Tenure Track Instructor position (Educational Leadership Stream)

Tenure Track Instructor position (Educational Leadership Stream) at the University of British Columbia, Canada

Closes: 15th February, 2018

The Department of Educational Studies (EDST) in the Faculty of Education at the University of British Columbia (Vancouver campus) invites applications for a full-time tenure-track position in the Educational Leadership Stream at the rank of Instructor to teach and coordinate all courses offered in the EDST teacher education program. The desired start date is July 1, 2018 (or as negotiated with the successful candidate). The workload for a tenure-track Instructor includes a teaching assignment of courses scheduled over the academic year in combination with significant educational leadership opportunities, such as curriculum development and innovation.

The University of British Columbia (UBC) Vancouver campus is located on traditional unceded Musqueam territory in beautiful Vancouver, a multicultural, multilingual city ranked as one of the world’s best places to live. The University holds an international reputation for excellence in advanced research and learning. The UBC Faculty of Education is currently ranked second in Canada and 13th globally among Faculties of Education (2017 QS World University Rankings). We are committed to research and teaching excellence and provide a comprehensive set of programmatic offerings at the baccalaureate, magisterial and doctoral levels.  For further details about the Faculty and its research, please visit www.educ.ubc.ca.

The Department of Educational Studies is a multidisciplinary unit with teaching and research commitments to both undergraduate and graduate programs in the Faculty of Education.  It enrolls a large number of master’s and doctoral students. Current areas of focus are Adult Learning and Education; Educational Administration and Leadership; Higher Education; Indigenous Education; and Society, Culture and Politics in Education.

The successful applicant must have a doctoral degree in education with extensive teaching experience complemented by relevant practicum supervision at the undergraduate, teacher education program, with graduate level instruction viewed as an asset for the position. Currently, EDST instructional contributions to the teacher education program include Education, School and Social Institutions (EDST 401); Knowledge and Curriculum (EDST 403); and Ethics and Teaching (EDST 404). Applicants with prior experience in teaching these and related topics will be given extra consideration. The successful candidate will be expected to teach mostly undergraduate courses, but might also be required to teach graduate courses. In addition, the successful candidate is expected to engage in significant educational leadership activity that contributes to advancing teaching and learning and to participate in the academic and professional affairs of the Department and Faculty.  In the Faculty of Education, a full-time tenure stream Instructor carries an annual workload of 24 credits.

This is a tenure-track position in the Educational Leadership stream. The successful candidate will be reviewed for reappointment, tenure, and promotion in subsequent years in accordance with UBC Collective Agreement. For a description of the Instructor rank and criteria for reappointment and promotion, visit: http://www.hr.ubc.ca/faculty-relations/collective-agreements/appointment-faculty/. The position is subject to final budgetary approval. Starting salary is determined both by the candidate’s qualifications and experience and by the career progress scale within the Faculty of Education.

Applications must include (i) a letter indicating the position being sought and outlining potential Educational Leadership contributions to the department, (ii) curriculum vitae, (iii) evidence of teaching excellence (such as course outlines and student evaluations), (iv) a statement of Educational Leadership and Teaching Philosophy, (v) one or two samples of relevant publications (if applicable), and (vi) the names as well as the contact information of three references. The complete application file should be addressed to Dr. Ali A. Abdi, Department Head, and sent electronically to Ms. Erika Hughes (Head’s Assistant) at hughesec@mail.ubc.ca.  Applications must be provided in the format of one book-marked PDF file. The complete application should be received by February 15, 2018.

Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.

Advertisements

Assistant Professor, Educational Administration (tenure track)

Assistant Professor, Educational Administration (tenure track) at the University of Wisconsin, Superior

Closes: Review of all complete applications will commence 4:30 pm February 5, 2018 and will continue until the position is filled.

UW-Superior is committed to making excellence inclusive in every aspect of the institution. Diversity, inclusion and equity are prioritized learning resources for all community members. We strive to offer quality programs in an environment of trust and cooperation that centers on the worth of all individuals. The University is seeking candidates who will contribute to the achievement of this goal.

POSITION: Assistant Professor in Educational Administration, tenure-track position

DUTIES:

  • Teach graduate educational administration courses online
  • Advise graduate students in educational administration
  • Supervise graduate research projects
  • Engage with local and regional educational institutions and programs
  • Engage in scholarly professional development activities
  • Engage in departmental, university, and community service

REQUIRED QUALIFICATIONS INCLUDE:

  • Earned doctorate in the field of educational administration or related-field
  • Five years professional experience in educational administration or related field
  • Background or experience working with diverse populations

DESIRABLE QUALIFICATIONS INCLUDE:

  • Experience with online teaching and post-secondary level teaching experience
  • Experience with graduate program development and continuous improvement processes
  • Active participation and leadership in state and national professional organizations
  • Evidence of research activities including scholarly publications

The successful candidate will be dynamic, energetic, creative, and engaging. The successful candidate will demonstrate commitment to the public liberal arts mission and to quality teaching and learning methods. Willingness and interest in utilizing technology in the classroom strongly preferred. The successful candidate must be committed to the highest ethical standards and demonstrate effective leadership and teamwork skills. Candidates that incorporate issues of inclusive excellence and diversity within their curriculum are especially encouraged to apply.

SALARY: UW-S offers a competitive salary and benefits package including health insurance coverage for eligible dependents.

STARTING DATE: August 2018

ADDITIONAL

INFORMATION: For additional information visit www.uwsuper.edu or contact (715) 394-8506

APPLICACTION PROCESS: Review of all complete applications will commence 4:30 pm February 5, 2018 and will continue until the position is filled.

Please apply online at UW-Careers ( http://www.uwsuper.edu/hr/employment/career-gateway.cfm) and submit your application packet that is:

  1. Letter of Application
  2. A one-page statement of your teaching philosophy and research interests
  3. Curriculum Vita
  4. Unofficial transcripts of undergraduate and graduate degrees
  5. Contact information for only three references. Contact information for less than or more than three references will lead to an incomplete application.

Internal applicants : select the internal applicant link. Registration for account not required.

External applicants : select the external applicant link and register for an account :

How to Register for a UW-Careers Account :

  1. To register for a UW-Careers account, click on the click here to Register link to create your user name and password.
  2. Search for the 18-43 Assistant Professor, Educational Administration (Department of Educational Leadership) position and click on the Apply Now button to submit a resume.
    • At this time, you will be asked to complete your profile. Please select Save to continue the application process.
  3. To submit your letter of application, unofficial transcripts, etc., you must add the document as an attachment by clicking on the Add Attachment link below the Cover Letters and Attachments box.
  4. Clicking on the Next link, please complete the required Online Questionnaire.
  5. After the Online Questionnaire has been completed, click Next again to provide contact information for three professional references, if required, in the References section by selecting the Add Reference link.
  6. Once reference information has been listed, click on Next to complete the How did you find out about the position? section of the application process.
  7. Once you have completed all sections, click on the Save button and then Submit button to submit your materials.

At any time you may select the Save button to save your progress. When you have submitted your application, ability to change materials submitted will not be available.

If you have questions in regards to the hiring process, please contact Tammy Rady at (715) 394-8009 or by email at trady@uwsuper.edu

UW-Superior: A Special Place:

The University of Wisconsin-Superior is Wisconsin’s public liberal arts college. Established in 1893 with a mission to train teachers, it later became a part of the University of Wisconsin-System, and in 1998 was designated as Wisconsin’s Public Liberal Arts College by the University of Wisconsin System Board of Regents. The University serves 2,600 traditional and non-traditional students and is dedicated to the integration of liberal and professional studies and to serving a diverse student population.

UW-Superior maintains its foundational teacher education college values through its emphasis on excellence in teaching, as well as service to the community and region. Its core mission is student-centered. The institution fosters intellectual growth and career preparation within a liberal arts tradition that emphasizes individual attention, embodies respect for diverse cultures and multiple voices, and engages the community and region. The richness of its programs creates a personalized educational environment that integrates theory and practice, liberal and professional education, teaching, scholarship, and creativity. The University has a significant investment in and commitment to campus-wide Liberal Arts High Impact Practices (HIPs) that includes a First Year Experience, Academic Service Learning, Global Awareness, Writing Across the Curriculum, Undergraduate Research Scholarly and Creative Activity, and a Senior Year Experience.

At UW-Superior, we promote the values of academic excellence, integrity, and community within a collegial environment. At the core of our values is the appreciation for, and examination of, diversity, inclusivity, and equity. UW-Superior offers day, evening, weekend, and distance learning classes at both the undergraduate and graduate levels.

The University will not reveal the identities of applicants who request confidentiality in writing, except that the identities of “final candidates” must be revealed upon request. According to the Attorney General, “final candidates” under Wisconsin law means the five candidates who are considered most qualified for the position. See Wis. Stat. Sec. 19.36(7)(a).

The University reserves the right to check additional references with notice given to the candidates at the appropriate time in the process.

Employment will require a criminal background check. A pending criminal charge or conviction will not necessarily disqualify an applicant. In compliance with the Wisconsin Fair Employment Act, the University does not discriminate on the basis of arrest or conviction record.

Employment is subject to federal laws that require verification of identity and legal right to work in the United States as required by the Immigration Reform and Control Act.

For UW-Superior campus safety information and crime statistics/Annual Security Report, see http://www.uwsuper.edu/safety/cleary or contact the Office of Campus Safety at (715) 394-8114 for a printed copy.

UW-Superior is an AA/EEO/Veterans/Disability employer dedicated to enhancing equity, diversity and inclusivity.

APPLICATION INFORMATION

Assistant Professor (2 Tenure-Track Positions)

Assistant Professor (2 Tenure-Track Positions) at St. Francis Xavier University, Canada

Closes: February 1st, 2018

The Faculty of Education at St. Francis Xavier University in Antigonish, Nova Scotia invites applications for the following appointments at the Assistant Professor level commencing July 1, 2018.

French as a Second Language. Candidates should have a completed or nearly completed Ph.D. and an established research program in French second language acquisition pedagogy, experience teaching Core French and French Immersion in K-12 schools, a strong understanding of differentiation in the French second language classroom (core and immersion contexts), and near-native ability in French.

Elementary Generalist. Candidates should have a completed or nearly completed Ph.D. with a focus on early elementary pedagogy and substantial experience in K-6 teaching in Canadian schools with students from diverse cultural backgrounds. While the main priority of this position will be to support pre-service and in-service elementary teacher development, additional interests in elementary physical and health education and/or English language arts would be considered assets.

Both positions offer opportunities for engagement in B.Ed., M.Ed., and Ph.D. programs. Successful candidates will have responsibilities for scholarly research and mentoring pre- service teachers in the practicum.

A curriculum vitae, letter of application, and names of three referees should be sent by email to:

Dr. Jeff Orr, Dean
Faculty of Education
St. Francis Xavier University
PO Box 5000, Antigonish, NS, B2G 2W5
Email: jconnors@stfx.ca

Consideration of applicants will begin February 1, 2018.

Only those selected for an interview will be contacted. Preference will be given to Canadian citizens and permanent residents. If you are selected for an interview for the advertised position, proof of Canadian citizenship or permanent residency is required. StFX respects diversity and welcomes applications from visible minority group members, women, Aboriginal persons, persons with disabilities and members of sexual minority groups.

Educational Technology – Assistant Professor

Educational Technology – Assistant Professor at the University of Victoria, Canada

Closes: Deadline for receipt of applications is March 15, 2018

The Department of Curriculum and Instruction at University of Victoria, located on Canada’s beautiful west coast, invites applications for a tenure-track, Assistant Professor in the area of Educational Technology, an area of growth for both the Department and Faculty. Educational Technology is a required component of every teacher education program in the Faculty. The department offers graduate courses and cohorts in educational technology and undergraduate courses that draw students from across campus. The Department is also moving towards a greater emphasis on Indigenous and multicultural perspectives in every disciplinary area.

This position requires a person who will make a strong contribution to the preparation of educators and other students from across campus, to the advancement of research and scholarship in educational technology, and to the service culture through committee participation. For more information about the Department of Curriculum and Instruction, please visit our website at http://educ.uvic.ca/edci

Responsibilities will include:

  • Developing and teaching educational technology courses at the undergraduate and graduate levels in face-to-face, blended, multi-access, and/or online environments
  • Developing and implementing new initiatives for the application of established and emerging technologies to learning and teaching
  • Developing and maintaining a strong research program
  • Applying for research grants
  • Recruiting and mentoring graduate students
  • Participating in university governance and service on committees

Qualifications and Experience:

  • An earned PhD (or near completion) in educational technology
  • A combination of education and work experience that demonstrates expertise in creating and using technologies for teaching and learning, including in online environments
  • Demonstrated experience and capacity for scholarship in educational technology, including publications and conference presentations
  • Successful teaching experience at either the K-12 or post-secondary level
  • Understanding and sensitivity to enacting inclusive practices with diverse student populations
  • Demonstrated commitment to updating proficiencies with a variety of emerging technologies and a current and active connection to the practice of technology-infused teaching and learning
  • Strong interpersonal and collaboration skills combined with exceptional professional dispositions

Faculty and Librarians at the University of Victoria are governed by the provisions of the Collective Agreement. Members are represented by the University of Victoria Faculty Association (www.uvicfa.ca).  The University of Victoria is an equity employer and encourages applications from women, persons with disabilities, visible minorities, and Aboriginal peoples, people of all sexual orientations and genders, and others who may contribute to the further diversification of the University.  All qualified candidates are encouraged to apply; however, in accordance with Canadian Immigration requirements, Canadians and permanent residents will be given priority.

In accordance with the university’s equity plan and pursuant to Section 42 of the BC Human Rights code, preference will be given to members of the following designated groups: Aboriginal peoples and members of visible minorities.  Candidates from these groups who wish to qualify for preferential consideration must self-identify.

An appointment will begin July 1, 2018. Applications should include curriculum vitae and the names of three referees.  Deadline for receipt of applications is March 15, 2018:

Dr. Deborah Begoray, Chair
Department of Curriculum and Instruction
Faculty of Education
University of Victoria
P.O. Box 1700  STN CSC, Victoria, BC  V8W 2Y2
Fax: 250-721-7598
cichair@uvic.ca
www.uvic.ca/edci

Art Education – Assistant Professor

Art Education – Assistant Professor at the University of Victoria, Canada

Closes: March 15, 2018 (deadline for application to be received)

The Department of Curriculum & Instruction, University of Victoria invites applications for a tenure track position at the Assistant Professor level in the area of Art Education. Art Education students and faculty at the University of Victoria have had significant impact provincially and nationally for more than 50 years. The Art education section is involved in three degrees: a strong undergraduate teacher preparation program with introductory studio-based art education and visual fluency courses that are also open to the full campus community; a unique, studio-focused MEd degree; and a research-oriented PhD. UVic Art Education is built around extensive, purpose-built studio facilities and a very active faculty community. It has a long history of engagement with art teaching and experiential learning. This position requires creative and collaborative leadership in order to contribute to existing and potential future programs in Art Education.

The successful candidate is expected to make a strong contribution to research through engagement in scholarly and creative work, and active participation in guiding course and progamme development in ways that ensure a dynamic, vibrant renewal of this section.

Responsibilities will include:

  • Teaching art education pedagogy, theory and studio practice at the undergraduate and graduate levels
  • Developing and maintaining a program of scholarly excellence, community engagement, and artistic practice
  • Supervising graduate students
  • Participating in committees and service.

Criteria for the position:

  1. A Ph.D or Ed.D. (completed or near completion) in art education
  2. Evidence of an active program of scholarly as well as artistic excellence
  3. A record of contribution to the field in art pedagogy, art educational concepts and current research developments
  4. Demonstrated teaching and studio competence in two or more of the following areas: painting, drawing, print-making, sculpture, ceramics, design, photography, and digital graphics.
  5. Demonstrated collaborative skills and experiences as well as excellent leadership qualities.
  6. Successful post-secondary teaching experience
  7. Successful K-12 teaching with children or youth. In addition, community-based experience would be an asset
  8. A demonstrated commitment to integrate technology into classroom practice and across studio disciplines
  9. Sensitivity to a broad range of perspectives including demographics, culture, ability/disability, and so on and able to work inclusively with diverse students and colleagues.

Faculty and Librarians at the University of Victoria are governed by the provisions of the Collective Agreement. Members are represented by the University of Victoria Faculty Association (www.uvicfa.ca). The University of Victoria is an equity employer and encourages applications from women, persons with disabilities, visible minorities, Aboriginal Peoples, people of all sexual orientations and genders, and others who may contribute to the further diversification of the university. All qualified candidates are encouraged to apply; in accordance with Canadian Immigration requirements, Canadians and permanent residents will be given priority.

In accordance with the university’s equity plan and pursuant to Section 42 of the BC Human Rights code, preference will be given to members of the following designated groups: Aboriginal peoples, and members of visible minorities. Candidates from these groups who wish to qualify for preferential consideration must self-identify.

Effective date of appointment will be July 1, 2018. Applications must include a cover letter, curriculum vitae, digital portfolio of personal and student work, and the names of three referees. Letters of reference will not be required at this time. Deadline for receipt of applications is March 15, 2018 to:

Dr. Deborah Begoray, Chair
Department of Curriculum and Instruction
Faculty of Education
University of Victoria
P.O. Box 1700 STN CSC, Victoria, BC V8W 2Y2
Fax: 250-721-7598
cichair@uvic.ca
www.uvic.ca/edci

 

 

Finding your researcher voice at academic conferences

This is a guest blogpost from Rachel Lehner-Mear, a first-year doctoral researcher at the University of Nottingham, UK. 

‘Go to a conference!’, they said. ‘Do some networking!’, they said. ‘Get your voice heard!’, they said.

Well, actually, they didn’t say that last bit. I did. And when I reflect on my first conference experience, I realise that this was, indeed, what my initial foray into the world of academic conferencing was all about: getting your voice heard. Although I didn’t appreciate it at the time.

Having finished my Masters and riding high on the euphoria of successfully completing this higher degree (through the somewhat unorthodox means of doubling it up with childbirth), I heard of a doctoral conference at the School of Education at the University of Birmingham, another Universitas 21 member institution. Rashly, perhaps, and certainly without analysing my motivation, I applied.

There are many possible positive outcomes for conference participation at doctoral level. My supervisor, for example, advised gaining feedback on my research before writing a first journal article. Equally, those without prior teaching experience might want to rehearse their presentation skills in front of a live, but supportive, audience. There is also the opportunity to identify like-minded researchers and exchange contact details, which might result in later collaborative work.

For me, though, I sought an extension from the close, one-to-one relationship with a supervisor that the PhD process brings. Your supervisor is steeped in your research project. S/he is the only other person who understands what you are doing.

Your friends? They don’t. Though they might smile supportively when you mention it over coffee. Your family? They are aware you are striving for greater things, but probably have little appreciation of what or how. Your partner? He/she is no doubt exasperated at the time your PhD takes up and more conscious of riding the highs and lows with you, than of listening to the detail of what exactly you are investigating.

So, your supervisor is the sole other individual, at this point, who is aware of the (to you) exciting conclusions you are drawing from those hours of in-depth reading, data-gathering and analysis. This might be supportive, but it’s also entirely insular, parochial and self-protective. And I was ready to break out and take a chance on finding out what other people might think.

Attending a conference, albeit one aimed at other doctoral researchers, is an opportunity to stand up. To raise your voice. To share your work with a visible audience. To have others listen. Because that’s what we do our painstaking research for, ultimately: we have something to say. And a conference is one place in which we can say it. As a blog post on the The Thesis Whisperer website reminds us, ‘if you don’t present anything, no one knows who you are or what you do’.

As a teacher of twenty years, in both primary and then further education, I was comfortable with standing up in front of others and speaking. In my previous career, interaction with the listener was key: did they understand, did I need to expand, should my approach be adapted to listener requirements, would I need extra time to ensure their confidence, or could I move on more quickly?

What I was less used to was the concept of being timed to talk and the distinction which occurs between delivery of the message and questions from the audience. At a conference, I realised, the speaker prepares their paper and presentation slides in a vacuum which precludes understanding of the audience’s existing knowledge. It also inhibits audience response until the end of the presentation. This is both nerve-wracking and professionally challenging and caused me to spend considerable time ensuring both clarity of argument and that my points were all of pinpoint relevance to the overall conclusions. That interesting little detail? I deleted it if it was not of absolute relevance to the story I would tell.

Yet, although prepared and, to a degree, conveyed in a vacuum, the conference presentation proved to be, for me, a valuable and exhilarating experience. As I gave my talk, with the slides adding illustration both visually and textually, I was reminded that a researcher does indeed need their work to be heard and that, as a teacher, engagement with an interested audience is second-to-none. Those nods, smiles and occasional laughs which accompanied my delivery, the appreciative applause at the end, gave a buzz of interaction which is reward for the hard slog of research.

And as the icing on a very positive cake, to my surprise, the part I enjoyed most was the audience question-and-answer. This proof that my doctoral researcher peers had listened and were engaged enough to formulate thoughtful questions was a moment of validity that my research is relevant.

Yes – raising a voice in the education debate is important. Stepping outside that protective supervisor-student relationship is significant and, perhaps, even fundamental to the process of growth into a real academic researcher. So, go and get your voice heard!

Image source: Video University

For reasons to attend academic conferences, see the following websites:

The Thesis Whisperer https://thesiswhisperer.com/2016/03/02/your-first-conference/

Global Academic Institute website http://www.globalacademicinstitute.com/8-reasons-to-attend-international-academic-conferences/

For how to prepare for a conference presentation, see:

Patter https://patthomson.net/category/conference-presentation/

Strategising social media at AARE 2017

This guest blog is written by Zulfa Sakhiyya, doctoral researcher at the Faculty of Education and Social Work at the University of Auckland. Zulfa is one of two recipients of the University of Auckland’s U21 FINE Awards that supports postgraduate students to attend international conferences and participate in FINE networking events. 

Strategising social media for researchers

Who doesn’t know The Thesis Whisperer? Those doing a PhD are likely familiar with the blog and Twitter handle, and Associate Professor Inger Mewburn, its author.

At the U21 FINE networking session of the 2017 Australian Association for Research in Education (AARE) Conference in Canberra, Professor Mewburn led a workshop on “Social Media Strategy for Researchers”. During this, she highlighted that academics and researchers need to expand their impact and influence through the use of social media.

Due to the precariousness of social media, The Thesis Whisperer revealed some tactics for audience building. Firstly, by drawing on Erving Goffman, she emphasised that it is important to choose our digital presentation carefully. Like a waiter in a restaurant, the swinging door that separates the dining area (front) and kitchen area (back) defines two different types of personality. In the ‘front’ area, waiters always put on a smile and ask questions politely. As they move through the swinging door into the ‘back’ area, the smile may change into something different: scowling at customers, throwing dishes, etc. In a similar way, social media can present either the positive and negative sides of us so we have to be careful.

Secondly, we need to know our niche. “What’s your value?” That is the question The Thesis Whisperer posed to all of us. Our research and academic work might be part of that, but it is a starting point to strategise what and how we want to present ourselves in social media.

Thirdly, mind the language. Unlike journal articles and textbooks which must conform to academic standards and, thus, a certain register of language, social media need to have ‘beats’ in their stories. The idea might be the same as that in academic texts, but the delivery and presentation need to be simplified and packaged. The purpose is not to be reductive, but to reach a wider audience whose research area and background might be different from our own.

In addition to these insights from The Thesis Whisperer, the FINE networking breakfast truly provided the opportunity to get to know other attendees before diving into the ocean of approximately 600 unknown conference delegates.