division office.
Advertised: 06 Mar 2019 Central Standard Time Applications close: 31 Dec 2019 12:00 PM Central Standard Time
Oct 21, 2019
Part time / Adjunct
Job no: 495731 Work type: Part-time Location: Eastfield Work Schedule: Varies (No more than 19.5 hours per week)
Job Title Code FCE Salary Level H90 Hourly Rate (Part-Time) Varies FLSA Exempt Position Type Faculty Position Summary Provides instruction for non-credit course(s) within the content specific area.
The Workforce Development & Community Education division at Eastfield College is looking for subject matter experts who can teach courses on:
- Art - Music - Language - Dance - Martial Arts - Any other topics of interest (please include in cover letter)
Candidates should demonstrate a passion for teaching and experience and/or certification in the content area they wish to teach.
Required Knowledge, Skills & Abilities Other requirements include excellent oral and written communication skills and the ability to work with students and staff with varying diverse backgrounds and learning styles. Demonstrated skills in successfully working with diverse populations through experiences such as formal training and past work experiences. The ability to provide quality customer service. Physical Requirements Normal physical job functions performed within a standard office environment. Reasonable accommodations may be made to individuals with physical challenges to perform the essential duties and responsibilities. Minimum Knowledge and Experience Non-Credit Adjunct faculty who are assigned to teach non-credit workforce courses must have a minimum of an Associate degree with direct work experience in the specific content area or have specific certification/licensure related to the assigned course(s) with work experience in the specific content area. Non-Credit Adjunct faculty who are assigned to teach a non-credit community based/non-workforce course(s) must have a minimum of an Associate degree or direct work experience in the specific content area with a certification (if applicable) for the content area. Official transcripts will be required at time of interview. ***Will be subject to a criminal background check. Some positions may be subject to a fingerprint check.*** Essential Duties and Responsibilities Responsibilities include providing course syllabi (with the minimum college requirement for the non-credit courses, institutional holidays, grading policy, course information, attendance requirements, books and resource materials, and other institutional or accreditation information, etc); maintains accurate records for reporting grades and attendance, provides student evaluations in accordance with institutional guidelines and accreditation/licensure body (if applicable); and meets required deadlines for submitting required end of course documentation to the division office.
Advertised: 06 Mar 2019 Central Standard Time Applications close: 31 Dec 2019 12:00 PM Central Standard Time
University of Canterbury
Christchurch, New Zealand
Lecturer/Senior Lecturer/Associate Professor in Māori Education Pūkenga / Pūkenga Matua / Ahorangi Tuarua i te Akoranga Māori
Te Rāngai Ako me te Hauora - College of Education, Health and Human Development Te Kura Whakangungu Kaiako - School of Teacher Education
Kia hiwa rā, kia hiwa rā! He hiahia, he pūkenga nōhou i te Akoranga Māori? He pōwhiri atu tēnei nā Te Whare Wānanga o Waitaha kia tono mai te hunga i te tūranga Pūkenga, Pūkenga Matua, Ahorangi Tuarua rānei i Te Kura Whakangungu Kaiako.
Te Whare Wānanga o Waitaha - University of Canterbury has a vision of people prepared to make a difference: tangata tū, tangata ora
Our staff of Te Kura Whakangungu Kaiako - School of Teacher Education are looking for a new colleague to join a vibrant and well-established Māori Education whānau. This position is full-time (37.5 hours per week; 1.0 FTE) and will be a continuing (i.e. permanent) position. This position will be appointed at the Lecturer, Senior Lecturer or Associate Professor level, depending on the applicant’s qualifications and experience. The role will contribute to teaching and research in Te Kura Whakangungu Kaiako - School of Teacher Education, with a focus on initial teacher education. Depending on the level of the appointment, there will be opportunity to contribute to teaching and supervision in postgraduate qualifications such as the Masters in Education, Education Doctorate, and PhD.
Te Whare Wānanga o Waitaha - University of Canterbury is committed to promoting a world-class learning environment through research and teaching excellence, and has a vision statement of Tangata tū, tangata ora: people prepared to make a difference. The successful candidate for this position will have the opportunity to work alongside members of a diverse academic community and will have opportunities to enrich your own professional and personal development.
Te Kura Whakangungu Kaiako - The School of Teacher Education has a staff who share a common commitment to culturally responsive and sustaining pedagogy in initial teacher education. Additionally, the college supports several research hubs and laboratories including Te Rū Rangahau - Māori Research Laboratory: https://www.canterbury.ac.nz/education/research/maori/ . The aims of this research group are to support and promote Te Rautaki Whakawhanake Kaupapa Māori Strategy for Māori Development of the University of Canterbury. In particular, this research group supports the advancement of indigenous postgraduates in the College and research that is responsive to Māori and indigenous needs and aspirations. The scholar in this position will also have working colleagues across the across the College as well as the University and within our communities.
Applicants will need to demonstrate the following characteristics:
Applicants will have completed or be working towards a Doctorate in education or a related area. A focus on areas that align with the needs of Te Kura Whakangungu Kaiako - School of Teacher Education such as culturally responsive and sustainable teaching and learning, Akoranga Māori Māori Education, mātauranga Māori, te reo acquisition, teacher learning and development, or school curriculum areas is desirable. The successful applicant should demonstrate a commitment to develop or maintain a research programme related to Akoranga Māori - Māori Education as appropriate to the level of their application.
Confidence in working with local iwi and runānga is required, together with an active commitment to upholding values, tikanga, kawa and traditions as guided by Ngāi Tūāhuriri, the mana whenua.
Proficiency in te reo Māori is expected and experience teaching te reo Māori will be a strong advantage.
Applicants need to have an understanding of effective teaching methods. Experience in teaching at a tertiary level would be preferred. Ability to gain or hold registration as a New Zealand Registered Teacher is desirable.
Why choose to work at Te Whare Wānanga o Waitaha - University of Canterbury?
You will be located in Rehua in the heart of our Ilam campus. Established in 2019, Rehua is the central hub for education, entrepreneurship and executive development, where students from all disciplines are supported in their studies and their professional and personal growth. Facilities include meeting and project rooms, breakout areas, a cultural function space, health clinics, a café, social spaces throughout the building's seven floors, and a light-filled atrium connecting the north and south blocks.
For information about Te Kura Whakangungu Kaiako - School of Teacher Education programmes please see here.
Download the full Position Description Lecturer.pdf SeniorLecturer.pdf AssociateProfessor.pdf
For information about the range of benefits in joining UC please visit us online at http://www.canterbury.ac.nz/joinus
Oct 20, 2019
Full time
Lecturer/Senior Lecturer/Associate Professor in Māori Education Pūkenga / Pūkenga Matua / Ahorangi Tuarua i te Akoranga Māori
Te Rāngai Ako me te Hauora - College of Education, Health and Human Development Te Kura Whakangungu Kaiako - School of Teacher Education
Kia hiwa rā, kia hiwa rā! He hiahia, he pūkenga nōhou i te Akoranga Māori? He pōwhiri atu tēnei nā Te Whare Wānanga o Waitaha kia tono mai te hunga i te tūranga Pūkenga, Pūkenga Matua, Ahorangi Tuarua rānei i Te Kura Whakangungu Kaiako.
Te Whare Wānanga o Waitaha - University of Canterbury has a vision of people prepared to make a difference: tangata tū, tangata ora
Our staff of Te Kura Whakangungu Kaiako - School of Teacher Education are looking for a new colleague to join a vibrant and well-established Māori Education whānau. This position is full-time (37.5 hours per week; 1.0 FTE) and will be a continuing (i.e. permanent) position. This position will be appointed at the Lecturer, Senior Lecturer or Associate Professor level, depending on the applicant’s qualifications and experience. The role will contribute to teaching and research in Te Kura Whakangungu Kaiako - School of Teacher Education, with a focus on initial teacher education. Depending on the level of the appointment, there will be opportunity to contribute to teaching and supervision in postgraduate qualifications such as the Masters in Education, Education Doctorate, and PhD.
Te Whare Wānanga o Waitaha - University of Canterbury is committed to promoting a world-class learning environment through research and teaching excellence, and has a vision statement of Tangata tū, tangata ora: people prepared to make a difference. The successful candidate for this position will have the opportunity to work alongside members of a diverse academic community and will have opportunities to enrich your own professional and personal development.
Te Kura Whakangungu Kaiako - The School of Teacher Education has a staff who share a common commitment to culturally responsive and sustaining pedagogy in initial teacher education. Additionally, the college supports several research hubs and laboratories including Te Rū Rangahau - Māori Research Laboratory: https://www.canterbury.ac.nz/education/research/maori/ . The aims of this research group are to support and promote Te Rautaki Whakawhanake Kaupapa Māori Strategy for Māori Development of the University of Canterbury. In particular, this research group supports the advancement of indigenous postgraduates in the College and research that is responsive to Māori and indigenous needs and aspirations. The scholar in this position will also have working colleagues across the across the College as well as the University and within our communities.
Applicants will need to demonstrate the following characteristics:
Applicants will have completed or be working towards a Doctorate in education or a related area. A focus on areas that align with the needs of Te Kura Whakangungu Kaiako - School of Teacher Education such as culturally responsive and sustainable teaching and learning, Akoranga Māori Māori Education, mātauranga Māori, te reo acquisition, teacher learning and development, or school curriculum areas is desirable. The successful applicant should demonstrate a commitment to develop or maintain a research programme related to Akoranga Māori - Māori Education as appropriate to the level of their application.
Confidence in working with local iwi and runānga is required, together with an active commitment to upholding values, tikanga, kawa and traditions as guided by Ngāi Tūāhuriri, the mana whenua.
Proficiency in te reo Māori is expected and experience teaching te reo Māori will be a strong advantage.
Applicants need to have an understanding of effective teaching methods. Experience in teaching at a tertiary level would be preferred. Ability to gain or hold registration as a New Zealand Registered Teacher is desirable.
Why choose to work at Te Whare Wānanga o Waitaha - University of Canterbury?
You will be located in Rehua in the heart of our Ilam campus. Established in 2019, Rehua is the central hub for education, entrepreneurship and executive development, where students from all disciplines are supported in their studies and their professional and personal growth. Facilities include meeting and project rooms, breakout areas, a cultural function space, health clinics, a café, social spaces throughout the building's seven floors, and a light-filled atrium connecting the north and south blocks.
For information about Te Kura Whakangungu Kaiako - School of Teacher Education programmes please see here.
Download the full Position Description Lecturer.pdf SeniorLecturer.pdf AssociateProfessor.pdf
For information about the range of benefits in joining UC please visit us online at http://www.canterbury.ac.nz/joinus
McGill University, Department of Integrated Studies Faculty of Education
Assistant Professor: Community Engagement and Indigenous Teacher Education
The Department of Integrated Studies in Education (DISE) invites applications for a tenure-stream appointment at the rank of Assistant Professor with a specialisation in Indigenous Teacher Education. Working closely with the department’s Office of First Nations and Inuit Education (OFNIE) the successful candidate will have lived experience in Indigenous communities, working with Indigenous learners and/or communities and be committed to teaching and educational innovation in the field of teacher education and community partnerships. The ideal candidate would support program development, curriculum design, and pedagogical innovation for OFNIE’s new and existing Indigenous partners. The candidate will also support OFNIE in identifying new potential partnerships. The candidate’s responsibilities will include teaching at the undergraduate and graduate levels, both in-community and on-campus, and the supervision of Master’s and Doctoral students involved in Indigenous education. Importantly, a new hire in Indigenous teacher education will contribute to strengthening knowledge and understanding of Indigenous culture for non-Indigenous students in DISE through teaching and awareness-related activities on campus as well as supporting developing scholars in the DISE graduate programs.
The anticipated start date is August 1, 2020.
DISE (Department of Integrated Studies In Education) faculty members are expected to teach at the undergraduate and graduate levels and supervise Master’s and Doctoral level students, as well as contribute to service in the Department, the Faculty of Education and the University.
Applicants for this position should submit the following documents by email: letter of application; curriculum vitae; statement of candidate’s relationship to indigenous communities and identity; research statement; a sample publication; and names of three referees.
Applications should be submitted electronically to ttrecruitment.dise@mcgill.ca . Review of applications will commence November 4th, 2019 , and continue until the position is filled. Inquiries concerning this position can be made to the chair of the department, Dr. Steven Jordan ( steven.jordan@mcgill.ca ).
McGill University hires on the basis of merit and is strongly committed to equity and diversity within its community. We welcome and encourage applications from racialized persons/visible minorities, women, Indigenous persons, persons with disabilities, ethnic minorities, and persons of minority sexual orientations and gender identities, as well as from all qualified candidates with the skills and knowledge to productively engage with diverse communities. Please note that preference will be given to candidates of Indigenous identity in filling this position.
McGill further recognizes and fairly considers the impact of leaves (e.g., family care or health-related) that may contribute to career interruptions or slowdowns. Candidates are encouraged to signal any leave that affected productivity, may have had an effect on their career path. This information will be considered to ensure the equitable assessment of the candidate’s record.
McGill implements an employment equity program and encourages members of designated equity groups to self-identify. It further seeks to ensure the equitable treatment and full inclusion of persons with disabilities by striving for the implementation of universal design principles transversally, across all facets of the University community, and through accommodation policies and procedures. Persons with disabilities who anticipate needing accommodations for any part of the application process may contact, in confidence, Professor Angela Campbell, Associate Provost (Equity and Academic Policies) by email or phone at 514-398-1660.
All qualified applicants are encouraged to apply; however, in accordance with Canadian Immigration requirements, Canadians and permanent residents will be given priority.
For more information regarding the position or to learn more about McGill, the Faculty and the department please visit http://www.mcgill.ca/education and http://www.mcgill.ca/dise/
DISE (Department of Integrated Studies in Education) Université McGill University | Faculty of Education
3700, McTavish Street,| Montréal (Québec) Canada H3A 1Y2 T 514.398.4527
Professeur adjoint : Engagement communautaire et formation des enseignants et enseignantes autochtones
Le Département des études intégrées en sciences de l’éducation est à la recherche de candidats et candidates pour un poste menant à la permanence de professeur adjoint avec une spécialisation en formation des enseignants et enseignantes autochtones. En étroite collaboration avec le bureau de l’Éducation pour les Premières Nations et les Inuits (Office of First Nations and Inuit Education— OFNIE), la personne retenue séjournera dans des communautés autochtones, travaillera avec des apprenants et apprenantes et/ou des communautés autochtones en enseignement et apprentissage à des fins d’innovations éducatives dans le domaine de la formation des enseignants et enseignantes et de partenariats communautaires. La personne idéale devra soutenir le développement de programmes, l’élaboration du cursus et l’innovation en pédagogie pour des partenariats autochtones, nouveaux et existants, d’OFNIE. La personne retenue aidera également l’OFNIE à établir de nouveaux partenariats possibles.
Parmi les responsabilités, il faudra enseigner aux étudiants et étudiantes de premier cycle et des cycles supérieurs, tant dans la communauté que sur le campus, et aussi superviser des étudiants et étudiantes à la maîtrise et au doctorat en éducation autochtone. Surtout, une nouvelle embauche en formation des enseignants et enseignantes autochtones contribuera à mieux comprendre et consolider la culture autochtone auprès des étudiants et étudiantes non autochtones du Département des études intégrées en sciences de l’éducation (DISE) grâce à des activités d’enseignement et de sensibilisation sur le campus et grâce également au soutien apporté auprès des chercheurs et chercheuses des programmes d’études supérieures du DISE.
La date prévue d’entrée en fonction est le 1er août 2020.
Les membres du corps professoral du Département des études intégrées en sciences de l’éducation doivent enseigner aux étudiants et étudiantes de premier cycle et des cycles supérieurs et superviser des étudiants à la maîtrise et au doctorat, ainsi que s’engager au service du Département, de la Faculté des sciences de l’éducation et de l’Université.
Toutes les demandes d’emploi doivent inclure : une lettre de présentation, un curriculum vitæ, une présentation de sa philosophie d’enseignement (1 à 2 pages), un résumé de ses recherches (1 à 2 pages), un exemple de publication, et le nom et les coordonnées de trois personnes prêtes à fournir des références.
Toutes les demandes d’emploi pour ce poste doivent être envoyées par courriel et inclure les documents suivants : une lettre de présentation, un curriculum vitæ, et une lettre du candidat ou de la candidate faisant état de sa relation avec les communautés autochtones et de ses origines.
Il faut déposer les demandes d’emploi électroniquement à ttrecruitment.dise@mcgill.ca . L’étude des demandes d’emploi commencera le 4 novembre 2019 et se poursuivra jusqu’à ce que le poste soit pourvu. Pour toute question concernant le poste, veuillez-vous adresser au directeur du Département, M. Steven Jordan (steven.jordan@mcgill.ca).
L’Université McGill recrute en fonction du mérite et s’engage fermement à respecter les principes d’équité et de diversité au sein de sa communauté. Nous accueillons favorablement les demandes d’emploi des personnes racisées et de minorités visibles, des femmes, des personnes autochtones, des personnes handicapées, des minorités ethniques, des personnes de toute orientation et identité sexuelles, ainsi que toute personne possédant les aptitudes et les connaissances lui permettant de travailler en collaboration avec diverses communautés.
Veuillez noter que la préférence pour ce poste sera accordée aux candidatures autochtones.
McGill reconnaît en outre et considère à juste titre l’incidence de congés (comme les congés liés à des soins apportés à un membre de la famille ou liés à des problèmes de santé) qui auraient pu causer des interruptions ou des ralentissements de carrière. Nous encourageons les personnes candidates à nous informer de tout congé qui aurait eu un effet sur leur productivité, et conséquemment sur leur cheminement de carrière. Cette information sera prise en considération afin d’assurer une évaluation équitable du dossier de candidature.
L’Université McGill met en œuvre un programme d’équité en matière d’emploi et invite les membres des groupes visés à indiquer leur appartenance à ces derniers dans leur dossier de candidature. L’établissement cherche également à assurer le traitement équitable et la pleine intégration des personnes handicapées en déployant tous les efforts nécessaires pour mettre en œuvre les principes de design universel de manière transversale, parmi tous les aspects de la communauté de McGill, et à l’aide des politiques et des procédures sur les mesures d’adaptation en milieu de travail. Les personnes handicapées qui pourraient avoir besoin d’accommodements à n’importe quelle étape du processus de candidature sont invitées à communiquer en toute confidentialité avec la professeure Angela Campbell, vice-principale exécutive adjointe (équité et priorités académiques) par courriel ou par téléphone au 514-398-1660.On encourage tous les candidats qualifiés à postuler; veuillez noter que conformément aux exigences de l'immigration canadienne, la priorité sera toutefois accordée aux Canadiens ainsi qu'aux résidents permanents.
Pour de plus amples renseignements sur le poste ou pour en savoir plus sur McGill, la Faculté et le Département, veuillez consulter le http://www.mcgill.ca/education et le http://www.mcgill.ca/dise/
Oct 18, 2019
Full time
Assistant Professor: Community Engagement and Indigenous Teacher Education
The Department of Integrated Studies in Education (DISE) invites applications for a tenure-stream appointment at the rank of Assistant Professor with a specialisation in Indigenous Teacher Education. Working closely with the department’s Office of First Nations and Inuit Education (OFNIE) the successful candidate will have lived experience in Indigenous communities, working with Indigenous learners and/or communities and be committed to teaching and educational innovation in the field of teacher education and community partnerships. The ideal candidate would support program development, curriculum design, and pedagogical innovation for OFNIE’s new and existing Indigenous partners. The candidate will also support OFNIE in identifying new potential partnerships. The candidate’s responsibilities will include teaching at the undergraduate and graduate levels, both in-community and on-campus, and the supervision of Master’s and Doctoral students involved in Indigenous education. Importantly, a new hire in Indigenous teacher education will contribute to strengthening knowledge and understanding of Indigenous culture for non-Indigenous students in DISE through teaching and awareness-related activities on campus as well as supporting developing scholars in the DISE graduate programs.
The anticipated start date is August 1, 2020.
DISE (Department of Integrated Studies In Education) faculty members are expected to teach at the undergraduate and graduate levels and supervise Master’s and Doctoral level students, as well as contribute to service in the Department, the Faculty of Education and the University.
Applicants for this position should submit the following documents by email: letter of application; curriculum vitae; statement of candidate’s relationship to indigenous communities and identity; research statement; a sample publication; and names of three referees.
Applications should be submitted electronically to ttrecruitment.dise@mcgill.ca . Review of applications will commence November 4th, 2019 , and continue until the position is filled. Inquiries concerning this position can be made to the chair of the department, Dr. Steven Jordan ( steven.jordan@mcgill.ca ).
McGill University hires on the basis of merit and is strongly committed to equity and diversity within its community. We welcome and encourage applications from racialized persons/visible minorities, women, Indigenous persons, persons with disabilities, ethnic minorities, and persons of minority sexual orientations and gender identities, as well as from all qualified candidates with the skills and knowledge to productively engage with diverse communities. Please note that preference will be given to candidates of Indigenous identity in filling this position.
McGill further recognizes and fairly considers the impact of leaves (e.g., family care or health-related) that may contribute to career interruptions or slowdowns. Candidates are encouraged to signal any leave that affected productivity, may have had an effect on their career path. This information will be considered to ensure the equitable assessment of the candidate’s record.
McGill implements an employment equity program and encourages members of designated equity groups to self-identify. It further seeks to ensure the equitable treatment and full inclusion of persons with disabilities by striving for the implementation of universal design principles transversally, across all facets of the University community, and through accommodation policies and procedures. Persons with disabilities who anticipate needing accommodations for any part of the application process may contact, in confidence, Professor Angela Campbell, Associate Provost (Equity and Academic Policies) by email or phone at 514-398-1660.
All qualified applicants are encouraged to apply; however, in accordance with Canadian Immigration requirements, Canadians and permanent residents will be given priority.
For more information regarding the position or to learn more about McGill, the Faculty and the department please visit http://www.mcgill.ca/education and http://www.mcgill.ca/dise/
DISE (Department of Integrated Studies in Education) Université McGill University | Faculty of Education
3700, McTavish Street,| Montréal (Québec) Canada H3A 1Y2 T 514.398.4527
Professeur adjoint : Engagement communautaire et formation des enseignants et enseignantes autochtones
Le Département des études intégrées en sciences de l’éducation est à la recherche de candidats et candidates pour un poste menant à la permanence de professeur adjoint avec une spécialisation en formation des enseignants et enseignantes autochtones. En étroite collaboration avec le bureau de l’Éducation pour les Premières Nations et les Inuits (Office of First Nations and Inuit Education— OFNIE), la personne retenue séjournera dans des communautés autochtones, travaillera avec des apprenants et apprenantes et/ou des communautés autochtones en enseignement et apprentissage à des fins d’innovations éducatives dans le domaine de la formation des enseignants et enseignantes et de partenariats communautaires. La personne idéale devra soutenir le développement de programmes, l’élaboration du cursus et l’innovation en pédagogie pour des partenariats autochtones, nouveaux et existants, d’OFNIE. La personne retenue aidera également l’OFNIE à établir de nouveaux partenariats possibles.
Parmi les responsabilités, il faudra enseigner aux étudiants et étudiantes de premier cycle et des cycles supérieurs, tant dans la communauté que sur le campus, et aussi superviser des étudiants et étudiantes à la maîtrise et au doctorat en éducation autochtone. Surtout, une nouvelle embauche en formation des enseignants et enseignantes autochtones contribuera à mieux comprendre et consolider la culture autochtone auprès des étudiants et étudiantes non autochtones du Département des études intégrées en sciences de l’éducation (DISE) grâce à des activités d’enseignement et de sensibilisation sur le campus et grâce également au soutien apporté auprès des chercheurs et chercheuses des programmes d’études supérieures du DISE.
La date prévue d’entrée en fonction est le 1er août 2020.
Les membres du corps professoral du Département des études intégrées en sciences de l’éducation doivent enseigner aux étudiants et étudiantes de premier cycle et des cycles supérieurs et superviser des étudiants à la maîtrise et au doctorat, ainsi que s’engager au service du Département, de la Faculté des sciences de l’éducation et de l’Université.
Toutes les demandes d’emploi doivent inclure : une lettre de présentation, un curriculum vitæ, une présentation de sa philosophie d’enseignement (1 à 2 pages), un résumé de ses recherches (1 à 2 pages), un exemple de publication, et le nom et les coordonnées de trois personnes prêtes à fournir des références.
Toutes les demandes d’emploi pour ce poste doivent être envoyées par courriel et inclure les documents suivants : une lettre de présentation, un curriculum vitæ, et une lettre du candidat ou de la candidate faisant état de sa relation avec les communautés autochtones et de ses origines.
Il faut déposer les demandes d’emploi électroniquement à ttrecruitment.dise@mcgill.ca . L’étude des demandes d’emploi commencera le 4 novembre 2019 et se poursuivra jusqu’à ce que le poste soit pourvu. Pour toute question concernant le poste, veuillez-vous adresser au directeur du Département, M. Steven Jordan (steven.jordan@mcgill.ca).
L’Université McGill recrute en fonction du mérite et s’engage fermement à respecter les principes d’équité et de diversité au sein de sa communauté. Nous accueillons favorablement les demandes d’emploi des personnes racisées et de minorités visibles, des femmes, des personnes autochtones, des personnes handicapées, des minorités ethniques, des personnes de toute orientation et identité sexuelles, ainsi que toute personne possédant les aptitudes et les connaissances lui permettant de travailler en collaboration avec diverses communautés.
Veuillez noter que la préférence pour ce poste sera accordée aux candidatures autochtones.
McGill reconnaît en outre et considère à juste titre l’incidence de congés (comme les congés liés à des soins apportés à un membre de la famille ou liés à des problèmes de santé) qui auraient pu causer des interruptions ou des ralentissements de carrière. Nous encourageons les personnes candidates à nous informer de tout congé qui aurait eu un effet sur leur productivité, et conséquemment sur leur cheminement de carrière. Cette information sera prise en considération afin d’assurer une évaluation équitable du dossier de candidature.
L’Université McGill met en œuvre un programme d’équité en matière d’emploi et invite les membres des groupes visés à indiquer leur appartenance à ces derniers dans leur dossier de candidature. L’établissement cherche également à assurer le traitement équitable et la pleine intégration des personnes handicapées en déployant tous les efforts nécessaires pour mettre en œuvre les principes de design universel de manière transversale, parmi tous les aspects de la communauté de McGill, et à l’aide des politiques et des procédures sur les mesures d’adaptation en milieu de travail. Les personnes handicapées qui pourraient avoir besoin d’accommodements à n’importe quelle étape du processus de candidature sont invitées à communiquer en toute confidentialité avec la professeure Angela Campbell, vice-principale exécutive adjointe (équité et priorités académiques) par courriel ou par téléphone au 514-398-1660.On encourage tous les candidats qualifiés à postuler; veuillez noter que conformément aux exigences de l'immigration canadienne, la priorité sera toutefois accordée aux Canadiens ainsi qu'aux résidents permanents.
Pour de plus amples renseignements sur le poste ou pour en savoir plus sur McGill, la Faculté et le Département, veuillez consulter le http://www.mcgill.ca/education et le http://www.mcgill.ca/dise/
Governors State University
1 University Pkwy, University Park, IL 60484
Position Information
Position Type
Faculty, Tenure Track
Classification Title
School Counseling Professor - Open Rank
Position's Functional Title
School Counseling Professor - Open Rank
Position Start Date
Position End Date (if temporary)
Position Summary
Governors State University’s (GSU) College of Education invites applications for two open rank tenure track professors in the counseling program to begin in January and/or August 2020. The appointed faculty members will be part of the Division of Psychology and Counseling. The counseling program includes specializations in clinical mental health, marital, couple, and family counseling, school counseling, and a doctorate in counselor education and supervision. Applicants will be expected to teach masters and doctoral courses that may include students from across the College of Education. Course load may also include undergraduate courses. Governors State University is the only regional, public, comprehensive university in Chicago’s south suburban area, serving approximately 7,750 students annually. GSU provides accessible, high value undergraduate and graduate education to culturally and economically diverse students. With the lowest undergraduate tuition in Illinois, GSU offers accredited programs that have earned high praise from national accrediting agencies. Founded in 1969, GSU is undergoing a major transition recently as we are now a residential institution, accepting first-year students, transfer students, and graduate students. The university has an ambitious five-year Academic Master Plan, greatly expanding current programs. GSU is implementing a state-of-the-art General Education program and is working to greatly expand student academic and support services to foster student and community engagement. New faculty at GSU must demonstrate enthusiasm and ability to work with students at all levels, from first-year to graduate. Through its strategic plan, Vision 2020, GSU emphasizes excellence, access, and innovation. Students benefit from the university’s high academic quality, range of convenient class times, increasing hybrid and online offerings, and outstanding educational value. Our innovative freshman program promotes writing across the curriculum and other strategies that make our undergraduate coursework come alive, including a focus on ethics, citizenship, and innovative thinking. Every freshman class is taught by a full-time faculty member to ensure that students have a strong foundation for their studies. GSU is a national leader in successful transfer of community college students to universities, and is leading through the Kresge-supported Dual Degree Program, with features such as tuition lock-in at GSU for academically eligible community college students who commit to earn an Associate Degree and attend college full-time. GSU offers a wide variety of master’s programs and several applied doctoral degrees in health, counseling fields and Interdisciplinary Leadership.
The exceptionally beautiful campus is conveniently located within easy reach by road and rail to Chicago and surrounding communities that have a wealth of cultural and natural attractions. The highly diverse region GSU serves has a number of high performing schools and engaged communities as well as struggling urban, suburban, and rural communities. GSU serves as a public square, working to foster educational opportunities for all populations.
Minimum Qualifications
1. Applicants must have a doctorate degree in Counseling (ABD considered) or have related doctoral degrees and have been employed as full-time faculty members in a counselor education program for a minimum of one full academic year before July 1, 2013.
Preferred Qualifications
1. Doctorate degree in Counselor Education from a CACREP accredited program by time of appointment 2. Teaching experience in a CACREP-accredited counselor education program 3. Experience teaching in a counseling doctoral program 4. Specialization in school counseling 5. Experience in Pre K-12 as counselor in school setting 6. Professional education license in school or eligible 7. Experience directing dissertations 8. Ability to teach research methods or statistics 9. Experience with underserved populations
Posting Date
09/23/2019
Closing Date
Open Until Filled
Yes
Posting Number
FA0296P
Type of Search
External
Quicklink for Posting
http://employment.govst.edu/postings/4767
Employee ID
Department
Special Instructions to Applicants
Oct 16, 2019
Full time
Position Information
Position Type
Faculty, Tenure Track
Classification Title
School Counseling Professor - Open Rank
Position's Functional Title
School Counseling Professor - Open Rank
Position Start Date
Position End Date (if temporary)
Position Summary
Governors State University’s (GSU) College of Education invites applications for two open rank tenure track professors in the counseling program to begin in January and/or August 2020. The appointed faculty members will be part of the Division of Psychology and Counseling. The counseling program includes specializations in clinical mental health, marital, couple, and family counseling, school counseling, and a doctorate in counselor education and supervision. Applicants will be expected to teach masters and doctoral courses that may include students from across the College of Education. Course load may also include undergraduate courses. Governors State University is the only regional, public, comprehensive university in Chicago’s south suburban area, serving approximately 7,750 students annually. GSU provides accessible, high value undergraduate and graduate education to culturally and economically diverse students. With the lowest undergraduate tuition in Illinois, GSU offers accredited programs that have earned high praise from national accrediting agencies. Founded in 1969, GSU is undergoing a major transition recently as we are now a residential institution, accepting first-year students, transfer students, and graduate students. The university has an ambitious five-year Academic Master Plan, greatly expanding current programs. GSU is implementing a state-of-the-art General Education program and is working to greatly expand student academic and support services to foster student and community engagement. New faculty at GSU must demonstrate enthusiasm and ability to work with students at all levels, from first-year to graduate. Through its strategic plan, Vision 2020, GSU emphasizes excellence, access, and innovation. Students benefit from the university’s high academic quality, range of convenient class times, increasing hybrid and online offerings, and outstanding educational value. Our innovative freshman program promotes writing across the curriculum and other strategies that make our undergraduate coursework come alive, including a focus on ethics, citizenship, and innovative thinking. Every freshman class is taught by a full-time faculty member to ensure that students have a strong foundation for their studies. GSU is a national leader in successful transfer of community college students to universities, and is leading through the Kresge-supported Dual Degree Program, with features such as tuition lock-in at GSU for academically eligible community college students who commit to earn an Associate Degree and attend college full-time. GSU offers a wide variety of master’s programs and several applied doctoral degrees in health, counseling fields and Interdisciplinary Leadership.
The exceptionally beautiful campus is conveniently located within easy reach by road and rail to Chicago and surrounding communities that have a wealth of cultural and natural attractions. The highly diverse region GSU serves has a number of high performing schools and engaged communities as well as struggling urban, suburban, and rural communities. GSU serves as a public square, working to foster educational opportunities for all populations.
Minimum Qualifications
1. Applicants must have a doctorate degree in Counseling (ABD considered) or have related doctoral degrees and have been employed as full-time faculty members in a counselor education program for a minimum of one full academic year before July 1, 2013.
Preferred Qualifications
1. Doctorate degree in Counselor Education from a CACREP accredited program by time of appointment 2. Teaching experience in a CACREP-accredited counselor education program 3. Experience teaching in a counseling doctoral program 4. Specialization in school counseling 5. Experience in Pre K-12 as counselor in school setting 6. Professional education license in school or eligible 7. Experience directing dissertations 8. Ability to teach research methods or statistics 9. Experience with underserved populations
Posting Date
09/23/2019
Closing Date
Open Until Filled
Yes
Posting Number
FA0296P
Type of Search
External
Quicklink for Posting
http://employment.govst.edu/postings/4767
Employee ID
Department
Special Instructions to Applicants
Saint Martin’s University College of Education and Counseling’s (CEC) new dean will be an innovative and visionary leader and a courageous champion of equity and inclusion. The ideal candidate will have a proven record of collaboration and partnership with internal and external stakeholders and be a strong advocate for the College of Education and Counseling. The new dean will have fiscal experience and responsibility and demonstrate active leadership in procuring new grants and resources. This position requires key attributes of successful academic leaders, including a commitment to shared governance, a highly collaborative and transparent leadership style, and outstanding judgment.
The successful candidate will exhibit integrity and a dedication to align professional practice with Saint Benedictine Values in support of the mission of the University and College. The new dean will possess a terminal degree relevant to the programs within the College of Education and Counseling as well as experience and an understanding of state regulations and accreditation requirements. The new dean comes with an established scholarship and research agenda and demonstrates years of progressively responsible leadership and management experience.
Oct 16, 2019
Full time
Saint Martin’s University College of Education and Counseling’s (CEC) new dean will be an innovative and visionary leader and a courageous champion of equity and inclusion. The ideal candidate will have a proven record of collaboration and partnership with internal and external stakeholders and be a strong advocate for the College of Education and Counseling. The new dean will have fiscal experience and responsibility and demonstrate active leadership in procuring new grants and resources. This position requires key attributes of successful academic leaders, including a commitment to shared governance, a highly collaborative and transparent leadership style, and outstanding judgment.
The successful candidate will exhibit integrity and a dedication to align professional practice with Saint Benedictine Values in support of the mission of the University and College. The new dean will possess a terminal degree relevant to the programs within the College of Education and Counseling as well as experience and an understanding of state regulations and accreditation requirements. The new dean comes with an established scholarship and research agenda and demonstrates years of progressively responsible leadership and management experience.
Indiana University of Pennsylvania
Indiana University of Pennsylvania, South Drive, Indiana, PA, USA
Position Summary & Description
The Department of Counseling at Indiana University of Pennsylvania (IUP) invites applications for a full-time, tenure-track position in Counseling at the rank of Assistant Professor beginning August 2020. IUP and the Department of Counseling are committed to building a culturally diverse and pluralistic faculty dedicated to teaching and working in a multicultural environment. As such, we strongly encourage applications from candidates representing minority populations. Indiana University of Pennsylvania, founded in 1875, is a vibrant, comprehensive, research-based, teaching-focused, student-centered learning community. It is located one hour northeast of Pittsburgh in the borough of Indiana. The population of Indiana borough and the surrounding White township is approximately 30,000. Consistently and currently, IUP is ranked as one of the best national universities in several criteria by U.S. News and World Report, Forbes, and Money magazines. Duties
The successful candidate will teach and supervise master's students in our 60-credit CACREP-accredited Clinical Mental Health and School Counseling programs, as well as teach doctoral students in our newly established 48-credit Counselor Education and Supervision program built around the 2016 CACREP standards.
Candidates will also be expected to chair/serve on dissertation committees, advise master's-level students, engage consistently in scholarly work, and participate in service activities at the department, college, university, and professional levels.
They will be expected to develop collaborative relationships with university colleagues and off-campus stakeholders, as well as actively participate in our dynamic faculty community.
The successful candidate may also be asked to perform work at off-campus sites and/or provide instruction through distance education.
Essential Functions
Academic faculty must have, and maintain the physical and mental abilities, communicative skills, and stamina necessary to carry out the essential functions of their positions in teaching, research, scholarship, and service. Work involves sitting most of the time, but may involve standing to a significant degree, walking for brief periods of time and may include driving requirements. Faculty must be able to:
Teach courses assigned by the departmental chair on a schedule made of a combination of standard class-meeting times as determined to meet instructional needs and adhere to the requirements of the department's curriculum.
Teach courses for a mandated number of contact hours per week over a full semester and meet university expectations for final exams.
Present course material in a clear and organized manner using methodologies appropriate to the discipline.
Evaluate student work fairly and promptly.
Perform the physical requirements of laboratory, field work, studio work, or other activities outside typical classroom instruction if applicable.
Maintain current knowledge of the discipline through continued scholarly activity and research.
Participate actively in assignments necessary to advance the service and/or outreach of the department, college, and university.
Oct 16, 2019
Full time
Position Summary & Description
The Department of Counseling at Indiana University of Pennsylvania (IUP) invites applications for a full-time, tenure-track position in Counseling at the rank of Assistant Professor beginning August 2020. IUP and the Department of Counseling are committed to building a culturally diverse and pluralistic faculty dedicated to teaching and working in a multicultural environment. As such, we strongly encourage applications from candidates representing minority populations. Indiana University of Pennsylvania, founded in 1875, is a vibrant, comprehensive, research-based, teaching-focused, student-centered learning community. It is located one hour northeast of Pittsburgh in the borough of Indiana. The population of Indiana borough and the surrounding White township is approximately 30,000. Consistently and currently, IUP is ranked as one of the best national universities in several criteria by U.S. News and World Report, Forbes, and Money magazines. Duties
The successful candidate will teach and supervise master's students in our 60-credit CACREP-accredited Clinical Mental Health and School Counseling programs, as well as teach doctoral students in our newly established 48-credit Counselor Education and Supervision program built around the 2016 CACREP standards.
Candidates will also be expected to chair/serve on dissertation committees, advise master's-level students, engage consistently in scholarly work, and participate in service activities at the department, college, university, and professional levels.
They will be expected to develop collaborative relationships with university colleagues and off-campus stakeholders, as well as actively participate in our dynamic faculty community.
The successful candidate may also be asked to perform work at off-campus sites and/or provide instruction through distance education.
Essential Functions
Academic faculty must have, and maintain the physical and mental abilities, communicative skills, and stamina necessary to carry out the essential functions of their positions in teaching, research, scholarship, and service. Work involves sitting most of the time, but may involve standing to a significant degree, walking for brief periods of time and may include driving requirements. Faculty must be able to:
Teach courses assigned by the departmental chair on a schedule made of a combination of standard class-meeting times as determined to meet instructional needs and adhere to the requirements of the department's curriculum.
Teach courses for a mandated number of contact hours per week over a full semester and meet university expectations for final exams.
Present course material in a clear and organized manner using methodologies appropriate to the discipline.
Evaluate student work fairly and promptly.
Perform the physical requirements of laboratory, field work, studio work, or other activities outside typical classroom instruction if applicable.
Maintain current knowledge of the discipline through continued scholarly activity and research.
Participate actively in assignments necessary to advance the service and/or outreach of the department, college, and university.
Massachusetts Institute of Technology (MIT), Department of Civil and Environmental Engineering (CEE)
Cambridge, MA, USA
Tenure -Track Faculty
Massachusetts Institute of Technology (MIT)
Cambridge, MA
The MIT Department of Civil and Environmental Engineering (CEE) invites applications for several tenure-track faculty positions to begin July 1, 2020 or on a mutually agreed date thereafter. Faculty appointments will be at the assistant or untenured associate professor level. In special cases, a senior faculty appointment may be possible.
We will consider exceptional candidates in all areas relevant to the department's mission of achieving sustainability at scale, but candidates who can support our strategic focus on understanding and addressing climate change and other major environmental challenges are especially encouraged to apply. The core areas of interest include (but are not limited to) environmental physics, transportation and infrastructure systems, and environmental chemistry. Building on the launch of the Schwarzman College of Computing at MIT, the department also has a particular interest in the fundamentals and applications of computing in our core areas.
Oct 14, 2019
Full time
Tenure -Track Faculty
Massachusetts Institute of Technology (MIT)
Cambridge, MA
The MIT Department of Civil and Environmental Engineering (CEE) invites applications for several tenure-track faculty positions to begin July 1, 2020 or on a mutually agreed date thereafter. Faculty appointments will be at the assistant or untenured associate professor level. In special cases, a senior faculty appointment may be possible.
We will consider exceptional candidates in all areas relevant to the department's mission of achieving sustainability at scale, but candidates who can support our strategic focus on understanding and addressing climate change and other major environmental challenges are especially encouraged to apply. The core areas of interest include (but are not limited to) environmental physics, transportation and infrastructure systems, and environmental chemistry. Building on the launch of the Schwarzman College of Computing at MIT, the department also has a particular interest in the fundamentals and applications of computing in our core areas.
University of Virginia
Curry School of Education, Emmet Street South, Charlottesville, VA, USA
The Administration & Supervision (A&S) Program in the Curry School of Education and Human Development at the University of Virginia is seeking applicants for an Open Rank Professor of Education. This is a 9-month salaried tenure-track/tenured position in the Department of Leadership, Foundations, and Policy (EDLF).
We seek an experienced researcher in the area of Educational Leadership with a strong record of publication and sponsored research in related areas, such as principal preparation or educational policy. At the assistant level the candidate should show the beginning trajectory for such a record. This individual is expected to seek out and engage in collaborative, externally funded research and disseminate findings to academic and practitioner audiences. The Curry School of Education and Human Development offers a rich intellectual and collaborative environment for researching the preparation, development, practice, and impact of educational leaders. Opportunities for collaboration, partnership, and research are available through the K-12 Advisory Council, a 106-district outreach initiative sponsored by Curry; the iLEAD partnership with a K-12 school district (an improvement science initiative with the Carnegie Foundation); and preparation partnerships with Virginia school divisions. Several well established research centers at Curry offer additional collaboration and research opportunities in educational policy, the quality of teaching and learning, and adolescent development and well-being (EdPolicyWorks, CASTL, and Youth-Nex, respectively). The Darden-Curry Partnership for Leaders in Education offers sustained professional learning for district-level leaders to implement systemic change. The School and University offer excellent infrastructure for research administration and federal and foundation grant preparation, and opportunities for formal involvement in leadership-related initiatives across the University, such as at the Batten School of Leadership and Public Policy and the Darden School of Business.
Duties include:
Online and face-to-face teaching in the A&S Masters and Ed.D. programs and advising students in those programs; summer teaching is available and encouraged in our year-round degree programs.
Initiating or becoming involved in existing sponsored research, and through this the research mentoring of Ph.D. students.
Faculty are also expected to contribute service to the program, department, and school, as well as to the field.
Oct 14, 2019
Full time
The Administration & Supervision (A&S) Program in the Curry School of Education and Human Development at the University of Virginia is seeking applicants for an Open Rank Professor of Education. This is a 9-month salaried tenure-track/tenured position in the Department of Leadership, Foundations, and Policy (EDLF).
We seek an experienced researcher in the area of Educational Leadership with a strong record of publication and sponsored research in related areas, such as principal preparation or educational policy. At the assistant level the candidate should show the beginning trajectory for such a record. This individual is expected to seek out and engage in collaborative, externally funded research and disseminate findings to academic and practitioner audiences. The Curry School of Education and Human Development offers a rich intellectual and collaborative environment for researching the preparation, development, practice, and impact of educational leaders. Opportunities for collaboration, partnership, and research are available through the K-12 Advisory Council, a 106-district outreach initiative sponsored by Curry; the iLEAD partnership with a K-12 school district (an improvement science initiative with the Carnegie Foundation); and preparation partnerships with Virginia school divisions. Several well established research centers at Curry offer additional collaboration and research opportunities in educational policy, the quality of teaching and learning, and adolescent development and well-being (EdPolicyWorks, CASTL, and Youth-Nex, respectively). The Darden-Curry Partnership for Leaders in Education offers sustained professional learning for district-level leaders to implement systemic change. The School and University offer excellent infrastructure for research administration and federal and foundation grant preparation, and opportunities for formal involvement in leadership-related initiatives across the University, such as at the Batten School of Leadership and Public Policy and the Darden School of Business.
Duties include:
Online and face-to-face teaching in the A&S Masters and Ed.D. programs and advising students in those programs; summer teaching is available and encouraged in our year-round degree programs.
Initiating or becoming involved in existing sponsored research, and through this the research mentoring of Ph.D. students.
Faculty are also expected to contribute service to the program, department, and school, as well as to the field.
Bluffton University
Bluffton University, Bluffton, OH, USA
RESPONSIBILITIES: The successful candidate will teach undergraduate courses in curriculum, literacy, technology and elementary education (including PreK). May supervise undergraduate student teachers. Graduate courses in technology and/or literacy are also part of this position.
COMPENSATION: Commensurate with education and experience within the university pay scale.
APPOINTMENT: Fall Semester 2020. Review of applications begins December 1, 2019.
Oct 11, 2019
Full time
RESPONSIBILITIES: The successful candidate will teach undergraduate courses in curriculum, literacy, technology and elementary education (including PreK). May supervise undergraduate student teachers. Graduate courses in technology and/or literacy are also part of this position.
COMPENSATION: Commensurate with education and experience within the university pay scale.
APPOINTMENT: Fall Semester 2020. Review of applications begins December 1, 2019.
Governors State University
1 University Pkwy, University Park, IL 60484
Position Information
Position Type
Faculty, Tenure Track
Classification Title
Assistant Professor
Position's Functional Title
Assistant Professor of Education,Early Childhood Education
Position Start Date
01/01/2020
Position End Date (if temporary)
Position Summary
This position is for a tenure-track Assistant Professor in the Division of Education. The successful candidate will teach undergraduate/graduate courses in early childhood and related fields. We seek candidates with outstanding teaching skills, ability to advise non-traditional or diverse student populations, and ability to collaborate in a positive manner with a diverse group of faculty and staff. Governors State University is the only regional, public, comprehensive university in Chicago’s south suburban area, serving approximately 7,750 students annually. GSU provides accessible, high value undergraduate and graduate education to culturally and economically diverse students. With the lowest undergraduate tuition in Illinois, GSU offers accredited programs that have earned high praise from national accrediting agencies. Founded in 1969, GSU is undergoing major transition this year as we are now are a residential institution, accepting first-year students, transfer and graduate students. The university has an ambitious five-year Academic Master Plan, greatly expanding current programs. GSU is implementing a state-of-the-art General Education program and working to greatly expand student academic and support services to foster student and community engagement. New faculty at GSU must demonstrate enthusiasm and ability to work with students at all levels, from first-year to graduate. Through its strategic plan, Vision 2020, GSU emphasizes excellence, access, and innovation. Students benefit from the university’s high academic quality, range of convenient class times, increasing hybrid and online offerings, and outstanding educational value. Our innovative freshman program promotes writing across the curriculum and other strategies that make our undergraduate coursework come alive: ethics, citizenship, innovative thinking. Every freshman class is taught by a full-time faculty member to ensure that students have a strong foundation for their studies. GSU is a national leader in successful transfer of community college students to universities, and is leading through the Kresge-supported Dual Degree Program, with features such as tuition lock-in at GSU for academically eligible community college students who commit to earn an Associate Degree and attend college full-time. GSU offers a wide variety of master’s programs and several applied doctoral degrees in health, counseling fields, and Interdisciplinary Leadership. The exceptionally beautiful campus is conveniently located within easy reach by road and rail to Chicago and surrounding communities that have a wealth of cultural and natural attractions. The highly diverse region GSU serves has a number of high performing schools and engaged communities in urban, suburban, and rural settings, in addition to some struggling communities. GSU serves as a public square, working to foster educational opportunities for all populations.
Minimum Qualifications
1. Ph.D. or Ed.D. in Early Childhood Education or related field. ABD in the final stages of completion will be considered.
2. Knowledge and ability to teach undergraduate and graduate courses
3. An ability to make intellectual contributions through scholarly publications/presentations consistent with the maintenance of AQ (“Academically Qualified”) faculty status under accreditation standards.
Preferred Qualifications
1. Teaching and/or professional experience in multiple areas of Early Childhood Education.
2. Interest in and ability to develop and teach online (web-based) courses.
Posting Date
09/06/2019
Closing Date
Open Until Filled
No
Posting Number
FA0293P
Type of Search
External
Quicklink for Posting
http://employment.govst.edu/postings/4723
Employee ID
Department
Special Instructions to Applicants
Oct 10, 2019
Full time
Position Information
Position Type
Faculty, Tenure Track
Classification Title
Assistant Professor
Position's Functional Title
Assistant Professor of Education,Early Childhood Education
Position Start Date
01/01/2020
Position End Date (if temporary)
Position Summary
This position is for a tenure-track Assistant Professor in the Division of Education. The successful candidate will teach undergraduate/graduate courses in early childhood and related fields. We seek candidates with outstanding teaching skills, ability to advise non-traditional or diverse student populations, and ability to collaborate in a positive manner with a diverse group of faculty and staff. Governors State University is the only regional, public, comprehensive university in Chicago’s south suburban area, serving approximately 7,750 students annually. GSU provides accessible, high value undergraduate and graduate education to culturally and economically diverse students. With the lowest undergraduate tuition in Illinois, GSU offers accredited programs that have earned high praise from national accrediting agencies. Founded in 1969, GSU is undergoing major transition this year as we are now are a residential institution, accepting first-year students, transfer and graduate students. The university has an ambitious five-year Academic Master Plan, greatly expanding current programs. GSU is implementing a state-of-the-art General Education program and working to greatly expand student academic and support services to foster student and community engagement. New faculty at GSU must demonstrate enthusiasm and ability to work with students at all levels, from first-year to graduate. Through its strategic plan, Vision 2020, GSU emphasizes excellence, access, and innovation. Students benefit from the university’s high academic quality, range of convenient class times, increasing hybrid and online offerings, and outstanding educational value. Our innovative freshman program promotes writing across the curriculum and other strategies that make our undergraduate coursework come alive: ethics, citizenship, innovative thinking. Every freshman class is taught by a full-time faculty member to ensure that students have a strong foundation for their studies. GSU is a national leader in successful transfer of community college students to universities, and is leading through the Kresge-supported Dual Degree Program, with features such as tuition lock-in at GSU for academically eligible community college students who commit to earn an Associate Degree and attend college full-time. GSU offers a wide variety of master’s programs and several applied doctoral degrees in health, counseling fields, and Interdisciplinary Leadership. The exceptionally beautiful campus is conveniently located within easy reach by road and rail to Chicago and surrounding communities that have a wealth of cultural and natural attractions. The highly diverse region GSU serves has a number of high performing schools and engaged communities in urban, suburban, and rural settings, in addition to some struggling communities. GSU serves as a public square, working to foster educational opportunities for all populations.
Minimum Qualifications
1. Ph.D. or Ed.D. in Early Childhood Education or related field. ABD in the final stages of completion will be considered.
2. Knowledge and ability to teach undergraduate and graduate courses
3. An ability to make intellectual contributions through scholarly publications/presentations consistent with the maintenance of AQ (“Academically Qualified”) faculty status under accreditation standards.
Preferred Qualifications
1. Teaching and/or professional experience in multiple areas of Early Childhood Education.
2. Interest in and ability to develop and teach online (web-based) courses.
Posting Date
09/06/2019
Closing Date
Open Until Filled
No
Posting Number
FA0293P
Type of Search
External
Quicklink for Posting
http://employment.govst.edu/postings/4723
Employee ID
Department
Special Instructions to Applicants
University of Wisconsin - Eau Claire, Education Studies Department
Eau Claire, WI, USA
POSITION:
The Department of Education Studies at UW-Eau Claire seeks up to two positions at the tenure-track rank of assistant, associate, or full professor beginning August 20, 2020. The department seeks energetic, collaborative educators to help move the Teacher Education program forward and assist with significant redesign in light of broad-based licensure changes in the state of Wisconsin. Successful applicants will be qualified to teach a variety of undergraduate teacher preparation courses, participate in research/scholarly activities, and provide service and leadership to the department, the college, the university, the community and the profession. Participation in high impact practices, such as immersion trips, would be encouraged. Successful applicants will have a strong interest in Collaborative Leadership and a demonstrated commitment to social justice, equity, diversity and inclusion.
RESPONSIBILITIES :
Teach courses as assigned in the Department of Education Studies; participate in research and scholarly activities; supervise students in clinical settings; provide academic advising to students as assigned; engage in service to the university and community; and participate in department, college, and university committee work. Course workload would likely include some combination of introductory, general methods, assessment, content area or disciplinary literacy, science methods, and/or student teaching seminar courses. Salary will be commensurate with teaching experience.
DEPARTMENT:
The Department of Education Studies is committed to social justice, equity, diversity and inclusivity. Our courses and climate prepare future teachers to be active citizens engaged in a diverse, inclusive educational community. Our future teachers are prepared to teach all students, cross boundaries, value multiple perspectives and address complex issues facing educators today. We encourage persons of underrepresented communities to apply.
The Department of Education Studies is an exciting learning community dedicated to the preparation of collaborative, critical and highly skilled educators committed to empowering education for all students. The faculty are dedicated to excellence in teaching and represent a compelling variety of research interests. The University is nationally recognized for faculty-student collaborative research, service learning, and international education, and the Department has been a leader in these areas.
Oct 07, 2019
Full time
POSITION:
The Department of Education Studies at UW-Eau Claire seeks up to two positions at the tenure-track rank of assistant, associate, or full professor beginning August 20, 2020. The department seeks energetic, collaborative educators to help move the Teacher Education program forward and assist with significant redesign in light of broad-based licensure changes in the state of Wisconsin. Successful applicants will be qualified to teach a variety of undergraduate teacher preparation courses, participate in research/scholarly activities, and provide service and leadership to the department, the college, the university, the community and the profession. Participation in high impact practices, such as immersion trips, would be encouraged. Successful applicants will have a strong interest in Collaborative Leadership and a demonstrated commitment to social justice, equity, diversity and inclusion.
RESPONSIBILITIES :
Teach courses as assigned in the Department of Education Studies; participate in research and scholarly activities; supervise students in clinical settings; provide academic advising to students as assigned; engage in service to the university and community; and participate in department, college, and university committee work. Course workload would likely include some combination of introductory, general methods, assessment, content area or disciplinary literacy, science methods, and/or student teaching seminar courses. Salary will be commensurate with teaching experience.
DEPARTMENT:
The Department of Education Studies is committed to social justice, equity, diversity and inclusivity. Our courses and climate prepare future teachers to be active citizens engaged in a diverse, inclusive educational community. Our future teachers are prepared to teach all students, cross boundaries, value multiple perspectives and address complex issues facing educators today. We encourage persons of underrepresented communities to apply.
The Department of Education Studies is an exciting learning community dedicated to the preparation of collaborative, critical and highly skilled educators committed to empowering education for all students. The faculty are dedicated to excellence in teaching and represent a compelling variety of research interests. The University is nationally recognized for faculty-student collaborative research, service learning, and international education, and the Department has been a leader in these areas.
Dallas County Community College District
1601 S Lamar St, Dallas, TX 75215, USA
Job no: 498801 Work type: Part-time Location: Richland Work Schedule: Varies (No more than 19.5 hours per week)
Job Title Code FAA Hourly Rate (Part-Time) $48.42 per hour FLSA Exempt Position Type Faculty Position Summary Teaches students effectively in assigned classes and maintains office hours for student consultation. Required Knowledge, Skills & Abilities Excellent oral and written communication skills to interact with students of varying diverse backgrounds. Demonstrated skills in successfully working with diverse populations through experiences such as formal training and past work experiences. The ability to provide quality customer service. Physical Requirements May be required to lift and move materials and equipment weighing up to 50 pounds. Minimum Knowledge and Experience
Master's degree in Education, Counseling, or Psychology including coursework in Learning Theories, Cognition and Motivation, Cultural Diversity, Instructional Methods in Adult Education, Higher Education Classroom Management, or Educational Psychology or Master’s degree or higher in a related field and at least 18 graduate hours in Education, Counseling, or Psychology including coursework in Learning Theories, Cognition and Motivation, Cultural Diversity, Instructional Methods in Adult Education, Higher Education Classroom Management, or Educational Psychology.
Official transcripts will be required at time of interview. ***Will be subject to a criminal background check and fingerprinting.*** Essential Duties and Responsibilities Provides students with a written course syllabus. Participates in the evaluation of the instructional process and uses innovative strategies to continually improve learning. Participates in development and support of their discipline by recommending books and materials, revising curricula, and recommending teaching assignments when appropriate. Maintains accurate and complete course records. Performs professional activities and assumes professional responsibilities as agreed upon with the division dean, and works with colleagues to achieve shared goals and visions. Values the collaborative process. Uses knowledge of diverse communities and learning styles and has the ability to incorporate diversity of delivery of such learning styles in instruction. Participates in student advising and registration. Utilizes technology to facilitate learning and to access data, maintain records, generate reports, and communicate with others. Meets professional assignments in accordance with the System’s calendar and contractual obligations. Complies with Districts board policy, state and federal policy, and the student code of conduct as appropriate. Commits to college mission and goals through participating in planning division objectives and budget requests. Serves on and attends college committees as assigned. Participates in campus commencement exercise(s) as required and attends other required college meetings and activities. Participates in his/her own performance appraisal. Demonstrates ability to work effectively with persons from diverse backgrounds. May work with student clubs and/or organizations. Demonstrates verbal and written communication skills to support and enhance effective interaction between Districts and other organizations, businesses and community groups as well as faculty, staff and students from diverse backgrounds. Promotes the college in the community by participating in a variety of marketing activities. Participates in professional development activities. Performs other duties as assigned.
Advertised: 27 Sep 2019 Central Daylight Time Applications close: 11 Oct 2019 11:55 PM Central Daylight Time
Oct 07, 2019
Part time / Adjunct
Job no: 498801 Work type: Part-time Location: Richland Work Schedule: Varies (No more than 19.5 hours per week)
Job Title Code FAA Hourly Rate (Part-Time) $48.42 per hour FLSA Exempt Position Type Faculty Position Summary Teaches students effectively in assigned classes and maintains office hours for student consultation. Required Knowledge, Skills & Abilities Excellent oral and written communication skills to interact with students of varying diverse backgrounds. Demonstrated skills in successfully working with diverse populations through experiences such as formal training and past work experiences. The ability to provide quality customer service. Physical Requirements May be required to lift and move materials and equipment weighing up to 50 pounds. Minimum Knowledge and Experience
Master's degree in Education, Counseling, or Psychology including coursework in Learning Theories, Cognition and Motivation, Cultural Diversity, Instructional Methods in Adult Education, Higher Education Classroom Management, or Educational Psychology or Master’s degree or higher in a related field and at least 18 graduate hours in Education, Counseling, or Psychology including coursework in Learning Theories, Cognition and Motivation, Cultural Diversity, Instructional Methods in Adult Education, Higher Education Classroom Management, or Educational Psychology.
Official transcripts will be required at time of interview. ***Will be subject to a criminal background check and fingerprinting.*** Essential Duties and Responsibilities Provides students with a written course syllabus. Participates in the evaluation of the instructional process and uses innovative strategies to continually improve learning. Participates in development and support of their discipline by recommending books and materials, revising curricula, and recommending teaching assignments when appropriate. Maintains accurate and complete course records. Performs professional activities and assumes professional responsibilities as agreed upon with the division dean, and works with colleagues to achieve shared goals and visions. Values the collaborative process. Uses knowledge of diverse communities and learning styles and has the ability to incorporate diversity of delivery of such learning styles in instruction. Participates in student advising and registration. Utilizes technology to facilitate learning and to access data, maintain records, generate reports, and communicate with others. Meets professional assignments in accordance with the System’s calendar and contractual obligations. Complies with Districts board policy, state and federal policy, and the student code of conduct as appropriate. Commits to college mission and goals through participating in planning division objectives and budget requests. Serves on and attends college committees as assigned. Participates in campus commencement exercise(s) as required and attends other required college meetings and activities. Participates in his/her own performance appraisal. Demonstrates ability to work effectively with persons from diverse backgrounds. May work with student clubs and/or organizations. Demonstrates verbal and written communication skills to support and enhance effective interaction between Districts and other organizations, businesses and community groups as well as faculty, staff and students from diverse backgrounds. Promotes the college in the community by participating in a variety of marketing activities. Participates in professional development activities. Performs other duties as assigned.
Advertised: 27 Sep 2019 Central Daylight Time Applications close: 11 Oct 2019 11:55 PM Central Daylight Time
Dallas County Community College District
1601 S Lamar St, Dallas, TX 75215, USA
Job no: 498793 Work type: Part-time Location: Richland Work Schedule: Varies (No more than 19.5 hours per week)
Job Title Code FAA Hourly Rate (Part-Time) $48.42 per hour FLSA Exempt Position Type Faculty Position Summary Teaches students effectively in assigned classes and maintains office hours for student consultation. Required Knowledge, Skills & Abilities Excellent oral and written communication skills to interact with students of varying diverse backgrounds. Demonstrated skills in successfully working with diverse populations through experiences such as formal training and past work experiences. The ability to provide quality customer service. Physical Requirements May be required to lift and move materials and equipment weighing up to 50 pounds. Minimum Knowledge and Experience
Master's degree in Education, Counseling, or Psychology including coursework in Learning Theories, Cognition and Motivation, Cultural Diversity, Instructional Methods in Adult Education, Higher Education Classroom Management, or Educational Psychology or Master’s degree or higher in a related field and at least 18 graduate hours in Education, Counseling, or Psychology including coursework in Learning Theories, Cognition and Motivation, Cultural Diversity, Instructional Methods in Adult Education, Higher Education Classroom Management, or Educational Psychology.
Official transcripts will be required at time of interview. ***Will be subject to a criminal background check and fingerprinting.*** Essential Duties and Responsibilities Provides students with a written course syllabus. Participates in the evaluation of the instructional process and uses innovative strategies to continually improve learning. Participates in development and support of their discipline by recommending books and materials, revising curricula, and recommending teaching assignments when appropriate. Maintains accurate and complete course records. Performs professional activities and assumes professional responsibilities as agreed upon with the division dean, and works with colleagues to achieve shared goals and visions. Values the collaborative process. Uses knowledge of diverse communities and learning styles and has the ability to incorporate diversity of delivery of such learning styles in instruction. Participates in student advising and registration. Utilizes technology to facilitate learning and to access data, maintain records, generate reports, and communicate with others. Meets professional assignments in accordance with the System’s calendar and contractual obligations. Complies with Districts board policy, state and federal policy, and the student code of conduct as appropriate. Commits to college mission and goals through participating in planning division objectives and budget requests. Serves on and attends college committees as assigned. Participates in campus commencement exercise(s) as required and attends other required college meetings and activities. Participates in his/her own performance appraisal. Demonstrates ability to work effectively with persons from diverse backgrounds. May work with student clubs and/or organizations. Demonstrates verbal and written communication skills to support and enhance effective interaction between Districts and other organizations, businesses and community groups as well as faculty, staff and students from diverse backgrounds. Promotes the college in the community by participating in a variety of marketing activities. Participates in professional development activities. Performs other duties as assigned.
Advertised: 25 Sep 2019 Central Daylight Time Applications close: 9 Oct 2019 11:55 PM Central Daylight Time
Oct 07, 2019
Part time / Adjunct
Job no: 498793 Work type: Part-time Location: Richland Work Schedule: Varies (No more than 19.5 hours per week)
Job Title Code FAA Hourly Rate (Part-Time) $48.42 per hour FLSA Exempt Position Type Faculty Position Summary Teaches students effectively in assigned classes and maintains office hours for student consultation. Required Knowledge, Skills & Abilities Excellent oral and written communication skills to interact with students of varying diverse backgrounds. Demonstrated skills in successfully working with diverse populations through experiences such as formal training and past work experiences. The ability to provide quality customer service. Physical Requirements May be required to lift and move materials and equipment weighing up to 50 pounds. Minimum Knowledge and Experience
Master's degree in Education, Counseling, or Psychology including coursework in Learning Theories, Cognition and Motivation, Cultural Diversity, Instructional Methods in Adult Education, Higher Education Classroom Management, or Educational Psychology or Master’s degree or higher in a related field and at least 18 graduate hours in Education, Counseling, or Psychology including coursework in Learning Theories, Cognition and Motivation, Cultural Diversity, Instructional Methods in Adult Education, Higher Education Classroom Management, or Educational Psychology.
Official transcripts will be required at time of interview. ***Will be subject to a criminal background check and fingerprinting.*** Essential Duties and Responsibilities Provides students with a written course syllabus. Participates in the evaluation of the instructional process and uses innovative strategies to continually improve learning. Participates in development and support of their discipline by recommending books and materials, revising curricula, and recommending teaching assignments when appropriate. Maintains accurate and complete course records. Performs professional activities and assumes professional responsibilities as agreed upon with the division dean, and works with colleagues to achieve shared goals and visions. Values the collaborative process. Uses knowledge of diverse communities and learning styles and has the ability to incorporate diversity of delivery of such learning styles in instruction. Participates in student advising and registration. Utilizes technology to facilitate learning and to access data, maintain records, generate reports, and communicate with others. Meets professional assignments in accordance with the System’s calendar and contractual obligations. Complies with Districts board policy, state and federal policy, and the student code of conduct as appropriate. Commits to college mission and goals through participating in planning division objectives and budget requests. Serves on and attends college committees as assigned. Participates in campus commencement exercise(s) as required and attends other required college meetings and activities. Participates in his/her own performance appraisal. Demonstrates ability to work effectively with persons from diverse backgrounds. May work with student clubs and/or organizations. Demonstrates verbal and written communication skills to support and enhance effective interaction between Districts and other organizations, businesses and community groups as well as faculty, staff and students from diverse backgrounds. Promotes the college in the community by participating in a variety of marketing activities. Participates in professional development activities. Performs other duties as assigned.
Advertised: 25 Sep 2019 Central Daylight Time Applications close: 9 Oct 2019 11:55 PM Central Daylight Time
Dallas County Community College District
1601 S Lamar St, Dallas, TX 75215, USA
Job no: 498743 Work type: Part-time Location: Brookhaven
Job Title Code FAA Hourly Rate (Part-Time) $48.42 per hour FLSA Exempt Position Type Faculty Position Summary Teaches students effectively in assigned classes and maintains office hours for student consultation. Required Knowledge, Skills & Abilities Excellent oral and written communication skills to interact with students of varying diverse backgrounds. Demonstrated skills in successfully working with diverse populations through experiences such as formal training and past work experiences. The ability to provide quality customer service. Physical Requirements May be required to lift and move materials and equipment weighing up to 50 pounds. Minimum Knowledge and Experience Master's degree in Child Development & Early Childhood Education or Master’s degree or higher and at least 18 graduate hours in Child Development & Early Childhood Education. Unofficial transcripts are required at the time of applying. Official transcripts will be required at time of interview. ***Will be subject to a criminal background check. Some positions may be subject to a fingerprint check.***
Preferred Skills/Additional Requirements
Adjunct Faculty needed in the area of Early Childhood Education that would be able to teach during the day. High need for those who could teach Dual Credit or at a High School setting.
Experience in child development programming and K-2nd grade is preferred.
Some nights and weekend classes are also available.
Candidates will teach Child Development, Education and the Student Success Course (EDUC 1300).
Essential Duties and Responsibilities Provides students with a written course syllabus. Participates in the evaluation of the instructional process and uses innovative strategies to continually improve learning. Participates in development and support of their discipline by recommending books and materials, revising curricula, and recommending teaching assignments when appropriate. Maintains accurate and complete course records. Performs professional activities and assumes professional responsibilities as agreed upon with the division dean, and works with colleagues to achieve shared goals and visions. Values the collaborative process. Uses knowledge of diverse communities and learning styles and has the ability to incorporate diversity of delivery of such learning styles in instruction. Participates in student advising and registration. Utilizes technology to facilitate learning and to access data, maintain records, generate reports, and communicate with others. Meets professional assignments in accordance with the System’s calendar and contractual obligations. Complies with Districts board policy, state and federal policy, and the student code of conduct as appropriate. Commits to college mission and goals through participating in planning division objectives and budget requests. Serves on and attends college committees as assigned. Participates in campus commencement exercise(s) as required and attends other required college meetings and activities. Participates in his/her own performance appraisal. Demonstrates ability to work effectively with persons from diverse backgrounds. May work with student clubs and/or organizations. Demonstrates verbal and written communication skills to support and enhance effective interaction between Districts and other organizations, businesses and community groups as well as faculty, staff and students from diverse backgrounds. Promotes the college in the community by participating in a variety of marketing activities. Participates in professional development activities. Performs other duties as assigned.
Advertised: 19 Sep 2019 Central Daylight Time Applications close: 20 Dec 2019 11:55 PM Central Standard Time
Oct 07, 2019
Part time / Adjunct
Job no: 498743 Work type: Part-time Location: Brookhaven
Job Title Code FAA Hourly Rate (Part-Time) $48.42 per hour FLSA Exempt Position Type Faculty Position Summary Teaches students effectively in assigned classes and maintains office hours for student consultation. Required Knowledge, Skills & Abilities Excellent oral and written communication skills to interact with students of varying diverse backgrounds. Demonstrated skills in successfully working with diverse populations through experiences such as formal training and past work experiences. The ability to provide quality customer service. Physical Requirements May be required to lift and move materials and equipment weighing up to 50 pounds. Minimum Knowledge and Experience Master's degree in Child Development & Early Childhood Education or Master’s degree or higher and at least 18 graduate hours in Child Development & Early Childhood Education. Unofficial transcripts are required at the time of applying. Official transcripts will be required at time of interview. ***Will be subject to a criminal background check. Some positions may be subject to a fingerprint check.***
Preferred Skills/Additional Requirements
Adjunct Faculty needed in the area of Early Childhood Education that would be able to teach during the day. High need for those who could teach Dual Credit or at a High School setting.
Experience in child development programming and K-2nd grade is preferred.
Some nights and weekend classes are also available.
Candidates will teach Child Development, Education and the Student Success Course (EDUC 1300).
Essential Duties and Responsibilities Provides students with a written course syllabus. Participates in the evaluation of the instructional process and uses innovative strategies to continually improve learning. Participates in development and support of their discipline by recommending books and materials, revising curricula, and recommending teaching assignments when appropriate. Maintains accurate and complete course records. Performs professional activities and assumes professional responsibilities as agreed upon with the division dean, and works with colleagues to achieve shared goals and visions. Values the collaborative process. Uses knowledge of diverse communities and learning styles and has the ability to incorporate diversity of delivery of such learning styles in instruction. Participates in student advising and registration. Utilizes technology to facilitate learning and to access data, maintain records, generate reports, and communicate with others. Meets professional assignments in accordance with the System’s calendar and contractual obligations. Complies with Districts board policy, state and federal policy, and the student code of conduct as appropriate. Commits to college mission and goals through participating in planning division objectives and budget requests. Serves on and attends college committees as assigned. Participates in campus commencement exercise(s) as required and attends other required college meetings and activities. Participates in his/her own performance appraisal. Demonstrates ability to work effectively with persons from diverse backgrounds. May work with student clubs and/or organizations. Demonstrates verbal and written communication skills to support and enhance effective interaction between Districts and other organizations, businesses and community groups as well as faculty, staff and students from diverse backgrounds. Promotes the college in the community by participating in a variety of marketing activities. Participates in professional development activities. Performs other duties as assigned.
Advertised: 19 Sep 2019 Central Daylight Time Applications close: 20 Dec 2019 11:55 PM Central Standard Time
University of Canterbury
Christchurch, New Zealand
Pro-Vice-Chancellor of Education, Health and Human Development Te Amorangi Ako me te Hauora
Exciting opportunity for strategic academic leadership
Join a University ranked in the world's top 250 (QS ranking 2020)
Located in the beautiful South Island of New Zealand
The University of Canterbury celebrates people prepared to make a difference: tangata tū, tangata ora. Its mission is to contribute to society through knowledge in chosen areas of endeavour by promoting a world-class learning environment, known for attracting people with the greatest potential to make a difference.
The Vice-Chancellor at the University of Canterbury (UC) is seeking to appoint an exceptional academic leader to provide strategic direction and executive management to the College of Education, Health and Human Development. The College has a commitment to world-class research, teaching, and professional development in Education and Human Development through three Schools (Educational Studies and Leadership, Teacher Education and Health Sciences), UC Education Plus, and a range of research projects and teams.
The strategic growth of research capability, domestic and international student numbers and diversification of income steams will be the initial priorities as Pro-Vice-Chancellor. To be successful in meeting these challenges, you will hold a relevant PhD and senior academic appointment within the broad disciplines of education. You will be able to demonstrate substantive management experience, including responsibility for strategic planning, financial resources and budgets along with the management of complex staffing structures. To inspire and motivate the diverse team to work with a sense of collective responsibility, your outstanding interpersonal skills, inclusive leadership style and a strong commitment to biculturalism will be important.
Reporting to the Vice-Chancellor and as working as part of the Senior Management Team, you will thrive in an atmosphere of innovation and will demonstrate critical thinking along with creative and flexible responses in a challenging and continually evolving environment. Proven ability to lead resourceful approaches to developing new external partnerships and funding opportunities will be essential.
UC is based in Christchurch and is a leading university in New Zealand with over 15,000 students across five different colleges. The University has 26 subjects ranked in world top 250, including education and teacher education which both fall within the top 200 for education. (QS Rankings 2019).
For more information about the University please visit www.canterbury.ac.nz
Oct 01, 2019
Full time
Pro-Vice-Chancellor of Education, Health and Human Development Te Amorangi Ako me te Hauora
Exciting opportunity for strategic academic leadership
Join a University ranked in the world's top 250 (QS ranking 2020)
Located in the beautiful South Island of New Zealand
The University of Canterbury celebrates people prepared to make a difference: tangata tū, tangata ora. Its mission is to contribute to society through knowledge in chosen areas of endeavour by promoting a world-class learning environment, known for attracting people with the greatest potential to make a difference.
The Vice-Chancellor at the University of Canterbury (UC) is seeking to appoint an exceptional academic leader to provide strategic direction and executive management to the College of Education, Health and Human Development. The College has a commitment to world-class research, teaching, and professional development in Education and Human Development through three Schools (Educational Studies and Leadership, Teacher Education and Health Sciences), UC Education Plus, and a range of research projects and teams.
The strategic growth of research capability, domestic and international student numbers and diversification of income steams will be the initial priorities as Pro-Vice-Chancellor. To be successful in meeting these challenges, you will hold a relevant PhD and senior academic appointment within the broad disciplines of education. You will be able to demonstrate substantive management experience, including responsibility for strategic planning, financial resources and budgets along with the management of complex staffing structures. To inspire and motivate the diverse team to work with a sense of collective responsibility, your outstanding interpersonal skills, inclusive leadership style and a strong commitment to biculturalism will be important.
Reporting to the Vice-Chancellor and as working as part of the Senior Management Team, you will thrive in an atmosphere of innovation and will demonstrate critical thinking along with creative and flexible responses in a challenging and continually evolving environment. Proven ability to lead resourceful approaches to developing new external partnerships and funding opportunities will be essential.
UC is based in Christchurch and is a leading university in New Zealand with over 15,000 students across five different colleges. The University has 26 subjects ranked in world top 250, including education and teacher education which both fall within the top 200 for education. (QS Rankings 2019).
For more information about the University please visit www.canterbury.ac.nz
Dalhousie University, Faculty of Computer Science
Dalhousie University, Faculty of Computer Science, University Avenue, Halifax, NS, Canada
The Faculty of Computer Science at Dalhousie University (https:// www.dal.ca/faculty/computerscience.html) invites applications for a Tenure-Stream Assistant Professor position in Computer Science and Education. Qualified applicants will hold a PhD degree by the time that the appointment begins and have a track record of peer-reviewed publications and evidence of research potential sufficient for obtaining a competitive research grant in either Computer Science Education or Education with contributions to the field of Computer Science. Qualified applicants must also be able to teach within the Computer Science undergraduate core of courses.
The following are additional assets to an outstanding application (relative to thestage of the applicant’s career in this area):
History of relevant competitive funding in the last 5 years.
Over the last 5 years, an accelerating or consistent record of peer-reviewed publications in this area, or other evidences of impact beyond the minimal level for grant competitiveness.
Evidence of leadership in collaborations with local teaching.
Evidence of leadership in collaborating with researchers locally, nationally and/or internationally.
A research program with a lens on Equity, Diversity and Inclusion.
A research program on active learning, adapting to large classrooms, or teaching skills development.
A research program with a perspective on globalization (ICT4D) or internationalization.
A research program with focus on post-secondary education, or in K-12 Computer Science/Technology.
The successful applicant is expected to collaborate with the researchers in the nascent FCS Cluster for Innovations in Teaching and Learning INSPIRE (INnovations in Student-centric Pedagogy through Inquiry and REsearch) and with other research groups within the Faculty and the University. It is expected that the candidate is interested in the scholarship of teaching and learning within the context of computer sciences. The successful applicant will be expected to establish a strong externally funded research program, supervise graduate student research, and foster existing and new collaborations with government, industry, and with other members of Dalhousie’s research community. The successful applicant will build a research group with focus on CS pedagogy and support the group’s research through both basic and applied research funding. Additionally, the successful applicant will contribute to the delivery of undergraduate courses within the curricula of the Bachelor of Computer Science or Applied Computer Science.
Applications must include an application letter, curriculum vitae, statements of researchand teaching interests, a teaching dossier, and letters of reference from three referees.
Application packages should be submitted by November 20, 2019. Review ofapplications will begin then and continue until the position is filled. All application materials should be submitted directly at http://dal.peopleadmin.ca/postings/2154 except for the letters of reference; please arrange for your referees to forward letters of reference directly to appointments@cs.dal.ca by the above deadline.
All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. Dalhousie University is committed to fostering a collegial culture grounded in diversity and inclusiveness. The University encourages applications from Indigenous persons, persons with a disability, racially visible persons, women, persons of minority sexual orientations and gender identities, and all candidates who would contribute to the diversity of our community.
Sep 30, 2019
Full time
The Faculty of Computer Science at Dalhousie University (https:// www.dal.ca/faculty/computerscience.html) invites applications for a Tenure-Stream Assistant Professor position in Computer Science and Education. Qualified applicants will hold a PhD degree by the time that the appointment begins and have a track record of peer-reviewed publications and evidence of research potential sufficient for obtaining a competitive research grant in either Computer Science Education or Education with contributions to the field of Computer Science. Qualified applicants must also be able to teach within the Computer Science undergraduate core of courses.
The following are additional assets to an outstanding application (relative to thestage of the applicant’s career in this area):
History of relevant competitive funding in the last 5 years.
Over the last 5 years, an accelerating or consistent record of peer-reviewed publications in this area, or other evidences of impact beyond the minimal level for grant competitiveness.
Evidence of leadership in collaborations with local teaching.
Evidence of leadership in collaborating with researchers locally, nationally and/or internationally.
A research program with a lens on Equity, Diversity and Inclusion.
A research program on active learning, adapting to large classrooms, or teaching skills development.
A research program with a perspective on globalization (ICT4D) or internationalization.
A research program with focus on post-secondary education, or in K-12 Computer Science/Technology.
The successful applicant is expected to collaborate with the researchers in the nascent FCS Cluster for Innovations in Teaching and Learning INSPIRE (INnovations in Student-centric Pedagogy through Inquiry and REsearch) and with other research groups within the Faculty and the University. It is expected that the candidate is interested in the scholarship of teaching and learning within the context of computer sciences. The successful applicant will be expected to establish a strong externally funded research program, supervise graduate student research, and foster existing and new collaborations with government, industry, and with other members of Dalhousie’s research community. The successful applicant will build a research group with focus on CS pedagogy and support the group’s research through both basic and applied research funding. Additionally, the successful applicant will contribute to the delivery of undergraduate courses within the curricula of the Bachelor of Computer Science or Applied Computer Science.
Applications must include an application letter, curriculum vitae, statements of researchand teaching interests, a teaching dossier, and letters of reference from three referees.
Application packages should be submitted by November 20, 2019. Review ofapplications will begin then and continue until the position is filled. All application materials should be submitted directly at http://dal.peopleadmin.ca/postings/2154 except for the letters of reference; please arrange for your referees to forward letters of reference directly to appointments@cs.dal.ca by the above deadline.
All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. Dalhousie University is committed to fostering a collegial culture grounded in diversity and inclusiveness. The University encourages applications from Indigenous persons, persons with a disability, racially visible persons, women, persons of minority sexual orientations and gender identities, and all candidates who would contribute to the diversity of our community.
