Assistant Professor (Educational Administration)

Assistant Professor (Educational Administration) at Lakehead University, Canada

Closes: Review of applications will begin April 27, 2018 and continue until the position is filled.

Lakehead University, invites applications for a three (3)-year Limited Term Appointment at the rank of Assistant Professor in the Faculty of Education (Orillia Campus), in the area of Educational Administration. The academic rank of the appointment will be commensurate with the qualifications of the successful candidate. The position will commence on August 1, 2018.

Preference will be given to candidates with expertise in social aspects of education including democracy, global education, citizenship, diversity and equity. Applicants must have an earned PhD and an active research program. Experience in teaching in elementary schools would be an asset. The successful candidate will demonstrate the ability to work collaboratively with others on the continued development of the academic and research cultures of the Faculty, and be able to contribute to the teaching and development of courses at the undergraduate and graduate levels.

The Faculty of Education has 26 full-time faculty members and offers Pre-Service Teacher Education, BA/BED (Indigenous Learning Major) Intermediate/Senior, Indigenous Language Teacher’s Diploma, Continuing Education, MEd, and PhD programs.

Lakehead is a comprehensive university with a reputation for innovative programs and cutting-edge research. With campuses located in Thunder Bay and Orillia, Lakehead has approximately 10,000 students and 2,160 faculty and staff. With an emphasis on collaborative learning and independent critical thinking and a multidisciplinary teaching approach, Lakehead offers a variety of degree and diploma programs at the undergraduate, graduate, and doctoral levels through its ten faculties, including Business Administration, Education, Engineering, Health and Behavioral Sciences, Natural Resources Management, Science and Environmental Studies, Social Sciences and Humanities, Graduate Studies, the Northern Ontario School of Medicine (West Campus) and Ontario’s newest Faculty of Law. For further information, please visit: www.lakeheadu.ca.

For further information, please contact Dr. Frances Helyar, Chair of Orillia Education Programs. Detailed information on the Faculty and our programs is available at: https://www.lakeheadu.ca/academics/departments/education

Review of applications will begin April 27, 2018 and continue until the position is filled. The electronic application (in the form of one PDF document) should include: a letter of interest, curriculum vitae, evidence of teaching effectiveness (including a statement of teaching philosophy, course outlines and teaching evaluations for previously-taught courses), a statement of a research plan (current and future interests), copies of the three most significant publications, and the names and contact information of three references. Applicants should submit their electronic application to:

Dr. John O’Meara, Dean
kanderso@lakeheadu.ca
Faculty of Education
Lakehead University
Thunder Bay, Ontario
Email: karen.anderson@lakeheadu.ca
Fax: (807) 346-7918

A completed Confirmation of Eligibility to Work in Canada form must accompany your package. This form is available on our website at https://www.lakeheadu.ca/faculty-and-staff/departments/services/hr/employment-opportunites.

Lakehead University is committed to creating a diverse and inclusive environment and welcomes applications from all qualified individuals including women, racialized persons, Indigenous people, persons with disabilities and other equity-seeking groups. All qualified candidates are encouraged to apply; however, Canadian citizens and permanent residents will be given priority. This is in accordance with Canadian immigration requirements.

We appreciate your interest; however, only those selected for an interview will be notified. Lakehead University is committed to supporting an accessible environment. Please ask us how we may help you by contacting the Office of Human Resources, Lakehead University, (807) 343.8334, human.resources@lakeheadu.ca.

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Full time Faculty position in Education and Technology

Full time Faculty position in Education and Technology at Royal Roads University, BC, Canada

Closes: 2018-05-11

Royal Roads University (RRU) invites your interest in a faculty appointment at the rank of assistant, associate or full professor within our School of Education and Technology in the Faculty of Social and Applied Sciences. As a full-time core faculty member, you will play a key role in the delivery of the school’s Educational Leadership and Management program. You will also have experience with academic administration and course development.

The MA in Educational Leadership and Management (MAELM) program is designed to help educators develop a critically reflective understanding of school improvement concepts and research. Please see the program page for more details.

Our ideal candidate is passionate about helping others achieve their academic pursuits and will have demonstrated teaching experience at the graduate level in the field of K-12 education, an ability to work as a team member within an interdisciplinary outcome-based curriculum, and administrative experience and abilities, preferably in a university academic setting.

In recognition of the anticipated rank of the role, preference will be given to early and mid-career scholars whose research and teaching contribute to the fields of education.

RRU is committed to appreciating and celebrating the diversity of students, faculty, and staff. We strive to increase understanding and acceptance of each other, thereby making us more compassionate human beings and strengthening the fabric of our communities.

Requirements

  • Doctorate or ABD in education or related field
  • K-12 teaching and administrative experience
  • Demonstrated teaching excellence at the graduate level (employing adult learning and applied learning principles) in the field of K-12 education
  • Experience with applied research methods
  • Graduate student supervision experience and an understanding of the ethical requirements of graduate research
  • Familiarity with online and face-to-face course design and delivery
  • Experience in the integration and application of adult learning principles in course design and delivery
  • Ability to develop networks in the K-12 sector, both locally and globally
  • Knowledge of International Baccalaureate schools
  • Proven track record in research with an emphasis on practical application
  • Demonstrated ability to work collegially as a team member with a variety of teams and stakeholder groups across the university (faculty, sessional faculty, practitioners, university staff and management)
  • Demonstrated experience in an outcomes-based and interdisciplinary learning environment (preferred)

Additional Information

In addition to a collegial learning community, RRU offers a comprehensive compensation package, with a starting salary and academic rank based on qualifications and experience. This is an initial five-year appointment with the possibility of conversion into a continuing appointment, subject to performance and program needs.

Applications

https://royalroads.mua.hrdepartment.com/hr/ats/Posting/view/73

AERA Graduate Student Council/ World Educational Research Association invitation to an international PGR/ECR reception

Postgraduate and early career researchers from within the U21 FINE network are invited to attend a reception co-hosted by the AERA Graduate Student Council (GSC) and the World Educational Research Association (WERA). This is a social networking event intended for international students and emerging scholars attending the AERA 2018 annual meeting.

Details of the event are as follows:

Date: Monday, April 16, 2018

Time: 4:05-5:35pm

Venue: Sheraton New York Times Square

AERA Graduate Student Council invitation to a PGR/ECR reception

Postgraduate and early career researchers from within the U21 FINE network are invited to attend a reception hosted by the AERA Graduate Student Council at the AERA 2018 Annual Meeting. This will be the signature social event of the AERA GSC and is an opportunity to network informally and celebrate your achievements with emerging scholars from across the globe.

Details of the event are as follows:

Date: Friday 13 April 2018

Time: 1:30pm to 3:00pm

Venue: Sheraton New York Times Square, Third Floor, New York Ballroom East, 811 7th Ave, New York

Please RSVP here and share the invitation with other professionals within your networks.

Regards

The U21 FINE Leadership Team

P.S. Don’t forget to take your business cards!

U21 FINE and AERA Graduate Student Council Collaboration @AERA 2018

The U21 Forum for International Networking in Education and the AERA Graduate Student Council will collaborate on a series of professional development symposia during the AERA 2018 Annual Meeting in New York. Each symposium panel will include a range of established scholars from across our global network. The sessions are scheduled as follows:

Saturday 14 April, 1415-1545, NY Hilton Midtown:

Human library panel session: Conversations on global and local educational topics

Saturday 14 April, 1605-1735, NY Hilton Midtown:

Re-examing the ‘market’: an international exploration of post-PhD career pathways

Monday 16 April, 1035-1205, NY Hilton Midtown:

What’s your story? International perspectives on building a compelling career narrative

These events are open to all postgraduate and early career researchers who are attending AERA 2018.

We hope to see you there!

The U21 FINE Leadership Team

 

Time to Share your Research – Presenting Your Research Findings to the (Academic) World!

So you’ve got a full draft of your thesis – congratulations! You’ve spent a few weeks teasing the words, rephrasing key sentences and rewording sub-headings to lead the reader through your all-important research story. What’s next? Depending on your university’s processes there might be a few more steps before you submit your manuscript. Perhaps you have to present to your supervisors, likely you’ll need to inform your department that you are close to submission, and there will certainly be more paperwork to complete at this stage.

Most doctoral candidates, though, will be required to present to the ‘academy’ of experts at your institution. In Australia, this is usually at an open forum to which your advisory panel and any other interested academics are invited. It might be called a Completion Seminar, an Examination Panel or perhaps a Viva. Whatever it’s called, you will need to prepare, and prepare well!

So what is this final, verbal presentation for? In the Australian context it’s held to celebrate your achievements and to review your progress. It’s one way that the academy can verify the quality and rigour of potential new members. Importantly, it’s also a place to share the findings of your unique research with a wider audience!

Preparing for this final seminar can be a peculiar challenge, not least because you will need to consider your varied audience – not only your academic support team, who are familiar with your work, but the other interested academics who have come along having read only a short blurb about your work. How do you ensure that you provide enough depth and breadth in your presentation?

In preparation for my Completion Seminar, I attended a number of others to gain some ideas, and having now completed mine successfully, I’m sharing the advice and ideas I received with you, to help as you enter the final stages of your Doctorate!

  • Start by considering your digital presentation. This doesn’t have to mean PowerPoint, although that seems to be the most used! Look at alternative ways of presenting your research story. You might use Prezi to present a non-linear story, or Zeetings to ask questions of your audience that you can then present in comparison to your data. Be clear about the tool you use and the reasons underpinning that choice so that it best meets the needs of your research story.
  • Next, consider the flow of your research. Often called the storyline or ‘thread’ this is what keeps people listening to you! Be sure to have clear connections between your rationale, your methodology, the research literature and your conclusions. You might have a number of themes or findings but remember your audience isn’t going to receive your entire thesis in this seminar – carefully frame your presentation to lead them through the main points of your research. This will lead them to see you as an academic who can coherently make sense of complex and challenging research topics.
  • Use images wherever possible. The most positive feedback I received was on my use of images and charts. These told the story of my research and connected ideas together, while I spoke about the meaning and ideas behind the on-screen images. Similarly in other Completion Seminars, I have seen tables and charts that were pulled apart and simplified just for this presentation. This drew the audience’s attention to key points and didn’t overwhelm them with text. Read about excellent presentation strategies online – there is now neurological research that can help and a number of books that present easy ways to make your presentation engaging, meaningful and memorable!
  • Finally, smile and celebrate! This is your time to share your research with the world! Yes, there might be a few questions that throw you through a loop, but reflect that your supervisors would not have let you get this far without believing you were ready. You are now the world expert on your niche research topic. Treat questions as invitations to inform others about the significance of your findings and, if in doubt, say ‘thank you, I will have to reflect on that further’ – and then move on!

Congratulations on getting to this stage of your Doctoral research. Plan now to celebrate, share your learning and start to think about next steps!

About the Author: Joanne Blannin is the Digital Learning Leader and an Educational Researcher at the Melbourne Graduate School of Education at the University of Melbourne. She has recently completed her Doctorate investigating teacher’s choices to use, or not to use, digital technologies in primary school classrooms.

Time to tackle the culture question in PhD programs: Exploring the implicit ways that academic programs continue to promote academic career paths as most worthwhile

Article reposted with permission from author Angela Rooke. 

About the author: Angela Rooke is a manager of professional skills and postdoctoral affairs at University of Waterloo. She completed her PhD in history at York University in 2014.

 

My convocation ceremony was an intimate affair. I could even spot my family in the crowd. Though the audience was small, I was part of an unusually large group of history PhDs graduating that day. Fourteen were listed in the program, and about 10 attended the ceremony. Many of us were happy to be working in what some call an “alternative career.” Graduating with a PhD in history that day was an economic development consultant, a chef, a school professor, a magazine editor, and a co-founder of a community outreach organization in Toronto. I was lucky to have landed a job about two months prior to my defense, as a manager handling university graduate professional skills initiatives. It was energizing to reconnect with others, and to be back on campus to celebrate our cohort’s accomplishments. But it didn’t take long for the celebratory mood to dissipate.

After the ceremony, the history department staff had organized a lovely reception for the graduates and their families. Many of the faculty members in attendance were interested to hear what I was working on and how happy I was in my job. “I research, write, advocate, liaise, teach, debate, create and learn,” I told them. I explained how, unlike during grad school, I spend my hours outside work (exercising, watching television, reading fiction) without feeling guilty about not working. I shared stories of what it was like to work with and learn from a group of incredibly smart, passionate colleagues with a range of interesting experiences outside of academe. My friends swapped stories about their new careers and their career goals, too. It appeared to me that each one of us was successful, happy, and excited about what the future would bring.

As the reception was winding down, I noticed a faculty member speaking to my partner and parents. When I joined the conversation he congratulated me and caught me up on the conversation I’d missed: he had been explaining to my family how surprised “everyone” was that I had “given up.” It went without saying that he meant I gave up on pursuing a faculty career. In other words, he told my family− who drove two hours through Toronto’s rush hour, dressed up in nice clothes, and bought me over-priced flowers to celebrate my success − that I was a failure. Of course, he didn’t mean it that way; his comments were meant to be complimentary. I later learned that he also told my family that I was well-respected, smart and hard-working. He thought I really could have “made it”, if only I’d tried to make it – if only I hadn’t given up. I was hurt, but not surprised, by his comments.

I share this story not to embarrass the faculty member in question, but to highlight the challenges we continue to face in attempting to overcome the challenges of the Plan A perspective in PhD programs across the country. No substantive change will happen as long as students’ mentors continue to express the idea, either implicitly or explicitly, that a faculty career is the only truly valuable career for the best and brightest, that everything else is a Plan B, or a fallback.

I do not want to minimize the effort that universities, departments and faculties (in collaboration with career centres, graduate studies offices, and student support services) are making to tackle this challenge. But I do want to highlight that any resulting changes to policy, curricula, and resources are ultimately only half the battle. Just as important are the language, culture, and expectations that PhD students encounter on a daily basis during committee meetings, departmental social events and in casual conversation in the hallways.

Although it is much more acceptable today for graduate students to speak openly about their non-faculty career aspirations – and it has also become much less acceptable for faculty members to say (at least explicitly) that faculty careers are the only worthwhile ones for PhDs – Plan A culture is bolstered by much more implicit means. It is strengthened by the eye-roll that too often accompanies words such as skills and professionalization in the academic context. It is sustained by disparaging remarks about university administration, where many PhDs end up establishing a career. It is reinforced by talk about tenure as the only system under which innovative or impactful research can be conducted. It is powerful enough that the faculty member who told my family I gave up probably didn’t even realize how his remark could be taken as anything but a positive comment about my promise and capabilities.

Plan A culture is also reinforced by well-intentioned professors who consider themselves especially responsible advisers because they obligingly tell prospective PhD students that there are no jobs. Such statements are both false and irresponsible. There are lots of great jobs and (more importantly) great careers for PhD students; the problem stems from our failure to recognize how rewarding non-faculty careers can be for PhDs, and how much value PhDs can bring to diverse industries and sectors.

The good news is that PhDs have been successful in finding rewarding non-faculty careers in spite of these challenges (see recent studies by HEQCO and UBC). Without a doubt, many were inspired by alumni who volunteered their time to participate in panels on non-academic career themes. Many were counselled by career centre staff who taught them to recognize their skills and opportunities. The lucky ones may have even had some discussion about transferable skills and alternative-academic careers in their PhD seminars. But a very necessary next step is to tackle the academic culture that shapes students’ expectations, goals, and sense of self. So, I challenge graduate advisers, faculty and department chairs to consider the implicit ways they shape their students’ perceptions of success and failure. They need to tackle this challenge so that PhDs outside of academia can celebrate their successes without implicitly being told they’ve already failed.

Original article posted on February 15, 2018 on the University Affairs website: https://www.universityaffairs.ca/career-advice/responsibilities-may-include/time-tackle-culture-question-phd-programs/