Freedom University Opens in Atlanta!

Who We Are:  Founded in 2011, Freedom University is embarking on its third year defending the human right to education in the state of Georgia. As we work to reverse discriminatory policies that ban undocumented students from Georgia’s top five public universities, we continue to provide a space where students can receive rigorous college-level instruction, regardless of their immigration status. Our classes include college-level coursework as well as mentorship programs that prepare students for the SAT and assist them with the college application process. This semester, we have moved the first course of the academic year from Athens, GA to the new Martin Luther King Sr. Community Resources Complex on the campus of the King Memorial Center in Atlanta, Georgia. Our new location has enabled us to reach a broader community of undocumented students in the Atlanta metro area and engage with a new and vibrant network of supporters. How We Are Making a Difference: Through our teaching and mentorship of undocumented youth in Georgia, we have successfully prepared our students for higher education and helped send them to colleges across the nation. Last year alone, we were able to secure full scholarships for six Freedom University graduates, who are now excelling in classrooms in Syracuse, Dartmouth, Whitman, and Tougaloo, among others. Through our leadership development and advocacy, we are cultivating a new generation of student leaders in the undocumented student movement and helping to build the groundswell of public consciousness and grassroots pressure that is needed to overturn discriminatory policies in higher education and hold the Georgia Board of Regents accountable to the demands of justice and equality. Fall 2013 Course:  This fall, we are thrilled to welcome Dr. Mónica Díaz and Dr. Laura Emiko Soltis, and Atlanta lawyers and educators Xochitl Bervera and Kung Li, on our teaching team. They join Dr. Pamela Voekel and an amazing staff of professors from the University of Georgia. We are also happy to welcome our new volunteer coordinator, Jeanette Cuevas. The first course of the semester is titled “Who Belongs Here? Race, Identity, and Social Movements in Mexico and the U.S. South.” With the generous support of donors and a partnership with Charis Books, students are reading Gloria Anzaldúa’s “Borderlands/La Frontera,” Jo Ann Robinson’s memoir, “Montgomery Bus Boycott and the Women Who Started It”, Doug McAdam’s “Political Process and the Development of Black Insurgency,” and Michelle Alexander’s “The New Jim Crow.” Every class is filled with the energy of learning and empowerment, but last week in particular was a very special class. Following a lecture on student activism and freedom schools in the U.S. Civil Rights Movement, we welcomed Charles A. Black and Constance Curry as guest speakers to our class. As a student leader at Morehouse College, Mr. Black served as the Chairman of the Atlanta Student Movement, a member organization of the Student Nonviolent Coordinating Committee (SNCC), from 1961-1962. Ms. Curry served as the first white woman on the Executive Committee of the SNCC in the early 1960s and is the author of the award winning book, “Silver Rights.” Both were instrumental in drafting the Atlanta Student Movement’s “An Appeal for Human Rights” in March 1960, which addressed “inequalities and injustices in Atlanta and Georgia” including education, stating: “On the University level, the state will pay a Negro to attend a school out of state rather than admit him to the University of Georgia, Georgia Tech, the Georgia Medical School, and other tax-supported public institutions… The publicly supported institutions of higher education are inter-racial now, except that they deny admission to Negro Americans.” These injustices are reflected in today’s ban of undocumented youth from Georgia colleges and universities. The classroom became an incredible space where we shared knowledge and love across generations and movements – and discussed issues of poverty, incarceration, and educational inequalities in black and brown communities – which deepened students’ consciousness of their place in a long history of human rights movements. After laughter, tears, and sharing stories, we closed the class singing freedom songs SNCC style – with arms crossed, swaying shoulder to shoulder with old and new friends. It was an historic moment at Freedom University, and one that reminded all of us that freedom is a constant struggle. Why You are Needed: Our commitment to defy the ban and provide undocumented students with quality education, college preparation, and a safe space to develop their leadership skills – at no charge to students – is made possible only with the generosity of Freedom University friends and supporters around the country and the world. Giving to Freedom University is much more than a donation – it is an investment in the lives of undocumented students and in the struggle for educational equality that they themselves will lead.

Faculty Positions Paradise Valley Community College/Maricopa Community College District Eighteen Open Residential Faculty Positions 2014-2015 Academic Year

 Paradise Valley Community College/Maricopa Community College District 

Eighteen Open Residential Faculty Positions 2014-2015 Academic Year: PVCC, a learning-centered college, seeks to attract culturally and academically diverse faculty of the highest caliber, skilled in the scholarship of teaching, discovery, and the application of student success strategies. The Maricopa County Community College District is an EEO/AA institution. Open positions and our website are listed below. 

Behavioral Sciences 

Administration of Justice 

Psychology (2 positions) 

Business/Information Technology 

General Business Specialized/Management 

Computer Information Systems 

Humanities 

Philosophy/Religion 

Art Humanities 

Counseling and Personal Development 

Counselor (Student Success Course Teaching Load) 

English 

Reading 

English (2 positions) 

Allied Health 

Emergency Medical Technology 

Food and Nutrition 

Math 

Math (Generalist)

Nursing 

Nursing (3 positions) 

Science 

Chemistry 

TO APPLY: Go to The Maricopa County Community College District Human Resources Website at: http://www.maricopa.edu/employees/divisions/hr/jobs/current 

Positions will be posted throughout Fall 2013 Semester 

For more information about Paradise Valley Community College, go to: http://www.pvc.maricopa.edu/ 

2014 Rangel International Affairs Graduate Fellowship

The Rangel International Affairs Program is now accepting applications for the 2014 Rangel International Affairs Graduate Fellowship.  The Fellowship welcomes applications from young people interested in careers of international service.  It encourages applications from members of minority groups historically underrepresented in the Foreign Service and those with financial need.  The Rangel Graduate Fellowship Program provides benefits valued at up to $90,000 over two years toward a two-year master's degree, arranges internships on Capitol Hill and at U.S. embassies, and provides mentoring and professional development activities for those who want to become Foreign Service Officers in the U.S. Department of State. Fellows may use the fellowship to attend a two-year master's program in a U.S. institution to study an area of relevance to the Foreign Service, including international relations, public policy, public administration, languages, or business administration. Upon successful completion of the two-year fellowship, Fellows enter the Foreign Service of the U.S. Department of State. Applicants must be college seniors or graduates looking to start two-year graduate programs in fall 2014, have GPAs of at least 3.2, and be U.S. citizens. The program welcomes applications from students with any academic major.  Information and application materials for both programs are at www.rangelprogram.org.  The application deadline is January 17, 2014.  The Program is funded by the U.S. Department of State and managed by Howard University. 

2014 Charles B. Rangel International Affairs Graduate Fellowship

Number of Fellowships Offered:  20

Eligibility Requirements:  U.S. citizenship; GPA of 3.2/4.0; seeking to start two-year relevant grad program in fall 2014

Online Application Opens  October 21, 2013  www.rangelprogram.org

Application Deadline:  January 17, 2014

Finalists selected by the end of February
Fellows selected by mid-March
Contact Information:  rangelprogram@howard.edu; 202-806-4367 or 877-633-0002;  Patricia Scroggs (pscroggs@howard.edu) or James McDowell (jrmcdowell@howard.edu)

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JoLLE@UGA 2014 Spring Conference

JoLLE@UGA 2014 Spring Conference
REGISTER NOW
Literacy for/and Social Justice: Inspire, Engage, Create, Transform
Feb. 14‐15, 2014

About the Conference: As educators, students, researchers, community members, and others expand notions of
what “literacy” means, they must also increase efforts to ensure that literacy opportunities are equitable for and
welcoming to all. Our theme this year, “Literacy and/for Social Justice: Inspire, Engage, Create, Transform,” emphasizes
the role of literacy, both as a means of incorporating social justice into curriculum and as a method for
performing socially just practices. This theme welcomes wide-ranging notions of how one might define or practice
literacy, and how one’s understandings of literacy might include or address issues of social justice. The
JoLLE@UGA conference established itself last year as being action-oriented, innovative, and creative; and being
informed by current research, theory, and practice.

Education FacultyJobs Weekly Update

EducationFacultyJobs Weekly Update  Featured Listings | November 1st - November 7th
Where Schools and Education Faculty come together.  We are the only site dedicated to helping schools fill their Education faculty needs and finding the perfect career for educators in the fields of education.
	Have an Open Position?Are you in human resources or do you have an open position in your department? Get the word out with EducationFacultyJobs.com. Post your openings here!
School Psychology - Assistant Professor  The College of Education, Health & Society at Miami University in Oxford, Ohio is currently recruiting for an Assistant Professor of School Psychology. The candidate must have an earned doctorate by May 2014 from an APA and/or NASP approved doctoral training program in school psychology and have expertise with RtI and a tiered model of service delivery. Desired qualifications include 1-2 years of practice in the field as a school psychologist; experience in assessment of student learning and mental health/counseling experience and training.Tenure Track Literacy Education  The School of Education at Asbury University in Wilmore, Kentucky is currently recruiting for an Full time tenure track faculty position in Literacy Education. Candidates must have an Ed.D. or Ph.D. in Literacy/Reading Education and public school teaching experience in literacy/reading instruction. Preference will be given to candidates who have experience with on-line instruction. Candidates must give evidence of an evangelical Christian commitment, and be in harmony with the College’s Statement of Faith and Mission. Clinical Faculty (Open Rank) in Educational Leadership  The School of Education at Virginia Tech (www.soe.vt.edu) is seeking an individual for a multi-year appointment as a Clinical Faculty (Open Rank) in Educational Leadership beginning August 10, 2014. The successful candidate will demonstrate general educational leadership knowledge and skills, have the ability to link research with practice, and have the competency to teach school law and public school finance. The selected candidate will have an earned doctorate in Educational Leadership/Administration or an allied field; exhibit a strong interest in teaching and grants development, and have experience directing doctoral dissertations. Experience in PK-12 education also is desired. Assistant Professor - Counseling  The School of Education & Human Development (SEHD) at the University of Colorado Denver announces a tenure-track faculty position in the CACREP Accredited Counseling Program beginning in the fall of 2014. The focus of the counseling program is to educate competent counselors who value inclusion and prize diversity such that they are prepared to offer a continuum of mental health services across a variety of settings for the benefit of the community and the society. A doctorate in Counselor Education, Marriage and Family Therapy, or closely related field is required.
Find the Education Faculty Career you've been looking for!

CALL for papers: Volume 4, No.3, September, 2015 OER, MOOC, DOCC, SPOC: The Changing Face of Content Delivery in Education

CALL for papers: Volume 4, No.3, September, 2015 

OER, MOOC, DOCC, SPOC: The Changing Face of Content Delivery in Education 

Both K-12 education and higher education are undergoing what could prove to be a sea change in the delivery of course content and information through the use of freely available shared instructional resources, commonly referred to as OER (Open Education Resources). The model is evolving so quickly, that there are scarcely enough letters in the alphabet for all of the acronyms that are being used to describe its various permutations. One of these, MOOC (for Massive Open Online Course) has captured the imagination of both the educational community and the public in general. But others floating around include SPOC (Self Paced Open Course) and DOCC (Distributive Open Collaborative Course). This issue of Global Education Review will examine the impact and implications of the OER movement, as well as practical considerations for those considering adopting an OER approach to course delivery in K-12 and higher education. 

Submissions should address some or all of these questions: 

• What approaches have you used toward adoption of OER at your institution or in collaboration with other institutions? 

• What practical advice can you offer to others considering adoption of OER? 

• How does the adoption OER impact issues of academic freedom and the proprietary rights of faculty? 

• What is the impact of OER on for-profit education businesses, such as publishers of textbooks and other instructional materials? 

• How does one deal with issues of “quality control” in the world of OER? 

• Who are the beneficiaries of OER? 

• Whose interests are not being adequately served through the OER movement? 

If you are working on or have completed an original study not previously published on the topic of Open Education Resources suitable for inclusion in a thematic issue entitled The Changing Face of Content Delivery in Education, please email an abstract of no more than 250 words in response to this message with GER Proposal as the subject line. All submissions will be reviewed for suitability. If deemed appropriate, you will be invited within 10 days to submit a full paper. 

Please send an abstract of no more than 250 words to co-editors HMiller@Mercy.Edu and JJay@Lincolnu.Edu. Abstracts will be reviewed for suitability for inclusion. You will receive a response within ten days. Full papers are due by September 30, 2014 

Sincerely, 

Jordan Jay, Lincoln University 

JJay@Lincolnu.Edu 

Howard Miller, Mercy College 

HMiller@Mercy.Edu 

JOB Reading Education CSU Fullerton

http://diversity.fullerton.edu/jobs/ft/6416BR.asp

COLLEGE OF EDUCATION

California State University, Fullerton is a large, comprehensive, urban university with approximately 1,835 full- and part-time faculty and a diverse student body of approximately over 37,677 enrolled in Fall 2012. The university offers a broad spectrum of degree programs in liberal arts and sciences as well as applied and professional fields with 55 at the baccalaureate level and 52 graduate programs including doctorates in educational leadership and nursing practice. Learning is preeminent at Cal State Fullerton. We combine the best qualities of teaching and research universities where actively engaged students, faculty and staff work in close collaborations to expand knowledge. Research and other creative activities are enhanced by the proximity of the campus to nationally recognized business, cultural, and educational institutions. Faculty members were awarded more than $22.8 million in grants and contracts for research and scholarly activities in 2011-12. The university has a longstanding tradition of collegial governance. Cal State Fullerton is strongly committed to achieving excellence through cultural diversity. CSUF is a designated Hispanic Serving Institution (the only one in Orange County) and an Asian American and Pacific Islander Serving Institution. We are ranked 8th in the nation in terms of baccalaureate degrees awarded to minorities. In addition to meeting fully its obligations under federal and state law, Cal State Fullerton is committed to creating a community in which a diverse population can live, work and learn in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual. To that end, all qualified individuals will receive equal consideration without regard to economic status, race, ethnicity, color, religion, national origin or cultural background, political views, sex or sexual orientation, disability or Veteran's status or other personal characteristics or beliefs.

Reading

Tenure-Track

The College of Education at California State University, Fullerton, a nationally recognized Hispanic serving institution (HSI), invites applications for a tenure-track Assistant/Associate Professor position in the Department of Reading with an emphasis on literacy assessment. The department consists of a dynamic and diverse group of faculty scholar/practitioners who thrive on collaboration and innovative ideas. The faculty work together to prepare literacy experts and leaders in several existing programs:

an NCATE/CAPE accredited MSE with a Concentration in Reading,

a CTC accredited California Reading Certificate (Added Authorization) and

a CTC accredited California Reading/Language Arts Specialist Credential.

The long-standing graduate program in Reading serves candidates both nationally and globally who are being prepared to work with students from linguistically and culturally diverse environments. The graduate program is offered in a variety of formats: as face-to-face on the main campus in Fullerton, CA and on the Irvine campus, and at school-based cohort sites, as well as hybrid and fully online.

In addition to the graduate program, the Department provides undergraduate courses in developmental reading, early literacy development, and multiple sections of a general education course in critical reading and thinking.

Position

We seek a colleague and scholar/practitioner with rich experience in literacy and assessment for the improvement of instruction for students from diverse communities. Preferred candidates are committed, knowledgeable, and experienced in working with under-represented students and find issues in literacy compelling both in research and practice. For additional information about the Department programs and courses, see: http://ed.fullerton.edu/Reading.

Responsibilities

The successful candidate will:

Teach graduate courses in literacy assessment, and at least 1 of the following: beginning reading instruction; content area reading and academic literacy; intervention and remediation; interfaces of linguistics and literacy; sociocultural contexts of language and literacy; curriculum theory, roles of the reading specialist, and research methodology related to literacy.

Potentially teach undergraduate courses in developmental reading, academic literacy and/or critical reading and thinking to a student body with a high population of first generation college students.

Teach face-to-face, hybrid (partially online), and 100% online courses using emerging technology to teach and/or create course content.

Teach face-to-face courses on the main campus, the Irvine campus, and/or at cohort sites.

Engage in a focused agenda of scholarly endeavor.

Participate in department, University, community and professional service.

Qualifications

Applicants must have:

Doctorate in education with a concentration in reading and/or literacy from an accredited institution.

A minimum of 21 units of graduate coursework in literacy, including but not limited to foundational knowledge, assessment, curriculum and instruction, diversity, adult learning, creating a literate environment, professional learning and leadership, and sociology of education, as these relate to PK-adult literacy.

A record of demonstrated excellence in literacy instruction, with a minimum of 3 years’ successful full-time PK-12 teaching experience, including the teaching of reading.

Demonstrated ability, interest, and experience in working effectively with an ethnically and culturally diverse campus community.

Committed to the preparation of professionals who model and advocate for just, equitable and inclusive education.

Evidence of or demonstrated strong potential for scholarly and creative activity, and a focused research agenda for advancing knowledge in the field of reading/literacy (PK-adult) and desire to build partnerships with local communities.

A record of engagement in professional service activities that align with the advancement of the field of reading/literacy.

Preferred Qualifications

Demonstrated effective teaching of graduate courses in assessment and curriculum theory.

Demonstrated effective teaching experience working inclusively with culturally and linguistically diverse student populations using innovative instructional approaches and methods.

Successful experience creating and/or teaching online courses

Successful teaching of reading/literacy at the university level.

Rank & Salary

This is a tenure-track position at the rank of Assistant or Associate Professor. Salary is competitive and commensurate to rank, experience and qualifications. Periodic salary adjustments are enacted by the state legislature. An excellent comprehensive benefits package is available, includes health/vision/dental plans, spouse, domestic partner, and/or dependent fee-waiver, access to campus child-care, defined-benefit retirement through the state system, along with optional tax- sheltering opportunities. For a detailed description of benefits, go to

http://hr.fullerton.edu/documents/benefits/Faculty_Unit_3.pdf

Appointment Date

August 2014

Application Procedure

CSUF utilizes an on-line application/resume management system. An on-line application/resume must be received by electronic submission on the final filling date by 9:00 PM (Pacific Standard Time)/midnightEastern Standard Time.  Applicants who fail to complete all sections of the online application will be disqualified from consideration. To apply, go to: http//hr.fullerton.edu/jobs , click on "Search Faculty Jobs @ CSUF" (on the left side), then click on “Search” to view all job listings or type in 6416BR in the “AutoReqID” section to bring up the position to submit and upload the following materials with your application:

1. Letter of interest (relating your experience to the required qualifications)

2. Three letters of reference

3. Curriculum vitae

4. Unofficial Graduate transcripts

5. Proof of teaching credentials or certificates

6. Five telephone contacts for references

*NOTE: Additional information may be requested as needed in original hard

Julián Jefferies

Assistant Professor, Reading

California State University, Fullerton