The University of Wisconsin-Madison seeks to fill one position for an assistant professor (tenure-track) faculty position in polar /Arctic ecosystems and ecological modeling. This position is part of a campus-wide cluster hiring initiative to add to the vibrant community focused on “The Emerging Polar Regions” that would work at the intersections among earth system components (cryosphere, atmosphere/ocean, and biosphere). The cluster joins a landscape of existing–and historical–strengths in diverse aspects of polar research at UW-Madison. Units participating in the cluster hire include the Departments of Atmospheric & Oceanic Sciences, Botany, Forest and Wildlife Ecology, Geography, Geosciences, and Integrative Biology. Tenure home will be determined at the time of hire based on the selected candidate’s qualifications and interests. Further information regarding this initiative can be found at: https://facstaff.provost.wisc.edu/cluster-hiring-initiative.
Applicants should submit a single PDF that includes: cover letter, curriculum vitae, the names and contact information of three references, and three statements discussing 1) research interests and directions, 2) teaching interest and philosophy, and 3) contributions to diversity and inclusion, respectively. References of finalists will be contacted and asked to provide a letter of recommendation. These materials must be submitted online at: http://jobs.wisc.edu (search for PVL 100769). The appointment may begin as early as August 17, 2020. The deadline for ensuring full consideration is November 22, 2019, however the position will remain open and applications may be considered until the position is filled. For further information or questions, please direct all correspondence to polarecocluster@wisc.edu.
Join the School of Urban Studies for our Annual Lecture Series. Special guest speaker, Dr. Roger Caves, Professor Emeritus of City Planning, School of Public Affairs, San Diego State University presents: ‘Community Livability: Learning from Home and the Global Community’
Community Livability has become a part of everyday discourse. We read newspaper articles on the lack of affordable housing, inadequate transportation options, low wages, environmental degradation, increasing crime rates, overcrowded schools, lack of parklands, open space, etc. Who raises the issue of community livability and how does it get on the public policy agenda? Who is ultimately responsible for improving livability? How do our areas become livable communities and how do we maintain community livability?This presentation seeks to answer these and other questions by looking at various case studies from the United States and throughout the world. We can definitely learn from other areas and adapt and apply what we learn to our own particular geographies.
Wednesday, October 30th
5:30 – 6:30pm
University Y, 3rd floor, room 304
1710 Market Street
Tacoma, WA 98402
Questions: uwturban@uw.edu
To request disability accommodation, including American Sign Language interpretation, contact the Disability Resources for Students office at 253-692-4508, drsuwt@uw.edu or submit a request at www.tacoma.uw.edu… preferably at least 10 days in advance of the event.
Interested in learning how to apply your passion for math, science, technology, and desire to do impactful work?
At Two Sigma, the community of scientists, technologists and academics collaborate to solve some of the most challenging economic problems.
They rely on the scientific method, rooted in hypothesis, analysis, and experimentation, to drive data-driven decisions, to manage risk, and to expand into new areas of focus. In this way, they create systematic tools and technologies to forecast the future of global markets.
If you’re interested in hearing more about the scientific method to modeling, please join the Quant Talk on 10/23/19 at 6:30PM. There will be snacks and refreshments provided. Please register for a spot if you’re interested in joining.
CSDE Affiliate and Assistant Professor at the UW School of Social Work Jane Lee is starting the “Early Career Women Faculty of Color Working Group”.
This working group aims to support early career women faculty of color by enabling connections, sharing resources for career navigation, and promoting collaborations for research and scholarship. The group seeks to build community and foster a mutual and energizing space to discuss unique issues related to academia for women of color who are early in their careers. While working group members will collectively identify goals and topics for meetings, potential issues to explore may include: mentorship, networking, tenure and promotion, grantsmanship and funding opportunities, and writing workshops.
This working group will meet approximately once a month with the first meeting taking place on Friday, November 1 at 11:30am in the Cascade Room of the UW Club. Lunch will be provided.
If you are interested in joining this Working Group and would like to receive updates or are unable to attend please email Jane Lee at janejlee@uw.edu.
Emily A. Marshall, Assistant Professor of Sociology and Health, Franklin and Marshall College Sociology Department
Contraceptive behavior among young women in the United States illustrates an often puzzling relationship between attitudes and behavior. This study argues that considering sets of attitudes relevant to childbearing in relation to each other can explain apparent contradictions between attitudes and contraceptive behavior. We classify young women into groups based on shared childbearing worldviews—patterns of attitudes about domains related to childbearing—and test whether these groups predict contraceptive behavior. We find six classes of young women that share childbearing worldviews, three of which were predicted by the existing literature. Membership in these classes is then shown to predict contraceptive behavior, an important behavioral outcome. We argue that the concept of worldviews and the method for identifying them will allow researchers to identify meaningful groups in a population, as well as to generate theories about childbearing and contraceptive behavior. In an extension of this analysis, we engage critiques of Second Demographic Transition theory and debates over its relevance to the U.S., comparing attitudes and fertility of the childbearing worldview groups in our sample to the predictions of the theory.
Emily A. Marshall’s research interests include fertility, culture, comparative and historical sociology, and quantitative methods. Her current research explores how measuring cognitive processes and individual attitudes can illuminate the mechanisms by which social and cultural contexts influence individuals’ fertility behavior. In another line of research, she examines cross-national variation in concern about low fertility, asking how national contexts affect the construction of low fertility as a social problem. She uses a wide variety of research methods, including qualitative and archival methods, digital text analysis, and experimental survey design. Marshall received her PhD in Sociology from Princeton University with a specialization in Demography, and was an NICHD post-doctoral fellow at the Population Studies Center at the University of Michigan. She is an Assistant Professor in the Sociology Department and Public Health Program at Franklin & Marshall College in Pennsylvania.
Visit this link to sign up for times to meet with Emily.
The Division of Educational Leadership, Administration, and Policy at Fordham University invites candidates for two tenure-track assistant professor positions in PreK-12 Educational Leadership, to begin August 2020. The position requires active scholarship and productive teaching and mentoring in the Division’s newly redesigned EdD program, master’s and certificate programs.
Interested individuals must have (1) passion and demonstrated commitment to developing leaders who strive to improve the educational opportunities and outcomes of ethnically, culturally, economically, and linguistically diverse communities; (2) an active research agenda; (3) the ability to teach one or more K-12 leadership areas (instructional leadership, organizational change, transforming schools, districts and communities); (4) should have concentrated experience in one or more research methods (qualitative, quantitative or mixed methods), and (5) outstanding communication skills. A record of (1) collaborative partnerships within K-12 communities; (2) active engagement in improvement science and research related to continuous school improvement and social justice; and (3) seeking or securing external funding are desirable.
To receive fullest consideration, applications should be completed by October 15, 2019, but applications will be reviewed until both positions are filled. Applicants should provide the following materials to elapgse@fordham.edu.
- A letter of introduction and description of professional goals, research plans and accomplishments as they relate to the position description and qualifications.
- An academic vita and sample of recent publications
- Exemplar teaching evaluations and graduate courses within your areas of expertise
- Three names, with contact information, of individuals to contact for recommendations, only those applicants that are invited to a campus visit will have references contacted.
The Language, Literacy, and Culture doctoral program at the University of Maryland, Baltimore County (UMBC) seeks a tenure-track Assistant Professor/Advanced Assistant Professor in the areas of Global Literacies and Critical Diversity/Equity. We seek candidates with strong potential for research productivity, the ability to teach and mentor graduate students in our program, and a commitment to the university’s mission of inclusive excellence.
This interdisciplinary scholar would work across disciplines with a targeted area of study in global literacies and/or critical diversity with secondary expertise in mixed methods and quantitative analysis. We seek someone with a Ph.D. in social science disciplines/fields such as sociology, applied linguistics/modern languages, psychology, education, communication/emerging media studies, or other related fields. The successful applicant will contribute fully to our interdisciplinary doctoral program and have a commitment to working with students with diverse life experiences and from a variety of disciplines and backgrounds.
Submit a letter of application with attention to research, teaching and mentoring graduate students; CV; statement of commitment to diversity and inclusiveness; two peer-reviewed publications; two course syllabi; and, names and contact information for three references by December 15, 2019 to Interfolio at https://apply.interfolio.com/69381 Please address questions to Dr. Kimberly Moffitt, Director, Language, Literacy, and Culture doctoral program, llc@umbc.edu with the subject line “LLC Search.”
San Joaquin Delta Community College District is hiring an Adjunct Instructor for Economics.
Responsibilities include: Under the general supervision of the Division Dean, to teach organized classes in accordance with course descriptions, outlines, and class schedules; to evaluate progress of students; to advise students concerning educational matters, to perform other instructionally related duties as assigned. The primary responsibility is to teach up to 10 units (Part-time) in the discipline of Economics.
Deadline: Open until filled
The Global Washington annual conference is the premier event for global development practitioners, funders, and partners on the West Coast. ‘Goalmakers’ is its new name.
When the Sustainable Development Goals (SDGs) were unanimously adopted by world leaders in 2015, signatories vowed to set the world on a better course by 2030. This December, Global Washington will convene “Goalmakers” whose work is critical to fulfilling that promise.
Goalmakers are those who are singularly focused on building a more equitable, healthy and prosperous world for everyone. They know that it isn’t going to be easy.
While each of the SDGs includes specific targets, the goals themselves are highly interconnected, as are the challenges they seek to solve. Action presents risks and uncertainties. But so does inaction.
Goalmakers weigh the possibilities, they work in partnership with others who share their goals, and they keep finding ways to move forward. They do not give up, because the stakes are simply too high to fail. Eliminating poverty and hunger. Stopping climate change. Curing deadly diseases. Educating the next generation. Strengthening local economies. Protecting human rights. Safeguarding the food supply. Delivering clean water.
These are not hopes and wishes. These are tangible goals. And they are achievable.
Gettysburg College invites applications for a one-year term position as Visiting Assistant Professor/Lecturer in Sociology beginning August 2020. The teaching load for this position is three courses per semester.
Applicants should apply online at http://gettysburg.peopleadmin.com/postings/3190. Please plan to submit: a cover letter that addresses the candidate’s teaching experience and research program; a curriculum vitae; a diversity statement (outlining the candidate’s demonstrated commitments to diversity and inclusion and their potential contributions to diversity and inclusion on this campus); a teaching portfolio (including a statement of teaching philosophy; up to 3 relevant syllabi; and teaching evaluations, if available); and a research statement. In addition, applicants must submit the names and email addresses of three professional references. References will be contacted by Gettysburg College via email to submit letters of recommendation electronically; at least one of the letters of recommendation must address the applicant’s teaching effectiveness.
All application materials must be received by January 10, 2020. Review of applications will begin immediately. Inquiries can be addressed to Professor Cassie Hays, Department of Sociology, at chays@gettysburg.edu