FACULTY POSITION: Tenure-Track Assistant or Associate Professor, MATHEMATICS EDUCATION AND PROJECT COORDINATOR

MATHEMATICS EDUCATION AND PROJECT COORDINATOR

Tenure Track: School of Teacher Education and Leadership.

Position Description: Mathematics Education, Tenure-Track Assistant or
Associate Professor, eleven or twelve-month position, to start between
January 2015 and August 2015.

Responsibilities: Coordinate an existing distance-delivered M.S. in
Education program in mathematics designed for current high school
mathematics teachers. Manage project outreach, marketing and
recruitment; program budgets totaling approximately $500,000 annually;
scheduling, staffing, accreditation, and evaluation. Annually apply
for external funding and manage grant projects and budgets. Teach
mathematics or mathematics education courses, or courses in research
or educational foundations and advise students.

Qualifications: The following qualifications are required: Doctorate
in Mathematics Education or related field; understanding of grades
6-12 mathematics education based on experience (e.g., 6-12 teaching
experience or professional development work/teaching in mathematics
education with in-service teachers). The following qualifications are
preferred: demonstrated success in collegiate mathematics education
teaching and in grant-supported research; experience in working with
diverse populations; and experience in providing outreach and
professional development for teachers of 6-12 mathematics.

Application Procedure: Interested candidates should submit a letter of
application, academic transcripts, curriculum vita, and three letters
of recommendation to Dr. Rayya Younes, Chair, Search Committee, at
ryounes@radford.edu. Review of applications will begin immediately and
continue until the position is filled.

Organization Description and More Information: Radford University is a
co-educational, comprehensive, state-supported institution with an
emphasis on teaching, located in scenic southwestern Virginia, 40
miles from Roanoke, with an enrollment of approximately 9,200
students. For additional information about the School please visit our
website: http://www.radford.edu/content/cehd/home/departments/teacher-
ed.html

Radford University is an EO/AA employer committed to diversity. All
new hires to Radford University will be subject to E-Verify which is
administered by the U. S. Department of Homeland Security, USCIS-
Verification Division and the Social Security Administration and
allows participating employers to electronically verify employment
eligibility. Radford University is an EO/AA employer committed to
diversity. The University abides by the requirements of 41 CFR
60-300.5(a). This regulation prohibits discrimination against
qualified protected veterans, and requires affirmative action by
covered prime contractors and subcontractors to employ and advance in
employment qualified protected veterans.

CALL FOR PAPERS: Translanguaging – Practices, skills and pedagogy

http://www.du.se/translanguaging

Translanguaging – Practices, skills and pedagogy

Dates: 20-22 April, 2015

Venue: Dalarna University, Falun, Sweden

This conference takes a critical perspective on the question of education for multilingual students by exploring the notion of translanguaging. Challenging traditional perceptions of languages as discrete, countable entities, the notion of translanguaging highlights the simultaneous use of different kinds of linguistic forms, signs and modalities. The aim of the conference is to scrutinize the notion of translanguaging from three different but integrated perspectives: as practices, as skills and as pedagogy.

Keynote speakers
• Professor Jim Cummins, University of Toronto
• Professor Angela Creese, University of Birmingham
• Professor Sari Pöyhönen, Jyväskylä University
• Assistant professor Carla Jonsson, Stockholm University

Translanguaging as practices will focus on what students and teachers do with languages, their understanding of languages and their perceptions of languages. Translanguaging as skills will focus on multilingual proficiencies that become visible in naturally occurring interaction among people in settings where multiple languages or varieties are used simultaneously.

Translanguaging as pedagogy will focus on the inclusion of multiple languages or varieties in educational settings and the interrelation between language and learning. The conference will create an arena for researchers in the field to meet teachers working in multilingual contexts with an aim of including multiple linguistic resources in their education.

The aim of the conference is to
• Present research from different arenas, such as applied linguistics, education and multilingualism, that build on micro studies about translingual practices in relation to education
• Offer a platform for discussion of methodological and conceptual questions relevant for education in the light of ongoing processes of change and mobility
• Create a meeting place for researchers in the field but also between researchers and teachers
• Facilitate the development of interdisciplinary research and the creation of interdisciplinary networks enabling exchange of theoretical and applied knowledge

We welcome paper presentations organized individually or as a colloquium. The time available for a colloquium is 90 minutes and should include at least 4 presentations. If you are interested in organizing a colloquium during the conference, please contact the organizers before december 1, 2014.

We also welcome presentations or workshops organized by teachers working in the field in order to demonstrate good practices.

Individual presentations are organized in 30 minutes sections (20 min presentation +10 min discussion). Presentations in any language are welcomed during the conference, although due to the reviewing process, abstracts can only be sent in Swedish or English. We especially welcome presentations given in any of the Swedish minority languages.

All abstracts are peer-reviewed and notification of acceptance will be given in December 2014. Submit your abstract (max 300 words), including contact information and preferred language of your presentation here.

Important dates:

Abstract deadline:
1 December 2014

Registration open:
1 December 2014

Registration deadline:
31 January 2015

Conference fee:
1200 SEK
1000 SEK students and PhD students

Payment for the conference is via postal giro number 788116-2. 

Enter the item number 43955030 and yor name. The conference fee must be paid no later than January 31, 2015

The conference is arranged by Dalarna University through the research groups Education and Learning and Culture, Identity and Representations.

Organisation committee: Prof. Åsa Wedin (chair), Dr. Jenny Rosén, Dr. Boglárka Straszer, Dr. Joyce Kemuma, Dr. BethAnne Y. Paulsrud, Sara Nittve and Erika Aho.

If you need to contact us, please email us at translanguaging2015@du.se

University of Maryland offers a new PhD Program in Language, Literacy, and Social Inquiry with PhD areas of focus in Applied Linguistics and Literacy Education. Applications due December 1.

University of Maryland offers a new PhD Program in Language, Literacy, and Social Inquiry with PhD areas of focus in Applied Linguistics and Literacy Education.  Applications due December 1. 

Language, Literacy, and Social Inquiry

The PhD concentration in Language, Literacy, and Social Inquiry (LLSI) in the Department of Teaching and Learning, Policy and Leadership (TLPL) at the University of Maryland provides students with a broad conceptual understanding of language and literacy research, and offers a choice between two areas of focus within the program, Applied Linguistics and Literacy Education. 

Faculty research interests in the Applied Linguistics area of focus include classroom discourse, conversational analysis, dual language learner education, language and literacy teacher development, language assessment policy, language contact and multilingualism, language diversity, language in school contexts, language planning and policy, multilingualism, peer interaction, second language teaching, sociocultural approaches to second language acquisition, teacher collaboration, and translanguaging.

Faculty research interests in the Literacy Education area of focus include culturally responsive approaches to elementary reading instruction, emergent literacy, family literacy, preparing teachers for diversity, learning with text, literacy teaching and learning, new literacies, reading assessment, reading comprehension strategies, stasis theory, and vocabulary for literacy learning.

The doctoral program is primarily focused on the study of language and literacy learning in pre-kindergarten through high school settings in the US.

THE SETTING

The University of Maryland is the state's flagship university and one of the nation's preeminent public research universities. A global leader in research, entrepreneurship and innovation, the university is home to more than 37,000 students, 9,000 faculty and staff, and 250 academic programs. Its faculty includes three Nobel laureates, two Pulitzer Prize winners, and 49 members of the national academies.  It is a member of the Association of American Universities and competes athletically as a member of the Big Ten Conference. The College of Education at the University of Maryland is ranked 26th by US News, with department specialty programs ranked at 14th (Curriculum and Instruction), 16th (Elementary Education), and 17th (Educational Policy).  TLPL’s Division of Language, Literacy, and Social Inquiry is home to two centers – the Multilingual Research Center and the Reading Center – which seek to create an infrastructure for practice and research in the broader community.

UMD is the nation’s premiere institution for language-related research.  It is home to over 200 language scientists in 17 different departments and centers. The campus-wide Maryland Language Science Center coordinates and creates opportunities for collaborations across disciplines and perspectives, and sponsors a wide range of talks, mini-conferences, and workshops.  Students in the LLSI program are encouraged to take full advantage of program flexibility to draw on the wide range of the university’s intellectual resources in this domain.

THE CURRICULUM

The doctoral curriculum typically requires at least three years of graduate study beyond the master’s degree. Students are expected to integrate into the campus scholarly community, and to be available on a full-time basis. The department provides funding for all PhD students admitted into the program.

Integrated Department Core

LLSI students join a two course sequence (6 semester hours) in foundations of inquiry and practice with other department specialization students from Education Policy and Leadership, Mathematics and Science Education, Minority and Urban Education, Teacher Education and Professional Development, and Technology, Learning and Leadership.

Specialization Core

LLSI students take a two course sequence (6 semester hours) as the specialization core in applied linguistics and literacy education.  An additional 24 semester hours (typically eight courses) is selected in consultation with the advisor. These courses generally take the form of doctoral seminars taught by program faculty, and may include doctoral level courses from other departments.

Intermediate and Advanced Methods

Students are required to take at least 12 credit hours of research methods courses, including one qualitative and one quantitative methods course.  Students may take research methods courses in TLPL, Human Development and Quantitative Methods (HDQM), or other academic departments.

Doctoral Seminars

Doctoral students in LLSI enroll in a weekly 1-credit seminar with other students in their area of focus to explore opportunities for collaborations with faculty and other students, develop their knowledge of the field and the academic profession, and apprentice into the broader research community.  This course is graded pass/fail, and may not be used toward the PhD.

Dissertation

All students complete a minimum of 12 credits of dissertation research per University policy.

APPLICATION DEADLINES AND FINANCIAL SUPPORT

The priority deadline is December 1.  The department funds all admitted doctoral students with Graduate Assistantships, and is sometimes able to provide additional financial resources in the form of Graduate School fellowships to enhance student recruitment packages. Although it is not required, students are encouraged to visit the campus and program faculty before applying, if possible. 

MORE INFORMATION

Read more about how to apply online.  For more information about the application process, please contact Joy Jones atjonesj@umd.edu or (301) 405-3118.  For information about the program, contact a faculty member from the list below.

FACULTY

Peter Afflerbach (PhD, The University at Albany, State University of New York):  Reading comprehension strategies and processes, especially related to new literacies; the verbal reporting methodology; reading in Internet and hypertext environments; and, reading assessment. afflo@umd.edu

Jean Dreher (PhD, University of California, Riverside):  Reading comprehension, learning with text, and the effects of integrating information texts into literacy instruction on children s comprehension, vocabulary, and motivation.mjdreher@umd.edu

Jeff MacSwan (PhD, UCLA):  Bilingualism, codeswitching, applied linguistics, the role of language in schooling, language assessment policy. macswan@umd.edu

Melinda Martin-Beltran (PhD, Stanford):  Sociocultural approaches to second language acquisition focusing on dual language learners (ESOL students), peer interaction, language exchange, and teacher learning to build upon students' linguistic and cultural diversity. memb@umd.edu

Joseph McCaleb (PhD, University of Texas, Austin):  Digital Media and Learning; Teaching Narrative; Composition; Assessment of Speaking and Listening; Storytelling in oral, written, and media & quantum. jlm@umd.edu

John O'Flahavan (PhD, University of Illinois, Urbana- Champaign):  PK-12 literacy teaching and learning, the discourses involved in teaching and learning in schools, comprehensive school-wide literacy programs, and sustainable school improvement. johno@umd.edu

Megan Madigan Peercy (PhD, University of Utah):  Preparation and development of teachers throughout their careers, as they work with language learners. Theory-practice relationship in second language teacher education, teacher collaborative relationships and learning, teachers' academic language and literacy practices with language learners.mpeercy@umd.edu

Kellie Rolstad (PhD, UCLA):  Language of schooling, language diversity, second language teaching, unschooling, and democratic education. rolstad@umd.edu

Olivia Saracho (PhD, University of Illinois, Urbana-Champaign):  Emergent literacy, family literacy, cognitive style, and play. ons@umd.edu

Wayne Slater (PhD, University of Minnesota):  Persuasion in reading comprehension and written communication with a focus on biased assimilation and stasis theory. wslater@umd.edu

Jennifer Turner (PhD, Michigan State University):  Culturally responsive approaches to elementary reading instruction; vision  as a conceptual and practical tool for preparing reading teachers for diversity; literacy as an indicator of college and career readiness; and diverse students’ multimodal representations of future professional identities and workplace literacies.  jdturner@umd.edu

PARTICIPATING CLINICAL FACULTY

Ayanna Baccus (PhD, University of Maryland):  Reading and literacy instruction. baccusa@umd.edu

Perla Blejer (EdD, George Washington University):  Second language acquisition, foreign language education methodology, language program administration in higher education, and issues of equal opportunity for at-risk students and disadvantaged populations pblejer@umd.edu

Drew Fagan (EdD, Teachers College, Columbia University):  Influence of teacher talk on language learning opportunities in classroom discourse; conversation analysis (CA) and second/foreign language classroom interactions; factors affecting teachers; preparing mainstream teachers for working with English language learners. dfagan@umd.edu

Daisy Fredricks (PhD, Arizona State University):  English Language Learner education, pre-service teacher education, language planning and policy, qualitative research methods. dfredric@umd.edu

Melissa Landa (PhD, University of Maryland):  Teaching language arts to English Language Learners; Case Based Pedagogy; writing instruction in elementary school; the representation and development of human identity through schooling, literature, and film. mlanda@umd.edu

Kathleen Travers (PhD, University of Wisconsin-Madison): English Education, teacher education and partnerships and university supervision. ktravers@umd.edu

Peggy Wilson (PhD, University of Maryland):  Secondary literacy, writing, and grammar.  pwilson@umd.edu

AFFILATE FACULTY

Donna Christian (PhD, Georgetown University):  Dual language education, bilingual education, dialects and education, heritage language education, language and public policy, second/foreign language learning, sociolinguistics.  Donna Christian is a Senior Research Fellow and past President/CEO of the Center for Applied Linguistics.  dchristian@cal.org

Manel Lacorte (PhD, University of Edinburgh):  Applied linguistics, second language (L2) and heritage language (HL) pedagogy, L2 and HL teacher education, L2 and HL classroom interaction and context(s), sociopolitical issues in L2 and HL teaching and learning. mlacorte@umd.edu

Roberta Lavine (PhD, Catholic University of America):  Learner variables in language learning, especially learning disabilities, Language for Specific Purposes, and technology. rlavine@umd.edu

Rebecca Silverman (EdD, Harvard Graduate School of Education):  Language and literacy; differentiated instruction; English language learners.  rdsilver@umd.edu

Terrence G. Wiley (PhD, University of Southern California): language policy and planning; English as second/foreign/world language; bilingual education; comparative and international education; immigrant and heritage-community language education; societal multilingualism, including language demography and linguistic landscape analysis; and the history of language policies. Terrence G. Wiley is President/CEO of the Center for Applied Linguistics. twiley@cal.org

FACULTY POSITION: The UNIVERSITY of VERMONT, ASSISTANT PROFESSOR OF ELEMENTARY AND MIDDLE LEVEL EDUCATION

 The 

UNIVERSITY 

of VERMONT 

ASSISTANT PROFESSOR OF 

ELEMENTARY AND MIDDLE LEVEL EDUCATION 

The College of Education and Social Services at the University of Vermont prepares students to make a difference through innovative professional practice and scholarship in a changing world. We are proud of our mission to: (a) educate and prepare outstanding professionals in education, social work, and human services; (b) engage in high quality scholarship; and (c) provide exemplary professional service to the state and nation. The Department of Education seeks a faculty member to join our dynamic Elementary and Middle Level Teacher Education Programs. This is a full-time, nine-month, tenure-track position at the rank of Assistant Professor. 

RESPONSIBILITIES: 

 Teaching and advising undergraduate and graduate students in the teacher education programs; 

 Undertaking an active program of research that leads to publication and presentation in peer-reviewed scholarly outlets and, where available, seeking external funding for that research; 

 Collaborating in leadership of program development and state-wide school renewal initiatives; 

 Actively participating in public school partnerships; 

 Engaging in service and outreach activities in the College, University, region and nation; 

 Participating in national accreditation initiatives. 

QUALIFICATIONS: 

 Earned doctoral degree in Curriculum and Instruction, Teacher Education, Elementary Education, Middle Level Education, or a related area; 

 A minimum of three years of teaching experience in grades 4-9; 

 Evidence of ability to use technology to support innovative pedagogy and social justice goals; 

 Possible areas of content expertise include: science, math, social studies, or literacy/reading; 

 Ability to teach across both elementary and middle level programs; 

 Strong grounding in the middle level concept, including middle level curriculum and organization as well as developmentally appropriate instruction; 

 Capacity to conduct and publish research related to one’s field within education; 

 Demonstrated commitment to diversity; 

 Successful college/university teaching experience strongly preferred. 

EFFECTIVE DATE OF APPOINTMENT: September, 2015

DEADLINE FOR APPLICATION: Review of applications will begin November 14, 2014 and will continue until a suitable candidate has been identified. 

The University is especially interested in candidates who can contribute to the diversity and excellence of the academic community through their research, teaching, and/or service. Applicants are requested to include in their cover letter information about how they will further this goal. For more information about the Elementary and Middle Level Education Programs and the University of Vermont, visit our website at http:/www.uvm.edu/~cess. For more information or questions about the position, please contact: Dr. Barri Tinkler, Search Committee Chair, at 802-656-1426 or btinkler@uvm.edu. 

APPLICATION PROCESS: Applicants should submit a cover letter detailing their qualifications and interests, a current CV, three letters of reference, and undergraduate and graduate transcripts online at www.uvmjobs.com. Transcripts should be submitted under the “other” tab. For any questions or problems with the website, please contact Chris Caswell, Support Staff, at 802-656-0481 or christine.caswell@uvm.edu. 

The University of Vermont is an Affirmative Action/Equal Opportunity employer. The Department of Education is committed to increasing faculty diversity and welcomes applications from women and underrepresented ethnic, racial and cultural groups and from people with disabilities. 

Faculty Vacancies for 2015-2016: University of South Florida College of Education

 University of South Florida 

College of Education 

Faculty Vacancies for 2015-2016 

The College of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE) and is among the US News and World Report top 40 for online programs. The College has 3,000 enrolled students in bachelor's, master's, Ph.D., Ed.D., and Ed.S. degree programs. In the current academic year the College has active external grants and contracts for over $42.9 million in support of its research and professional service efforts. 

The University of South Florida is a high-impact, global research university dedicated to student success. USF is classified by the Carnegie Foundation for the Advancement of Teaching in the top tier of research universities, a distinction attained by only 2.2 percent of all universities. The Carnegie Foundation also classifies USF as a community engaged university. The USF System has an annual budget of $1.5 billion, an annual economic impact of $4.4 billion. The system has three separately SACS accredited institutions: USF, USF – St. Petersburg, and USF – Sarasota –Manatee. USF in Tampa serves more than 48,000 students. 

All positions are 9-months and effective - August 7, 2015. ABDs are accepted but all degree requirements must be met by the start date: August 7, 2015. 

Salaries are: Negotiable, competitive and commensurate with qualifications and experience. 

Educational and Psychological Studies 

 Instructor – Classroom Assessment in Measurement, Research & Evaluation #2940 

 Instructor - Instructional Technology #8046 

 Instructor - Social Foundations #13551 

 Open Rank (tenure-track) – Cybersecurity Education #23418 

Leadership, Counseling, Adult, Career and Higher Education 

 Assistant Professor (tenure-track) – Higher Education and Student Affairs #9446 

 Assistant Professor (tenure-track) - Counselor Education #7760 

 Instructor & Coordinator of College Student Affairs Masters Program #13094 

 Instructor - Counselor Education & Coordinator of the Masters Program #4692 

 Instructor - Educational Leadership & Coordinator of Masters Program #3414 

Teaching & Learning 

 Assistant Professor (tenure-track) – English Education #12270 

 Instructor (2 Positions) - Elementary Education #14007 & #9136 

 Instructor – Elementary Education & Coordinator of Master of Arts in Teaching #9359 

Full consideration will be given to complete applications received by 5:00 pm EST on November 1, 2014. Applications will be considered until the position is filled. Applications must be submitted electronically to https://employment.usf.edu . 

FACULTY POSITION: Assistant Professor, Social Studies Specialist Department of Teacher Education Fort Lewis College Durango, Colorado

Assistant Professor, Social Studies Specialist Department of Teacher Education Fort Lewis College Durango, Colorado

The Department of Teacher Education at Fort Lewis College invites applications for a tenure-track assistant professor in the area of Social Studies Education to begin mid-August 2015. The Teacher Education Department, with seven full time faculty members, offers licensure programs in early childhood, elementary, several secondary and K-12 teaching areas and a new Master’s degree program in Teacher Leadership. 

Areas of Needs:  We are seeking a specialist in social studies education, primarily at the elementary level. We are most interested in candidates who can also contribute in some of the additional areas listed below. 

Required Area of Experience Social studies methods for elementary and/or early childhood levels

Additional Areas of Desired Experience

• Social studies content for educators
• Comparative education
• 21^st Century curriculum design
• Assessment and data driven instruction
• Emerging technology in schools
• Foundations of education
• Supervision of student teachers
• Experience teaching at the graduate level
• Experience in hybrid and online instruction
• Student advising

Please address your experience in Social Studies Education, particularly at the elementary level specifically, as well as your experience and strengths in the additional areas that apply. Faculty in our department enjoy teaching an array of courses for pre-service and current teachers. Please address your ability to contribute to this small department by teaching a range of courses in our programs.

Responsibilities: A teaching load of 12 credits per semester will include teaching education courses and supervision of student teachers. Additional duties include academic advising, scholarship, service to the college and department, and contribution to accreditation and reauthorization processes.

Salary:  $51,500 base salary with the opportunity for supplemental income through external program teaching and possible summer term teaching.  The College offers domestic partner benefits.

Required Qualifications:

• Doctorate (Ph.D. or Ed.D.) in Education, Curriculum, or closely related fields
• Strong background in early childhood and/or elementary teaching
• Commitment to undergraduate and graduate teaching in a small department

Desired Qualifications:

• Undergraduate and graduate level college teaching and research
• Student teaching supervision
• Teaching from a cultural diversity perspective, particularly with Native American populations

Application Process: Applicants must submit the following material in electronic format:

• A letter of application that addresses each of the required and desired qualifications and a description of experiences and interests with any of the areas of needs that you can fulfill
• Current curriculum vitae
• Transcripts from all colleges in which degrees and teaching licensure were obtained (copies are acceptable but originals will be required for employment)
• Letters from and contact information for three references

Send electronic versions of your materials in one PDF document to: Melissa Stordeur at teachereducationfacultysearch@fortlewis.edu.

Please ask those writing letters of recommendation to send directly to the department at the email address above or:

Melissa Stordeur, Program Coordinator

            Teacher Education Search Committee

            Department of Education

Fort Lewis College

1000 Rim Drive

Durango, CO 81301

If you have questions about the position, please contact the chair of the search committee, Prof. Chiara Cannella, at cannella_c@fortlewis.edu.

Applications received by Oct. 31, 2014 will receive full consideration; the position will remain open until filled. 

About the Area: Fort Lewis College is located in Durango, Colorado. This is southwest Colorado's largest town, with a population of approximately 15,000 (45,000 in La Plata County). We are near the Four Corners junction with New Mexico, Arizona and Utah.

The small-town feel is enriched by the culture of the area. Durango has a vibrant art scene, and more than a dozen galleries can be found within historic buildings, or tucked quietly away in the hills.

Perched at 6,512 feet, we are nestled between the red sandstone bluffs of the vast Animas River Valley and the peaks of the San Juan and Needles Mountains, which rise to an average elevation above 10,500 feet. To the west are arid desert lands, and the San Juan National Forest stretches around to the north and east. The landscape and lifestyle of the area are interpreted through sculptures, paintings, drawings, jewelry, photography, weavings, writings, music, movies, film, and live performances.

The area's world-class attractions include: Mesa Verde National Park, Durango & Silverton Narrow Gauge Railroad, Historic Downtown, and Vallecito Lake. The bustling community enjoys skiing or snowboarding at Durango Mountain Resort, fly fishing Gold Medal Waters, rafting or kayaking the Animas River, and mountain biking. Durango offers endless opportunities and a high quality lifestyle!

The students and professors at Fort Lewis College are genuine, authentic, friendly, active and curious. We also have a rich and rare history, having once been a Native American boarding school. Today, the population remains diverse, and there is a wonderful merging of cultures. We aim to foster reflective citizens who will use their liberal arts education to make a difference in the world. Teaching at Fort Lewis College and living in Durango is magnificent!

******************************

Fort Lewis College does not discriminate on the basis of race, age, color, religion, national origin, gender, disability, sexual orientation, political beliefs, or veteran status.  Accordingly, equal opportunity for employment, admission, and education shall be extended to all persons.  The College shall promote equal opportunity, equal treatment, and affirmative action efforts to increase the diversity of students, faculty, and staff.  People from under-represented groups are encouraged to apply.