Monday, August 31, 2015

Call for Applications: American Association of Hispanics in Higher Education (AAHHE) Multidisciplinary Graduate & Faculty Fellows Programs

Call for Applications:

American Association of Hispanics in Higher Education (AAHHE)

Multidisciplinary 2015-2016 FACULTY FELLOWSHIP (info below)
Announcement: The American Association of Hispanics in Higher Education (AAHHE), Inc. is now accepting applications for the AAHHE Junior Faculty Fellows Program for the 2016 AAHHE National Conference. The conference will be held March 10-12, 2016, at the Hilton Costa Mesa Hotel in Costa Mesa, California. Participation in the Faculty Fellows Program will begin on Wednesday March 9th, continue throughout the conference, and end at noon on Saturday March 12th.
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  • Provide an unpublished manuscript for review by a senior faculty member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 Friday, September 25, 2015 by 5pm(EST)
Rebeca Burciaga, Ph.D.
Assistant Professor
Department of Educational Leadership
San José State University
Connie L. Lurie College of Education 

20th Anniversary Tomás Rivera Mexican American Children's Book Award, Sept. 25 & 26, 2015, Texas State University, San Marcos

We need your help



Concepción “Concha” Rivera:

“As a migrant child, Tomás grew to love books.  The Tomás Rivera Mexican American Children’s Book Award is of unique importance because it honors his creative legacy and inspires children to pursue their literary dreams.”

Juan Felipe Herrera:

“The Tomás Rivera Award is the acknowledgement of Rivera’s solar heart, that gave to all and it is the torch of the ‘searcher,’ as Tomás wrote in the title poem – one who carves a path for others, the difficult and rewarding road of challenge, community and transformation.”

Pat Mora:

“Dr. Tomás Rivera, poet, writer, university chancellor, and  leader, serves as an inspiration to all children, their families and educators. I love sharing his story: a migrant worker who became a chancellor. Children are moved by his difficult journey, his optimism, his persistence, his reading habit. As the field of children’s literature addresses the need for diverse books, it is particularly important to have an award that honors this literary and educational pioneer.”

Position: Center for Applied Linguistics, Program Assistant, K-12 ELL Education

Send questions and resumes to

Program Assistant
CAL Classification: Program Assistant
Program Area: K-12 ELL Education
Hours Per Week: 35 hrs/wk (full-time)
Position Available: Immediately

Provides administrative and project support to program staff.
  • Provide information, resources, and coordination of schedules and logistics for meetings and webinars.
  • Organize and maintain resources, documents, timelines, and general information related to project activities.
  • Assist in the operation and maintenance of the Education Connections platform, hosted in a customized Learning Management System (LMS).
  • Search for resources relevant to sheltered instruction and standards-based instruction.
  • Use online tools for outreach efforts, including social media, as well as other online software services (Mail Chimp, Survey Monkey).
  • Draft weekly content for project email bulletins.
  • Organize and maintain project databases in Microsoft ACCESS and Excel.
  • Conduct outreach to project stakeholders at partner school districts.
  • Compile information for development and submission of regular progress reports to project funders.
  • Respond to requests from field-based stakeholders with guidance from senior staff.
  • Provide general, daily support to project staff conducting a range of activities.
  • Bachelor’s degree (BA/BS) in Education, Linguistics, or a related discipline; or High School diploma and four years of related experience.
  • Strong time management and organizational skills with ability to manage and meet multiple deadlines.
  • Ability to move in a fast-paced environment and adapt to changing priorities, under direction.
  • Excellent oral and written communications skills.
  • Strong attention to detail and ability to anticipate and address problems.
  • Ability to work with multiple internal and external staff from diverse backgrounds.
  • Friendly, helpful and welcoming demeanor, demonstrated in person, in writing, and on the phone.
  • Proficiency with the Microsoft Office suite.
  • Proficiency in multiple languages preferred.
  • Familiarity with database programs, social media, and working in an LMS or CMS is highly desirable.
  • Knowledge of English learner education in the U.S., sheltered instruction, TESOL, and K-12 education in the U.S. is highly desirable.
Center for Applied Linguistics
4646 40th Street NW
Washington, D.C. 20016-1859
ATTN: Human Resources Coordinator, Recruitment 15-17

Attn: Recruitment 15-17

CAL offers a comfortable work environment with competitive compensation and an excellent benefits package. We are conveniently located two blocks from the Tenleytown/AU Metro Station on the Red Line.
The Center for Applied Linguistics is an equal opportunity employer and does not discriminate in hiring or employment based upon race, color, religion, national origin, sex, age, marital status, handicap, or any other reason not related to employment.
In accordance with USCIS regulations, all successful applicants will be required to show proof of their legal right to accept employment in the United States.
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Friday, August 28, 2015



The Department of Languages and Applied Linguistics at the University of California, Santa Cruz (UCSC) invites applications for a tenure-track position in Applied Linguistics/TESOL at the Assistant Professor level, with a specialization in language assessment, L2 reading, vocabulary acquisition, task-based instruction, or corpus-based L2 pedagogy. The ideal candidate will have significant training in second language acquisition and language pedagogy as well as a strong record of research and promise of continued scholarly productivity. Candidates must have native/near-native proficiency in English and should demonstrate a strong commitment to teaching courses in advanced academic English and in applied linguistics. In addition to teaching and research, the successful candidate may also need to help train and supervise graduate student instructors. The successful candidate must be able to work with students, staff, and faculty from a wide range of social and cultural backgrounds. We are especially interested in candidates who can contribute to the diversity and excellence of the academic community through their research, teaching, and service.

This position carries a five-course equivalency workload, which normally means teaching four courses over three quarters and carrying other academic and service responsibilities.

RANK: Assistant Professor (tenure-track)

SALARY: Commensurate with qualifications and experience; academic year (9-month) basis

BASIC QUALIFICATIONS: Ph.D. or equivalent foreign degree in Applied Linguistics, TESOL or Second Language Studies. Degree expected to be conferred by June 30, 2016. Demonstrated record of research in applied linguistics. Demonstrated record of independent teaching in ESL/EFL at the college level.

PREFERRED QUALIFICATIONS: Scholarly productivity as evidenced by publications in the field of applied linguistics. Demonstrated excellence in teaching advanced academic English and courses in applied linguistics at the university level. Proficiency in a language other than English. Experience in building and/or directing an ESL program.

POSITION AVAILABLE: July 1, 2016, instruction begins September 2016. Degree must be conferred by June 30, 2016.

TO APPLY: Applications are accepted via the UCSC Academic Recruit online system, and must include 1) a statement of interest, 2) a curriculum vitae, 3) 1-3 writing samples or publications, 4) three current confidential letters of recommendation*, 5) a teaching statement (1 page max), 6) one sample syllabus for an ESL course, and 7) one sample syllabus for an applied linguistics course.

Applicants are invited to submit a statement addressing their contributions to diversity through research, teaching, and/or service. Documents/materials must be submitted as PDF files.
Apply at Refer to Position #JPF00295-16 in all correspondence.

*All letters will be treated as confidential per University of California policy and California state law. For any reference letter provided via a third party (i.e., dossier service, career center), direct the author to UCSC’s confidentiality statement at

CLOSING DATE: Review of applications will begin on October 16, 2015.

To ensure full consideration, applications should be complete - including letters of recommendation received - by this date. The position will remain open until filled, but not later than 6/30/2016.

UC Santa Cruz faculty make significant contributions to the body of research that has earned the University of California the ranking as the foremost public higher education institution in the world. In the process, our faculty demonstrate that cutting- edge research, excellent teaching and outstanding service are mutually supportive.

The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or protected veteran status. UC Santa Cruz is committed to excellence through diversity and strives to establish a climate that welcomes, celebrates, and promotes respect for the contributions of all students and employees. Inquiries regarding the University’s equal employment opportunity policies may be directed to: Office for Diversity, Equity, and Inclusion at the University of California, Santa Cruz, CA 95064; (831) 459-2686.

Under Federal law, the University of California may employ only individuals who are legally able to work in the United States as established by providing documents as specified in the Immigration Reform and Control Act of 1986. Certain UCSC positions funded by federal contracts or sub-contracts require the selected candidate to pass an E-Verify check. More information is available here or from the Academic Personnel Office (APO) at (831) 459-4300.

UCSC is a smoke & tobacco-free campus.

If you need accommodation due to a disability, please contact the Academic Personnel Office at (831) 459- 4300.page1image42024 page1image42184 page1image42344 page1image42504 page1image42664 page1image42824 page1image42984 page1image43144

Thursday, August 27, 2015

Call for Papers: Genocide and Resistance in Guatemala, Sept. 12-14, 2016, at the University of Southern California.

Call for Papers: Genocide and Resistance in Guatemala 

USC Shoah Foundation Center for Advanced Genocide Research invites proposals for its 2016 International Conference: “A ‘Conflict’? Genocide and Resistance in Guatemala.” The conference will be held Sept. 12-14, 2016, at the University of Southern California.
December 2016 will mark the 20th anniversary of the signing of the Guatemalan peace accords that ended more than thirty years of civil war in 1996. The Guatemalan state’s official war against leftist guerillas provided a convenient cover for a campaign of selective killing of leaders and members of the opposition, for example students, teachers, priests, doctors, nurses, union organizers, lawyers. Widespread targeted killings in the late 1970s and early 1980s laid the groundwork for the massive genocidal campaign against the Maya rural population. This genocidal campaign consisted of systematic mass murder, deprivation of resources and mass displacement, and reached its apex in the regime of General Efrain Rios Montt. 

In 2013, a national court in Guatemala City convicted the former dictator of the international crime of genocide carried out under his command. While the genocide conviction of a former dictator by a national court made international history, the trial was nullified on a technicality within two weeks of the conviction on the heels of a massive “No Hubo Genocidio” (There was No Genocide) public relations campaign supported by powerful national economic interests and the Guatemalan Army Veterans Association. 

Since the Guatemalan genocide requires systematic and interdisciplinary study, the USC Shoah Foundation Center for Advanced Genocide Research (CAGR) convenes an international academic conference bringing researchers from all disciplines as well as the fields of Latin American Studies and Genocide Studies to advance the discussion of “Genocide and Resistance in Guatemala.” The conference will be organized by Wolf Gruner, CAGR founding director, and Victoria Sanford, founding director of the Center for Human Rights and Peace Studies (CfHRPS) at Lehman College, City University of New York. 

We invite papers that address questions such as: How did systematic mass violence in Guatemala unfold and what were the driving factors? In what forms did resistance against mass violence occur? Which conditions and factors enabled people to oppose persecution and murder? What role did resources, location and displacement play internally for the Communities of Populations in Resistance and externally for refugees in Mexico and elsewhere? What commonalities can be identified in the rural and urban experience, and how did they differ? How did the mass violence slow down? Did mass violence stop or was it transformed into new types of violence? What roles did gender, ethnicity, religion and/or political opinion play during the period of mass violence and resistance? 

We appreciate case studies on the society in general and on specific areas, as well as on groups and individuals, whether from Maya communities, urban ladino groups, army, civil patrol, guerrillas, or civil society organizations. Since one aim is to enhance our understanding of how to resist genocidal processes, we also seek contributions that might use the Guatemalan case to discuss resistance in a more theoretical way, drawing from disciplines such as psychology, sociology, history, philosophy, anthropology and critical legal studies. 

We welcome abstracts and presentations in English and Spanish. Please send a CV and a one-page abstract of the proposed paper before September 10, 2015 to 

Some travel support available for those from developing countries or those with special circumstances. Please include your travel request with your abstract.

ETS: National Symposium Addressing Current Education Challenges and Overall Development of the Nation's Pre-school and Kindergarten Children, September 18, 2015

ETS - Measuring the Power of Learning
You are invited to a National Symposium Addressing Current Education Challenges and Overall Development of the Nation's Pre-school and Kindergarten Children
Dear Colleague:
Together with Sesame Workshop® and the Children's Defense Fund, ETS is pleased to present "Success Starts Young: Closing Achievement Gaps Where They Begin — A National Symposium on Early Learning Standards, Kindergarten Readiness, and Technology and Early Learning."
When: September 18, 2015
Where: National Press Club
529 14th Street, NW
Washington, DC 20045
The focus of the symposium is on pre-K standards, kindergarten readiness and the role of technology in early learning. The symposium program includes speakers on the following topics:
  • Early Learning Standards: Participants will discuss the early learning standards throughout the United States and territories, how they are being used by multiple stakeholders, and issues related to their accessibility by the broad and diverse population of the nation. Speakers will discuss the breadth of early learning standards, showing how they consist of academic subjects as well as social/emotional development and other characteristics of learning and development.
  • Kindergarten Readiness: Participants will explore the concept of "kindergarten readiness," and the varying methods used to assess and prepare children to enter kindergarten. Speakers will also discuss steps that can be taken in order to avoid placing some segments of the early childhood population at an unfair disadvantage.
  • Technology and Early Learning: Participants will discuss how young children increase their learning through technology, including accessibility and uses of technology by diverse and economically disadvantaged populations. In addition, participants will consider how to judge the quality of education apps and games for use both inside and outside formal school settings.
Keynote speaker, Rosemarie Truglio, Senior Vice President of Curriculum and Content at Sesame Workshop, will be joined by a special friend and they will discuss "How Sesame Street Helps Kids Grow Smarter, Stronger and Kinder: Language & Vocabulary Development."
Register today to join us as we discuss these important issues related to early childhood education. Please forward this invitation to your colleagues, so that they too can register and attend the symposium.
You can also subscribe to our mailing list to receive notifications and news about future ETS events and publications.
Hope to see you in September!
Warm regards,
Michael Nettles, Ph.D.
Senior Vice President and Edmund W. Gordon Chair
Educational Testing Service
Princeton, NJ 08541
Andrea DeBruin-Parecki, Ph.D.
Principal Research Program Manager
Educational Testing Service
Princeton, NJ 08541

Wednesday, August 26, 2015

Call for Abstracts: Seventh International Research Conference for Graduate Students November 17 - 18, 2015, Abstract Submission Deadline: September 25, 2015

Seventh International Research Conference for Graduate Students
November 17 - 18, 2015

Abstract Submission Deadline: September 25, 2015

Graduate students currently enrolled in colleges and universities may submit abstracts on any field of study.  Please provide relevant information in the abstract under the following sub headings:
  • Title of the research paper
  • Problem or research question in relation to existing research
  • Methodology or approach
  • Results or preliminary results and their impact on the field
It is the student’s responsibility to include the names of all the authors and their contact information and to keep them informed that the abstract has been submitted to the conference.  The abstract must include the title of the paper, name/s of the author/s and their e-mail addresses.
Please note: 
  • If you are selected to present a poster, you have to set up the poster by 4:30 p.m. on November 17and be present to explain your poster to faculty and students from 6:00 p.m. — 7:30 p.m. on Tuesday, November 17, 2015. 
  • If you are selected to present a paper on a panel, you have to be available to do so between 9:00 a.m. — 3:45 p.m. on Wednesday, November 18, 2015.
Submit your abstract online by clicking here

Disproportionately Disciplined: Black Student Suspensions in the American South by Edward Smith & Shaun Harper

Today, the University of Pennsylvania Center for the Study of Race and Equity in Educationreleased an 88-page report on the disproportionate impact of suspension and expulsion on Black students in 13 Southern states. Center researchers Edward J. Smith and Shaun R. Harper analyzed federal data from every public school district in the South.
Nationally, more than 1.2 million Black students were suspended from K-12 public schools in a single academic year - 55% of those suspensions occurred in districts across the 13 Southern states. Smith and Harper also found that Blacks were 24% of students enrolled in these Southern schools, yet comprised 48% of suspensions and 49% of expulsions. In 132 districts, Blacks were disproportionately suspended at rates five times or higher than their representation in the student population. In 181 districts, they were 100% of the students expelled from public schools.
The report includes a statement from U.S. Congressman Cedric Richmond (D-LA), statewide suspension and expulsion rates disaggregated by sex, and a state-by-state presentation of suspension statistics for Black students in 3,022 public school districts. "We hope this publication raises public consciousness and gives parents and families, policymakers, educators, activists, and others concerned about the school-to-prison pipeline the data they need to demand change in school districts across the South," the authors wrote.
The Center's new report received extensive coverage in the August 24 edition of The New York TimesClick here to read the article
About the Center

The Center for the Study of Race and Equity in Education unites University of Pennsylvania scholars who do research on race and important topics pertaining to equity in education. Center staff and affiliates collaborate on funded research projects, assessment activities, and the production of timely research reports. Our strength resides in our interdisciplinarity - professors from various departments in the School of Arts and Sciences, the Perelman School of Medicine, the School of Social Policy and Practice, the Wharton School, Penn Law School, and the School of Nursing join Graduate School of Education faculty as affiliates. Principally, we aim to publish cutting-edge implications for education policy and practice, with an explicit focus on improving equity in P-12 schools, colleges and universities, and social contexts that influence educational outcomes. The Center is home to the Penn Equity Institutes. 
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Tuesday, August 25, 2015

Position Announcement: Biliteracy Spanish: Dual Language and English Language Development in Secondary Education, DEPARTMENT OF DUAL LANGUAGE AND ENGLISH LEARNER EDUCATION COLLEGE OF EDUCATION - SAN DIEGO STATE UNIVERSITY

Position Announcement:
Biliteracy Spanish: Dual Language and
English Language Development in Secondary Education

The College of Education is seeking applications for a full-time tenure track faculty
position in Spanish/English Dual Language and English Language Development in
Secondary Education who can address professional development of teacher candidates
and teachers in grade 6-12 classrooms in meeting the educational needs of Spanish/English
dual language learners and English Language Learners. Documented record of teaching,
professional development and scholarship in two or more languages; the ability to provide
academic leadership and scholarship in biliteracy and multicultural education, key areas of
emphasis of department programs, is highly desirable. The Department of Dual Language
and English Learner Education (DLE) offers elementary and secondary bilingual/bicultural
teacher preparation programs; a Master of Arts degree in education with a focus on critical
pedagogy; and opportunity to teach in the SDSU-Claremont Graduate School Joint
Doctoral Program in Education. The DLE Department faculty is committed to issues of
equity, social justice and multilingualism for all students.

Required Qualifications:

1. Earned doctorate in education or related field and a record of teaching, professional
development and scholarship in English/Spanish or more languages;
2. A record of scholarship, professional development and achievement in biliteracy
education and/or bilingual/multicultural teaching methods at the K-IHE level.
3. Research in bilingual teacher preparation foundations, dual language instruction,
English language development, program development, and experience teaching
methods for English language development, biliteracy methods and Spanish
language arts specific to elementary school settings.
4. High level of Academic Spanish Proficiency to teach content area methods courses
for pre-service and in-service teachers.
5. At least five years of public school teaching (6-12) experience with culturally and
linguistically diverse students in school and community contexts.
6. Evidence of research and participation in state and national professional educational

Preferred Qualifications:

1. University teaching experience in bilingual/dual language literacy, English
language development and language arts for pre-service or in-service teachers.
2. Experience and ability to work collaboratively with linguistically and culturally
diverse university students and public K-12 schools and communities.
3. Demonstrates evidence of working for social justice, educational equity and
multilingualism in public settings, most specifically in K-12 school communities.
4. Evidence of strong methodological preparation in any recognized area, such as
critical action research, critical ethnography, cultural ethnography, phenomenology,
narrative inquiry and quantitative research designs.
5. Experience in writing, directing, or participating in externally funded projects.
Duties: Teach courses in single-subject (secondary) bilingual authorization, dual language
certificate, and DLE graduate programs. Provide coordination for candidate program
placement and advising for one single subject cohort and supervision of bilingual teacher
candidates. Maintain an active research agenda.

Rank: Assistant/Associate
Starting Date: Appointment will be made beginning Fall 2016.
Application Deadline: Application review will begin October 1, 2015 and will continue
until the position is filled.

Application: Applicants should apply via Interfolio at (URL to be added). Questions may
be directed to:
Dr. Karen Cadiero-Kaplan, Search Committee Chair
Phone: 619-594-4994
Fax: (619) 594-1183

The person holding this position is considered a “mandated reporter” under the California
Child Abuse and Neglect Reporting Act and is required to comply with the requirements
set forth in CSU Executive Order 1083 as a condition of employment.

SDSU is a Title IX, equal opportunity employer and does not discriminate against persons
on the basis of race, religion, national origin, sexual orientation, gender, gender identity
and expression, marital status, age, disability, pregnancy, medical condition, or covered

veteran status.