FEATURED EMPLOYERS AND NEW JOB POSTINGS, Latinos in Higher Ed

FEATURED EMPLOYERS AND NEW JOB POSTINGS

Greetings, The following positions were posted on LatinosinHigherEd.com. The colleges and universities that posted these jobs are actively recruiting Latina/o candidates. To receive an email listing only jobs that match your personal criteria, login to your LatinosinHigherEd.com account and create a job agent. Visit LatinosinHigherEd.com for a complete listing of positions, conferences, and events. St. Edward Assistant Professor, Psychology Assistant Professor Of Creative Writing (poetry) Assistant Professor Of Writing And Rhetoric (professional Writing) Assistant/associate Professor & Chair - Marketing And Entrepreneurship Assistant Or Associate Professor Of Social Work The University of Kansas College of Liberal Arts & Sciences Assistant Or Associate Professor Of Theoretical High-energy Physics Assistant Or Associate Professor For Materials Synthesis/structure Chemistry Assistant Professor Modern European History Postdoctoral Teaching Fellow, Departments Of Ecology And Evolutionary Biology And Molecular Biosciences Assistant Or Associate Professor In Genomics The University of Tennessee, Dept. of Child and Family Studies Assistant Or Associate Professor SOWELA Technical Community College Senior Institutional Research Associate For Analytics & Data Integrity Dean Goucher College Director Of Alumnae/i Affairs Associate Director Of Human Resources Manager Of Desktop Services Vice President For Finance And Administration Assistant Professor, Mathematics And Computer Science

FACULTY POSITION AVAILABLE: Assistant Professor of Qualitative Research and Educational Foundations University of North Dakota

Assistant Professor of Qualitative Research and Educational Foundations
University of North Dakota

The Department of Educational Foundations and Research in the College
of Education and Human Development at the University of North Dakota
invites applications for an Assistant Professor in qualitative
research and foundations of education.

Essential functions and responsibilities include conducting research
and teaching graduate courses in qualitative research methods and the
foundations of education. Some online and distance teaching will be
required; undergraduate teaching is possible. Ideal candidates would
have broad preparation in both qualitative research and educational
foundations, with particular focus in one or more of the following:
educational policy, history of education, philosophy of education, and
anthropology of education. Other responsibilities include advising
graduate students, chairing and serving on graduate committees,
developing and maintaining a research agenda, and collaborating with
practitioners and other stakeholders.

Essential Qualifications: Earned doctorate with emphasis in
foundations of education or research methods; strong skills and
experience with multiple forms of qualitative research; broad training
in multiple foundations (e.g., educational policy, psychology,
history, philosophy, sociology, multicultural, anthropology,
comparative and international); evidence of successful research
activities, including scholarly publication and/or extramural funding;
and commitment to diversity and social justice.

Desirable Qualifications: Teaching experience in higher education;
online teaching experience; experience working with diverse peoples;
commitment to interdisciplinarity, constructivist teaching methods,
and a social justice perspective.

Salary: Commensurate with experience and qualifications.

Term of Contract: Tenure track appointment is for 9 months at the
Assistant Professor level. Starting date is 8/15/2015. Summer teaching
opportunities are available.

Application Process: Please forward a letter of application addressing
the qualifications above, copies of graduate transcripts, curriculum
vitae, and a list of three professional references with complete
contact information. Applications by single E-mail attachment are
preferred; please send these to Sharon Johnson
(sharon.johnson@UND.edu). Review of applications begins November 1,
2014, and continues until the position is filled. For further
information contact Dr. Robert Stupnisky, Search Committee Chair,
Educational Foundations and Research, University of North Dakota, 231
Centennial Drive Stop 7189, Grand Forks, ND 58202-7189. E-mail:
robert.stupnisky@UND.edu

Educational Foundations and Research is a department within the
College of Education and Human Development, an NCATE accredited
college of education and is in compliance with all Title II
requirements. Organized to support a progressive view of education, it
seeks to serve preservice and inservice teachers, administrators, and
other specialized education personnel with intensive integrated
programs of study and a commitment to a diverse society.

Applicants are invited to provide information regarding their gender,
race and/or ethnicity, veterans status and disability status on the
form found at http://und.edu/affirmative-action/apcontrolcard.cfm.
This information will remain confidential and separate from your
application.

The University of North Dakota is an Affirmative Action/Equal
Opportunity Employer. The University of North Dakota encourages
applications from women, minorities, veterans, and individuals with
disabilities.

The University of North Dakota determines employment eligibility
through the E-Verify System.

North Dakota veterans' preference does not apply to this position.

This position is subject to a criminal history background check.

The University of North Dakota complies with the Jeanne Clery
Disclosure of Campus Security Policy & Campus Crime Statistics Act.
Information about UND campus security and crime statistics can be
found at http://und.edu/discover/files/docs/annual-security-report.pdf

2015 CALL FOR MANUSCRIPTS AND PUBLICATION GUIDELINES--Journal of Teaching Effectiveness and Student Achievement

Journal of Teaching Effectiveness and Student Achievement

2015 CALL FOR MANUSCRIPTS AND PUBLICATION GUIDELINES

Data from the National Center for Education Statistics (2011)
indicates that almost a third of America’s teachers leave the field
sometime during their first three years of teaching. The attrition
rate for those who enter through some alternative pathway can be as
high as 60%. New teachers cite classroom management, ESL, and lack of
preparation or support as key reasons behind their decision.
Therefore, additional training that increases new teacher confidence
and preparation is vital. Quality training for teachers entering 21st
century classrooms and appropriate instructional practices for today’s
learners is a must.

The Journal of Teaching Effectiveness and Student Achievement is
dedicated to the dissemination of research emphasizing teacher
preparation, successful school cultures, teacher quality,
instructional effectiveness, innovative pedagogy, and educational
practices with student achievement in mind.

Call for Papers:
For the 2015 Winter issue, the journal is soliciting articles designed
to promote student achievement through the effective preparation and
retention of new teachers.

Guidelines:
1. Manuscripts should not exceed 15 typewritten pages, including
references, charts, and tables.
2. All manuscripts should conform to the Publication Manual of the
American Psychological Association (2009, 6th ed.), including an
abstract of 100-150 words.
3. Authors must submit a cover letter explaining the relationship of
the article to the journal’s purpose. The author must indicate that
the manuscript represents original material and is not currently under
consideration by any other publication.
4. A cover page should include the following: title of the manuscript,
author’s name and affiliation, contact information (email, phone,
address), and a brief bio of the author(s), not exceeding 50 words per
author.
5. No identifying information (last name, affiliation) should be
included beyond the cover page.
6. Please include page numbers.

Submission Deadline:
Submissions are due by November 1, 2014 and should be made
electronically to journalofteach@gmail.com.

The Journal of Teaching Effectiveness and Student Achievement
editorial team will evaluate articles submitted for publication
consideration. Manuscripts must adhere to the guidelines above, and
authors should expect to receive notification of the publication
decision within 6 weeks of the deadline. The editor reserves the right
to make editorial changes, but any significant proposed changes will
be discussed with the primary author prior to publication.

Reviewers Needed:
If you are interested in serving as a reviewer for Winter 2015, please
send an email indicating your interest, as well as a copy of your vita
and review experience, to Dr. Amy Williamson, Editor, at
amy.williamson@angelo.edu, or Dr. Blake Hightower, Assistant Editor,
at blake.hightower@angelo.edu.

The following timeline is expected for the 2015 Winter Issue:
Deadline to apply as a reviewer: October 15th
Manuscripts Due: November 1st
Editorial Board Reviews: November
Authors Contacted with Decision: Early December Editing and
Final Changes Due: Mid January
Winter Issue Available: Late February/Early March 2015

Additional information regarding the journal can be found
at http://www.angelo.edu/dept/ceducation/the_journal_of_teaching_effectiveness_
and_student_acheivement.php#tab1

Please share this call for manuscripts and/or reviewing opportunity
with anyone you feel would be interested.

FACULTY POSITIONS IN QUALITATIVE RESEARCH WITH A FOCUS ON EDUCATIONAL EQUITY, Harvard Graduate School of Education

Harvard Graduate School of Education 

FACULTY POSITIONS IN QUALITATIVE RESEARCH WITH A FOCUS ON EDUCATIONAL EQUITY

The Harvard Graduate School of Education (HGSE) invites applications from scholars who do qualitative research with a focus on educational equity, for one or more faculty positions at the rank of Assistant Professor of Education, Associate Professor of Education (untenured), or Professor of Education.

We seek candidates who have strong training in education or a social science discipline and who conduct qualitative research on educational equity and/or policies, programs, or practices designed to promote educational equity, from pre-K to postsecondary education. Scholars who focus on race/ethnicity, immigration, gender, and/or class, and who study the role of education in promoting or inhibiting social mobility are welcome. We are particularly interested in appointing new colleagues whose research is concerned with improving educational opportunities for disadvantaged populations either in the U.S. or in international contexts. Strong applicants will be distinguished by the quality of their research, their use of rigorous qualitative methods, and the salience of their work to policy and practice.  We also seek candidates who have the potential to make a powerful substantive contribution to our curriculum, particularly the teaching of qualitative methods. We especially encourage applications from women and minorities.

At HGSE, our mission is to conduct high-quality research on issues related to education, and to teach, advise, and mentor a diverse community of graduate students, both at the doctoral and master’s levels, in order to contribute to building the next generation of successful scholars, policy-makers, and practitioners in education. We therefore seek candidates with excellent pedagogical skills, including the ability to clearly communicate sophisticated research to heterogeneous audiences. Additionally, candidates should be prepared to engage in qualitative research with graduate students, many of whom are interested in policy, programs, or practice.

Candidates should have a doctorate in a relevant field, such as education, anthropology, history, political science, psychology, policy or sociology. Successful candidates will have an excellent record of rigorous scholarship and a commitment to teaching and mentoring. Candidates completing their doctoral studies will be considered if they will complete all requirements for the doctorate by the start of the 2015-16 academic year.

The search committee will begin reviewing applications on November 1, 2014 and continue until the position is filled. 

To apply, please go to http://academicpositions.harvard.edu/postings/5614.

If you have any questions, please contact the Office of Academic Affairs at equity_qual_search@gse.harvard.edu or 617-495-4201.

We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, or any other characteristic protected by law.

An American Educational Research Association List If you need assistance with this list, please send an email to listadmin@aera.net.

POSITION: Assistant Professor in Literacy and Language Education (ELL Emphasis), Purdue University

DEPARTMENT OF CURRICULUM & INSTRUCTION, LITERACY AND LANGUAGE EDUCATION (003143-2014)

POSITION: Assistant Professor in Literacy and Language Education (ELL Emphasis)

POSITION DESCRIPTION: The Department of Curriculum and Instruction at Purdue University seeks an assistant professor of literacy and language education with an emphasis on English language learners (ELL). This is a 10-month, tenure-track position. Responsibilities include:

• Teaching undergraduate and graduate literacy and language courses
• Teaching online graduate courses in an ELL K-12 Licensure Program
• Recruiting, advising and mentoring graduate students
• Developing a strong area of research and scholarship that informs theory and effective practice in teaching ELLs, and seeking external funding in support of that scholarship
• Collaborating on learning, discovery, and engagement activities within the College of Education, across the university, and with K-12 schools

The successful candidate is expected to demonstrate a commitment to diversity and equity in education through their scholarship, teaching, and/or engagement.

REQUIRED QUALIFICATIONS:

• Earned doctorate in Literacy and Language Education; Culture, Literacy, and Language; Applied Linguistics/TESOL; Educational Linguistics; Second Language Acquisition,  or other relevant disciplines
• Demonstrated scholarship in language and education, including ELL education
• K-12 or related teaching experience

PREFERRED QUALIFICATIONS:

• Experience in teaching undergraduate courses in literacy and language methods for the primary and/or intermediate grades
• Experience in teaching online courses
• Experience teaching ELL students in U.S. K-12 schools
• Experience teaching English as a Foreign Language (EFL) in K-12 international contexts
• Proficiency in a language other than English
• Experience in advising graduate students
• Experience in obtaining external funding

STARTING DATE:  Fall 2015

APPLICATION:  Review of applications will begin on November 1, 2014 and will continue until the position is filled.  Applicants can apply electronically by sending the following as a Word or PDF file tohainesg@purdue.edu.  Applications must include: (1) letter of application, (2) vita, (3) two to three writing samples, such as published articles or book chapters, (4) statement of teaching philosophy, (5) statement of research interests, and (6) three to four letters of reference.  A background check will be required for employment in this position.  Candidates may also include evidence of teaching excellence if available. Inquiries about the position may be directed to:

Professors Susan Britsch and Wayne E. Wright, Search Committee Co-Chairs

Literacy and Language Education Search
Purdue University
Department of Curriculum and Instruction
100 N. University St.
West Lafayette, IN  47907-2098

THE LITERACY AND LANGUAGE EDUCATION PROGRAM at Purdue offers prospective researchers/scholars and K-12 teachers the opportunity to investigate contemporary issues in research and theory as well as pedagogical methods related to literacy and language teaching, learning, assessment, and curriculum. The Literacy and Language faculty have established national and international reputations. Faculty and graduate students comprise a dynamic community of scholars investigating topics in language learning, multiple literacies, literacy processes, English education, children's and young adults' literature, and teacher professional development.

PURDUE UNIVERSITY is a leading land grant and research university and ranks among the 15 largest universities in the nation.  The university has an enrollment of more than 38,000 on the West Lafayette campus and more than 14,000 on regional campuses in Indiana. It is located in West Lafayette, IN, one hour northwest of Indianapolis and two hours southeast of Chicago.

Purdue University is an EEO/AA employer fully committed to achieving a diverse workforce. All individuals, including minorities, women, individuals with disabilities, and protected veterans are encouraged to apply.

REMINDER! AAHHE MULTIDISCIPLINARY FACULTY FELLOWS PROGRAM Deadline Monday, September 29, 2014 by 5pm (EST)

MULTIDISCIPLINARY FACULTY FELLOWS PROGRAM

2014-2015 FACULTY FELLOWSHIP

http://www.aahhe.org/Programs/FacFellowsProgramDescription.aspx

Announcement: The American Association of Hispanics in Higher Education (AAHHE), Inc. is now accepting applications for the AAHHE Junior Faculty Fellows Program for the 2015 AAHHE National Conference: "The Decade Ahead: Inquire, Innovate, Impact". The conference will be held March 12-14, 2015, at the Embassy Suites Dallas - Frisco Hotel, Frisco, Texas. Participation in the Faculty Fellows Program will begin on Wednesday March 11th, continue throughout the conference, and end at noon on Saturday March 14th.

Fellowship Applicants will be assessed on the following criteria:

• Hispanic, Latina/o and or Chicana/o Background
• Currently serving as an untenured, tenure-track faculty member with priority given to applicants in years one, two, or three
• Demonstrated ability to contribute to a defined area of scholarship
• Demonstrated ability to contribute to the enhancement of Latinas/os in higher education

The AAHHE/Ford Multidisciplinary Faculty Fellowship includes:

• Conference registration fees
• Special events
• Hotel accommodations
• Travel (funds available for faculty unable to secure additional support from their departments)

Fellowship recipients are expected to participate in the following:

• Attend the entire conference (including special events sponsored by AAHHE)
• Provide staffing support for AAHHE activities (interact with other AAHHE members)
• Provide an unpublished manuscript for review by a senior faculty member
• Participate in all Faculty Fellows activities

Application Procedures:
Applications are due by Monday, September 29, 2014 by 5pm (EST).

Click here for printer-friendly version.

If you would like more information, please contact Luis Urrieta, Faculty Fellows Program Chair, via e-mail at urrieta@austin.utexas.edu.

Tenure-track position in Elementary/Early Childhood Teacher Education, Lawrence University

Lawrence University invites applications for a tenure-track position in Elementary/Early Childhood Teacher Education.  The appointment will be at the Assistant or early Associate Professor rank effective August 2015.  This full-time position offers the opportunity to participate in creating an innovative post-baccalaureate apprenticeship program in elementary teacher education.  Expectations for tenure-track faculty at Lawrence include excellent teaching, maintaining an active program of scholarship, and participating in service. 

Required qualifications include (1) an earned doctorate in Curriculum and Instruction or related field; (2) a focus on elementary literacy or language education (K-6) and/or early childhood education (preK-4); (3) a minimum of three years full-time teaching experience in grades K-6; and (4) a commitment to undergraduate education and teaching in a liberal arts setting.  The successful candidate will be expected to teach a course in reading and emerging literacy, work on-site with the apprentice elementary teachers and participate (periodically) in Lawrence’s nationally renowned Freshman Studies Program.  Additional teaching responsibilities according to the candidate’s interests and expertise but the ability to teach a general elementary methods course would be welcomed.

Desired qualifications include (1) experience working with diverse students (e.g., ethnic and/or cultural minority students, English language learners, students from low-income urban or rural communities, students with special needs); and, (2) willingness to work in a collaborative manner with local school districts and with other organizations and groups serving preK-middle school children and their families. 

In cooperation with the Appleton Area School District, the person filling this position will participate with other education faculty members in designing and implementing this apprenticeship program (with a target start date of 2016-17).  Once it is established, graduates from across all academic majors will learn to teach by working full-day with master elementary teachers for an entire school year.  In combination with Lawrence’s liberal arts approach to teacher education (in which students do not major in education but, instead, complete traditional academic majors as well as course work across the liberal arts and sciences), this “teaching hospital” method is intended to prepare elementary teachers with the ability and disposition to be reflective practitioners and school leaders.

Listed among Colleges That Change Lives, Lawrence University is devoted to engaged learning, our most unique and defining attribute. Engaged learning, on and off campus, is an academic commitment characterized by professor/mentors whose foremost motivation is teaching and a rigorous curriculum designed to create the opportunity for every student to be educated as an unique individual.
Lawrence is a selective, deliberately small, residential college of liberal arts and sciences and a nationally recognized conservatory of music, both devoted exclusively to undergraduate education. Founded in 1847, Lawrence is a community of 1,500 intellectually curious students who bring a diversity of experience and thought from nearly every state and 50 countries outside the U.S. The energy and passion for learning is palpable from the classroom to the dorm room and throughout the campus.

Interested applicants should apply online and submit a letter of application, a curriculum vitae, statements of teaching philosophy and research plans at https://lawrencecareers.silkroad.com. Include in your letter of application a list of three references with name and title, email addresses, telephone numbers and mailing address for each.  Electronic submission of application materials is preferred. Review of applications to begin October 13 and continue until the position is filled; for fullest consideration, all materials should be received by Oct. 31.

Lawrence University is committed to enhancing the diversity of its faculty and the diversity of viewpoints and approaches that the faculty represents.  Candidates are encouraged to read more about Lawrence at https://lawrencecareers.silkroad.com/lawrenceuniversity/About_Us.html and to address in their letters of application the ways in which they could contribute to Lawrence’s institutional mission and goals.  This website also includes informational resources about the University and the surrounding community.

CALL FOR PAPERS: IUPLR Fifth Biennial SIGLO XXI Conference, Intra-Latinos/as: Entre Latinos/as: Reconceptualizing Nations, Regions, and Disciplines, Thursday, April 23-Saturday, April 25, 2015, University of Notre Dame, South Bend, Indiana

>
> CALL FOR PAPERS
> IUPLR Fifth Biennial SIGLO XXI Conference
> Intra-Latinos/as: Entre Latinos/as: Reconceptualizing Nations, Regions,
> and Disciplines
> Thursday, April 23-Saturday, April 25, 2015
> University of Notre Dame, South Bend, Indiana
>
> The IUPLR Fifth Biennial Siglo XXI will encourage the exploration of
> research on Latinos/as that challenge categories of nations, regions and
> disciplines.
>
> The accelerated impact of globalization and its resulting effects on
> dispersal of populations across the globe and within nations forces us to
> rethink the ways nations and regions and disciplines have informed our
> understanding of Latinos. That nations do not bound economies, politics,
> and culture has become more evident. Globalization has also reconfigured
> urban demographics as poorer communities are forced to the perimeters and
> more affluent professionals are residing in cities. New Latino communities
> are emerging across the nation in places where there are no established
> ones. Simultaneously there is more diversity in established communities
> creating intersections where multiple Latino nationalities coexist
> creating both tensions as well as opportunities to coalesce politically
> and engage in a variety of cultural productions.
>
> Guided by narrow questions and often employing single methodologies,
> traditional disciplines have limited tools with which to bring about
> needed paradigmatic changes to capture this complex social phenomena:
> While globalization and transnationalism offer us ways to understand
> Latinos, what do they mean? What does nation mean in the context of a
> global world?
> Would a hemispheric lens contribute to understanding the changing
> geographies and identities of Latinos?
> Does scholarship on gentrification help us understand dispersal and
> mobility of communities globally and nationally?
> How do we understand new emerging communities in non-traditional receiving
> regions?
> What are the cultural manifestations accompanying this rapid mobility?
> How do we reframe questions of belonging, voice, identity and place?  How
> does Latino Studies challenge and change the disciplines?
> In sum, what is next?
>
> Submission:
> We invite you to submit a 2 page/500 word paper/panel abstract and a two
> page cv by the deadline of  *Monday, October 13, 2014* Please submit to
> Luz Acosta via email to lacost4@uic.edu
>
> *Only papers presented by this deadline will be considered for publication
> in a special edition of he the peer-reviewed journal, Dialogo.
>
> Selection Process: The Conference Program Committee will select papers
> that will be presented at the conference and selected panelists will be
> notified via email by November 17, 2014
>
> Conference Participation:
> Each selected panelist will be expected to submit a finished paper for
> distribution to their co-panelists and discussant not later than March 15,
> 2015   All accepted presenters must pre-register and pay registration fees
> for Siglo XXI 2015 or their names will not appear on the program. In
> addition, each IUPLR member center and/or Individual Faculty member as
> presenter will be responsible for registering and for the total cost
> incurred in his/her participation.
>
> Registration Categories:
> Online early-bird registration   $100  or $35 per day  Until February 15,
> 2015
> Online regular registration   $125  or $50 per day after February 15, 2015
> On-site registration                  $150 0r $60 per day
> Student Registration  with ID $25    or $10 per day
> Notre Dame and UIC Students with ID    No charge but must pre-register
> Distinguished IUPLR IUPLR Distinguished Lecture Luncheon      $20
> Optional Lunch Saturday      $15
>
> Registration fee includes: Admittance to all sessions, workshops, art
> exhibitions and book fair; admittance to the Keynote Plenary, Welcoming
> Reception on Thursday; admittance to the Reception on Friday at the Notre
> Dame Center for Arts and Culture; Siglo XXI Conference Program booklet
>
> Registration website: www.IUPLR.uic.edu
>
> Table Vendor:  $300
> Registration and conference three-day full pass for one person;
> Receptions, Distinguished IUPLR Lecture Luncheon; A 6-8 feet table with
> two chairs; Listing in the Siglo XXI conference program
>
> Transportation and Lodging
> All registered participants are responsible for their own lodging, travel
> and transportation.
> A block of rooms has been reserved for the convenience of participants at:
>
> The Morris Inn @ Special rate of $149 + Tax per night
> 1399 N Notre Dame Ave, South Bend, IN 46617  (574) 631-2000
> Deadline: March 22, 2015 or when block is completed, first come, first
> serve
>
> Fairfield Inn & Suites South Bend at Notre Dame  @ $121-$149 + Tax +
> Breakfast
> 1220 E Angela Blvd., South Bend, IN 46617  (574) 234-5510
> Deadline: March 22, 2015 or when block is completed, first come, first
> serve
>
> Sponsors
> This national gathering is sponsored by the Inter-University Program for
> Latino Research (IUPLR) headquartered at the University of Illinois at
> Chicago, The Institute for Latino Studies at the University of Notre Dame,
> The Notre Dame Center for Arts and Culture, and Southwest Airlines.
>
> For additional information about this Call for Papers and/or Conference,
> please contact Luz Acosta at lacost4@uic.edu and/or Olga Herrera at
> oherre15@uic.edu
>
> The Inter-University Program for Latino Research (IUPLR) is a national
> consortium of 25 university-based centers dedicated to the advancement of
> knowledge about Latinos in the US. IUPLR works to expand the pool of
> Latino scholars and increase the availability of intellectual
> understanding about
> Latinos as well policy-relevant Latino-focused research. IUPLR works to
> strengthen the network of its member centers, to enhance their
> institutional capacity, and to foster faculty research. This is primarily
> done by supporting interdisciplinary, inter-university working groups that
> in the past have contributed to proposing new theoretical paradigms such
> as transnationalism, cultural citizenship and notions of the working poor.
> IUPLR has hosted conferences since the 1980s, and first held the Biennial
> Siglo XXI conference in 2005. These events were well attended and highly
> successful.

-- 

 

 

Inter-University Program for Latino Research

Headquarters:  University of Illinois at Chicago
412 S. Peoria St., Room 324B CUPPAH (MC 347)

Chicago, Illinois 60607

(312) 413-3892

 

Email: IUPLR-Chicago@uic.edu

Website:  http://iuplr.uic.edu/

Facebook:  https://www.facebook.com/IUPLR