Graduate Student Council Events & Sessions
Thursday, April 3
|12:00-1:30||Division L Fireside Chat: Brown’s Aftermath: The Evolution of Integration and Desegregation Policy, Research and Practice in EducationSpeakers: Sean F. Reardon, Vanessa Siddle Walker, Erica Frankenberg, Amy Stuart Wells||Convention Center: 112 B|
|12:00-1:30||Graduate Student Orientation to the Annual Meeting and Networking Session||Convention Center: 126 A|
|2:15-3:45||GSC Chair-Elect Fireside Chat: Being a Mentor, Being a Mentee: Learning from Successful Mentorships in order to Foster Your OwnSpeakers: SJ Miller, Maria Eugenia Lozano, Theresa Y. Austin, Gertrude M. Tinker Sachs, Jayoung Choi||Convention Center: 126 A|
|2:15-3:45||Division D: Exemplary Work from Promising ResearchersSpeakers: James Eric Pustejovsky, Ting Xu, Feifei Ye, Luke Rapa||Convention Center: 112 B|
Friday, April 4
|8:15-9:45||GSC Fireside Chat: How Does (and Could) Educational Research Inform Policy Inside and Beyond AcademiaSpeakers: Faith Connolly, Brenda Turnbull, Zollie S. Stevenson Jr., Casey Cobb||Convention Center: 126 A|
|10:35-12:05||Division B Fireside Chat: Educational Apartheid: A Conversation about the Privatization of Public Schooling and Its Effects on Curricular and Pedagogical PracticesSpeakers: Steven J. Ball, Adrienne D. Dixson, William H. Watkins, Kristen L. Buras||Convention Center: 112 B|
|10:35-12:05||GSC Chair Fireside Chat: The Power of Educator Preparation Provider Accreditation for Innovation in Practice and PolicySpeakers: Christine Carrino Gorowara, Rick Ginsberg, John Henning, Leigh Yannuzzi||Convention Center: 126 A|
|12:25-1:55||Division F Fireside Chat: Building a Culture of Collaboration and Interdisciplinarity: Busting the Myth of the Lone HistorianSpeakers: David F. Labaree, Amy E. Wells Dolan, Kate B. Rousmaniere||Convention Center: 112 B|
|12:25-1:55||GSC Food-for-Thought Session: Learning Through Sisterhood: Urban Arts and Education with the Philadelphia Sophisticated Sisters||Convention Center: 126 A|
|2:15-3:45||Division I Fireside Chat: Getting Published: Ensure Your Work Makes and ImpactSpeakers: Dorothea H. Juul, Janet Palmer Hafler, Marcia Mentkowski, Anne Christine McKee, Bridget Colleen O’ Brien||Convention Center: 112 B|
|2:15-3:45||GSC Past Chair Fireside Chat: Navigating the Academic Job SearchSpeakers: Erica C. Bullock, Christopher Charlie Jett, Jeane F. Copenhaver-Johnson||Convention Center: 126 A|
|4:05-5:35||Division A Fireside Chat: Challenging Perceptions of Youth: How Research Can Guide Educational Leaders in Their Work with Young PeopleSpeakers: Bianca J. Baldridge, Yolanda Sealey-Ruiz, Lee Anne Bell, John S. Rogers||Convention Center: 112 B|
|4:05-5:35||Graduate Student Council and Campus Liaison Meet, Greet, & Eat/ Campus Liaison Tip Share||Convention Center: 126 A|
Saturday, April 5, 2014
|10:35-12:05||Division J Fireside Chat: Beyond Academia: Reaching a Broader AudienceSpeakers: Erin L. Castro, Liliana M. Garces, Marybeth Gasman, Gary D. Rhoades, J. Luke Wood||Convention Center: 112 B|
|10:35-12:05||Graduate Student Networking Opportunity with Special Interest Groups (SIGs)||Convention Center: 126 A|
Sunday April 6, 2014
|8:15-9:45||Division G Fireside Chat: Making the Implicit Explicit: Navigating the AcademySpeakers: Bryan McKinley Jones Brayboy, Alison E Leonard, Jeong-Eun Rhee, Mariana Pacheco, Beth C. Rubin||Convention Center: 126 A|
|8:15-9:45||GSC Fireside Chat: Research on Youth Activism and Agency for Social Change: Past, Present, and Innovations for the FutureSpeakers: David O. Stovall, Julio Cammarota, Michelle Fine||Convention Center: 112 B|
|10:35-12:05||Division E Fireside Chat: Show Me the Grant Money: A Discussion about the Grant Process in Educational ResearchSpeakers: Dorothy L. Espelage, Patricia A. Jennings, Jason Downer, Sejal Barden||Convention Center: 126 A|
|10:35-12:05||GSC Chair Fireside Chat: Demystifying the AERA Annual Meeting Proposal Submission ProcessSpeakers: Huriya Jabbar, Ariana Christine Crowther, Cathy A.R. Brant, Antionette D. Stroter, Debra J. Ackerman||Convention Center: 112 B|
|12:25-1:55||Division D Fireside Chat: Policy Three Ways: A Qualitative, Quantitative, and Mixed Methods PerspectiveSpeakers: Patti A. Lather, Jennifer C. Greene, Andrew C. Porter, Kristen L. Huff||Convention Center: 126 A|
|12:25-1:55||GSC Food-for-Thought Session: Truth Through Words: Raising the Voices of Urban Youth in Philadelphia||Convention Center: 112 B|
|2:15-3:45||Graduate Student In-Progress Research Session||Convention Center|
|4:05-5:35||GSC Chair-Elect Fireside Chat: Writing Work that Works for You: Publishing in AcademiaSpeakers: Erica K. Dotson, Nadia Behizadeh, Stephanie Behm Cross, Alyssa Hadley Dunn, Jillian Carter Ford||Convention Center: 126 A|
Monday, April 7, 2014
|8:15-9:45||Division K Fireside Chat: Teacher Education Research and Policy: Local, National, and International PerspectivesSpeakers: Lauren Anderson, Wanda J. Blanchett, Ee-Ling Low, Aaron Pallas||Convention Center: 112 B|
|10:35-12:05||Division C Fireside Chat: From Research to Real Life: Insights into Designing and Implementing Classroom-Based InterventionsSpeaker: Allan L. Wigfield||Convention Center: 112 B|
|12:25-1:55||Division H Fireside Chat: Seeing the Future: Technology in the Lives and Careers of Graduate Students & Early Career ResearchersSpeakers: Damian W. Betebenner, Glynn Ligon, Erin Marie Furtak, Zollie Stevenson Jr,||Convention Center: 112 B|
This panel will demystify and provide explicit guidance for graduate students about building academic communities, forming writing groups, publishing, and navigating power dynamics in the academy. We will count with: Dr. Bryan Brayboy (Arizona State University), Dr. Alison E. Leonard (Clemson University), Dr. Mariana Pacheco (University of Wisconsin-Madison), Dr. Jeong-eun Rhee (Long Island University), and Dr. Beth C. Rubin (Rutgers University). Please, join us on Sunday, April 6, from 8:15am to 9:45am at the Convention Center, 100 Level, 112B in Philadelphia.
The Notre Dame Center for STEM Education (the Center), as part of the Institute for Educational Initiatives, is pleased to announce a post-doctoral fellowship in mathematics education beginning in Summer/Fall 2014. The position includes research and service with the possibility to teach after the first full semester on campus.
This post-doc includes the following responsibilities:
- Define and enact a personal research agenda that contributes to the field through unique studies, peer-reviewed journal articles, and/or grant proposals
- Collaborate with the faculty and staff of the Center to evaluate, revise, and enact its strategic plan, especially in the areas of mathematics education. This specifically includes:
a. Coordinating and delivering professional development for mathematics teachers in the STEM Teacher Fellows Program;
b. Working with the Notre Dame ACE Academies team on their mathematics instruction and student learning;
c. Contributing to the on-going conceptualization of summer STEM experiences for students and PD for teachers.
- Based on consultation with the director of the Center, the possibility of teaching a STEM Education related course in the Education, Schooling, and Society minor or another class related to the post-doc’s expertise will be considered after the Fall 2014 semester.
- Other research, service, or teaching as agreed upon by both the director and the post-doc that furthers their development as a scholar and practitioner.
Candidates must possess an earned doctorate or the strong prospect of earning such a degree by July 1, 2014. The preferred terminal degree is in mathematics education, curriculum and instruction, or related fields. The preferred applicant will also have experience teaching, especially at the K-8 developmental level, and preparing math teachers either through pre-service instruction or professional development. Upon successful review of the first year, the post-doctoral fellowship may be extended for a second year through June of 2016.
Applicants should submit a cover letter indicating the candidate’s research interests in mathematics education. The letter should also outline a research agenda that might be pursued during the fellowship and how the applicant can contribute to the mission of the Center in terms of service to teachers and schools. Information on the Center’s current work can be found at http://STEMeducation.nd.edu. A completed application should also include a curriculum vitae, three letters of recommendation that can speak to the applicant’s ability to engage the responsibilities described above, teaching evaluations (if applicable), and a writing sample. Preferred writing samples include published journal articles in which the applicant was the primary or first author. Other non-published papers (or dissertation chapters) by the author will be accepted; complete dissertations will not be accepted. Applicants will be reviewed beginning March 26th, and on a continuing basis until the position is filled.
Questions about the post-doc may be directed to Dr. Matt Kloser at email@example.com. All application materials should be submitted electronically to Heather Legault (firstname.lastname@example.org); recommendation letters should be sent directly from the recommender to Heather Legault.
The University of Notre Dame, an international Catholic research university, is an equal opportunity employer.
Division G is pleased to announce travel stipends available for the 2014 Annual Meeting. If you are a graduate student in the area of social contexts of education, you may apply for one of the Division G travel stipends for the 2014 Annual Meeting in Philadelphia. Application deadline: March 21, 2014 at 11:59 p.m. EST
In order to apply, please submit the following items:
– an AERA Travel Request
– a current Curriculum Vita
– proof of current paid Division G membership (recipients must be paid Division G members at time of application)
25 Recipients will be randomly selected based on the following criteria:
- Applicant’s paper was accepted for presentation at the AERA conference,
- Applicant is an author of accepted paper,
- The applicant’s history with AERA annual meetings (preference will be given to first time presenters and those attending the Mentoring Pre-Conference Seminar)
Please email the above materials to email@example.com with the subject line “AERA 2014 Student Travel Stipends” no later than March 21, 2014 by 11:59 p.m. EST. Recipients will be notified by March 28, 2014.
From Dissertation to Completion and Beyond: A Mentoring Seminar for Graduate Students of Color, Including International Students
Division G Graduate Student Pre-Conference Seminar—Thursday, April 3, 2014
8 a.m. – 12 p.m.
Division G Graduate Student Executive Committee has organized a professional development seminar for graduate students. This pre-conference seminar will provide students with excellent opportunities for professional development and a chance to gain a better understanding of how to make a smooth transition from dissertation completion to finding a job.
This interactive seminar format will include both plenary sessions and specialized break-out group sessions focusing on four areas:
- From Dissertation to Completion: How do you find balance in your life given the demands of your doctoral degree program?
- Career Path of Academics: What do you need to know before entering the academic and non-academic job market?
- Dissertation Writing and Publishing: What are the general principles of scholarly writing? The discussion will include the process of dissertation conversion for publication in a peer-reviewed journal.
- Mentoring Across Differences: How to navigate the academy through creating, maintaining, and preserving your identity. This forum aims to provide advice and guidance on how to maintain your identity as a scholar of color or as an international scholar.
Space is limited and registration for participation is required. The event is open to students in any stage of their doctoral degree program; however, the break-out sessions are focused on issues specific to the concerns of doctoral students in the dissertation stage. Interested students should submit an application by 11:59 p.m. EST on March 14, 2014 to firstname.lastname@example.org. The application should include a CV along with a 1-2 page statement of interest with the following information:
- Personal information including name, email address, telephone number, institution, your status (year in program, information such as writing a proposal or writing dissertation), and your research interests, methodological approaches to research
- One or two issues or problems you hope this seminar will address / what you would like to ask the panelists
- Your career goals and job search timeline
Applications will be reviewed on the basis of the following criteria: the overall quality and thoughtfulness of the application letter, and the degree to which the applicant would benefit from the seminar, given the contents of the letter. Consideration will also be given to providing an equitable and diverse representation of participants on the basis of gender, ethnic/racial status, type of university, disciplinary/research interests, etc.
If you have any questions, please write to Division G Student Executive Committee at: email@example.com
Assistant Professor (Tenure-Track), with specialization in Literacy Education
The Department of Curriculum & Instruction of the University of Texas at Austin is seeking applicants for a faculty position in Language and Literacy Studies to begin August 2014.
UT-Austin is an urban research university with approximately 50,000 students, 3500 of whom are enrolled in the College of Education. The Department offers both masters and doctoral-level programs, and it plays a principal role in a large undergraduate teacher education program.
• A doctorate in Reading or Literacy Education
• A commitment to field-based teacher preparation
• Experience and ability in scholarly research and writing
• Skill in using instructional technology
Candidates with experience in culturally and linguistically diverse settings will receive special consideration.
We will be especially attentive to applicants whose literacy research has a focus on young children, digital literacies, and/or the education of culturally and linguistically diverse students, though our search is not strictly limited to those areas. Responsibilities include undergraduate elementary literacy methods and graduate teaching, scholarly research and writing, graduate student advisement, and service to the department, college, University, profession, and the public. Salary will be competitive based on education, experience, and the University’s salary schedule.
Only electronic applications will be accepted, and they should be sent to Ms. Ann Ford at
firstname.lastname@example.org. Please send a letter of application, a current vita, and a writing sample. Also please ask three people to send letters of recommendation directly from the author to email@example.com. Application review will begin November 15, 2013 and will continue until the position is filled.
The College of Education at UT-Austin has been ranked number one among public graduate colleges of education by U.S. News & World Report for the third year in a row. Current faculty in this program include Randy Bomer, Jim Hoffman, Beth Maloch, Ramón Martínez, Nancy Roser, Allison Skerrett, Melissa Mosley Wetzel and Jo Worthy. Austin is the 11 th largest city in the USA, is top on Forbes’ annual list of America’s Fastest Growing Cities for the third year in a row, and it is well known for its sunny climate, great outdoors, excellent live music, cultural richness, technological sophistication, and great restaurants.
If you have questions, please write to Melissa Mosley Wetzel, who is chairing this search committee, at firstname.lastname@example.org, or contact any of the other faculty in the Language and Literacy Studies Program at The University of Texas at Austin.
The Department of Teaching and Learning of the New York University Steinhardt School of Culture, Education, and Human Development is developing new dual certification programs in secondary special education and social studies and in secondary special education and English. The Department invites applications for a tenured appointment at the rank of associate professor to join the special education faculty, with primary responsibility to oversee the special education side of these programs and to engage collaboratively with content-area colleagues to bring the programs to fruition. The appointment will begin September 1, 2014.
Qualifications: The successful candidate will possess an earned doctorate in special education, and should have a strong and systematic research program, a record of published peer-reviewed research, and a strong record of externally funded research. The candidate will also have a demonstrated interest in effective collaboration among special educators and secondary content teachers; significant experience in secondary teaching and teacher education; and a commitment to innovative school and policy design. Because the new programs aim to prepare special education teachers who are certified to work with students at all levels of disability, from mild to severe, it is important that the candidate have practical experience with a range of disabilities spanning different levels of severity, and an interest in strategies for special education that range from classroom teaching to adult transition. Because students who intend to work in high schools in inclusive settings are likely to constitute the bulk of the enrollment in the new program, it is important too that the candidate be interested in and knowledgeable about the ways that content fields (e.g., English, Social Studies, STEM) can leverage their knowledge of content and literacy to serve students with special needs.
Responsibilities: Teach and advise students at both the undergraduate and graduate levels of the department’s curriculum; supervise student research; maintain an active program of research and publication; and participate in faculty meetings, committees, and other service appropriate to a university faculty member. The new associate professor will work closely with colleagues in the Department of Teaching and Learning, and with colleagues from the larger NYU/Steinhardt faculty in such fields as the arts, applied psychology, technology in education, physical and occupational therapy, the arts therapies, and speech and communicative sciences and disorders. New York University also sponsors an active Disability Council that includes faculty from nursing, medicine, dentistry, and the humanities.
NYU’s dynamic Global Network University includes NYU Abu Dhabi and international programs and academic centers around the world. NYU Steinhardt faculty may be afforded the opportunity for variable-term appointments at these global study and research sites.
NYU strongly encourages applications from women and members of minority groups and is committed to building a culturally diverse educational environment.
Interested applicants should apply online with a letter of interest, a curriculum vita, up to three representative publications, and the names of three references with contact information.
Review of applications will begin December 1, 2013 and continue until the position is filled.
For further information on the position you may also contact:
Professor Jay Gottlieb, Co-Chair, Secondary Special Education Search Committee
Email: email@example.com, or
Professor Joseph McDonald, Co-Chair, Secondary Special Education Search Committee
New York University is an Equal Opportunity/Affirmative Action employer.
For more information: https://www.nyuopsearch.com/applicants/jsp/shared/position/JobDetails_css.jsp
UNIVERSITY OF NORTH CAROLINA WILMINGTON
WATSON COLLEGE OF EDUCATION
DEPARTMENT OF EARLY CHILDHOOD, ELEMENTARY, MIDDLE, LITERACY AND SPECIAL EDUCATION
(1) LITERACY EDUCATION (Assistant Professor)
(2) ELEMENTARY SCIENCE EDUCATION (Assistant Professor)
The University of North Carolina Wilmington (UNCW) is located in the coastal seaport of Wilmington, which is ideally situated between the Cape Fear River and Atlantic Ocean. Wilmington is a community of about 100,000, with an historic downtown that includes a dynamic arts community, unique shopping and fine dining, and numerous parks, recreational facilities, and easy access to several beautiful beaches. UNCW enrolls 13,733 undergraduate and graduate students on its 640 acre campus and several extension sites. It is ranked by U.S. News and World Report as one of the top universities of its kind in the South and by both Kiplinger’s and Forbes magazines as one of the best values in the nation.
The Watson College of Education (WCE) (www.uncw.edu/ed) is a growing college with over 60 tenure-track faculty members working in undergraduate and master’s programs in the Department of Early Childhood, Elementary, Middle, Literacy and Special Education and the Department of Instructional Technology, Foundations and Secondary Education, and master’s and doctoral programs in the Department of Educational Leadership. It offers several international study programs and maintains partnerships with numerous school districts, community colleges, and colleges/universities in the region. We are searching for two outstanding teachers and scholars to fill tenure-track (Assistant Professor) faculty positions in Literacy Education and Elementary Science Education.
Vacancy 14F044 Literacy Education Position 3032
· Teach undergraduate and graduate reading and literacy-related courses in varying formats such as face-to-face, technology-enhanced and online.
· Maintain an active literacy-related research agenda.
· Assist in ongoing program revision and assessment.
· Provide leadership and service to the public schools, university, profession, and community.
This position will begin in August 2014. Doctorate in appropriate field is required or must be obtained within the first academic year of employment. Preference will be given to those candidates who have a demonstrated potential for scholarly productivity, evidence of successful college level teaching in face-to-face and/or distance formats, and at least 3 years of experience working in the field. Priority consideration will be given to applications received by December 15, 2013 (extended from original date of December 1), but applications will be accepted until the position is filled
Vacancy 14F052 Elementary Science Education Position 6983
· Primary teaching responsibility will be to teach field-based undergraduate and graduate elementary science methodology courses in multiple formats – including face to face, online, and/or web-enhanced
· Maintain an active elementary education and/or STEM-related research agenda.
· Provide leadership and service to the public schools, university, region, state and to the profession through active participation in national/international associations.
· Lead teacher professional development
This position will begin August 2014. Requirements include: Doctorate in appropriate field or to be obtained within first academic year of employment; evidence of at least 3 years of successful K-6 public school teaching experience; eligible for North Carolina licensure in the appropriate area; demonstrated potential for scholarly productivity; and a strong commitment to and academic experience with diverse populations. Preferences include: Evidence of successful college teaching experience and qualifications to teach elementary math methods courses. Priority considerations will be given to applications received by January 6, 2014, but applications will be accepted until the position is filled.
For both positions, applicants must complete the online application at http://consensus.uncw.edu. Required are: (a) a letter of application (addressed to appropriate Search Committee), (b) curriculum vitae, (c) copy of doctoral transcript, and (d) contact information for three professional references. Attachments should be formatted in MS Word or Adobe PDF. For more information, see http://www.uncw.edu/ed/jobs/index.html.
Please direct questions to: Literacy Education (Dr. Jeanne Swafford, firstname.lastname@example.org) and Elementary Science Education (Dr. Amy Taylor, email@example.com.)
UNCW is an EEO/AA Employer. UNC Wilmington actively fosters a diverse and inclusive working and learning environment and is an equal opportunity employer. Qualified men and women from all racial, ethnic, or other minority groups are strongly encouraged to apply.
The Indiana University School of Education at IUPUI in Indianapolis is seeking a tenure-track assistant professor of elementary literacy education with a commitment to urban education and a readiness to teach literacies for the 21st century.
- Design and teach reading/literacy curriculum introducing theory and pedagogy which support readers with diverse perspectives, languages, cultures, and abilities.
- Collaborate with faculty in the elementary teacher education program to develop mutually beneficial partnerships with local schools.
- Conduct scholarly research, publication, and grant-writing.
- Assist in ongoing program development, revisions, and evaluation.
- Mentor and advise students.
- Provide service to department, university, community, and professional organizations.
- Earned doctorate in Literacy, Culture, and Language Education or equivalent degree with research focus on reading/literacy education at the elementary level.
- Strong methodological training in research.
- Capacity to teach undergraduate and graduate courses in elementary reading and literacy methods and literacy education.
- Evidence of commitment in the areas of diversity, social justice, innovation in working with schools, organizations, and colleagues.
- Expertise working with diverse and urban student populations.
- A minimum of three years teaching experience in urban K-6 schools.
- Expertise in developmental processes of learning to read and write, individualized and classroom assessment, discourse analysis of classroom interaction, and specific strategies to support struggling readers.
- Expertise in elementary bi-literacy or English as a Second Language.
- Experience in integrating technology into teaching.
- Indiana University-Purdue University Indianapolis (IUPUI) is renowned for service learning and civic engagement.
- Urban campus hosts more than 30,000 students.
- Nationally-ranked programs in nursing, public and environmental affairs, law, and health.
- School of Education embraces an urban education mission.
- Small, but vibrant teacher education program with a long history of innovative partnerships with the local public schools.
- Offering certificates in literacy, licenses in reading, masters in Literacy, Culture, and Language Education and other educational fields, and a doctorate in Urban Education Studies.
- Faculty members collaborate on interdisciplinary curriculum, grants, and research.
- Support centers like the Center for Urban and Multicultural Education.
- Core campus relationship with Indiana University in Bloomington, IN.
Candidates should submit
- Letter of application describing their research, teaching interests, civic engagement and experience with diversity issues, teaching diverse student populations, or working in a multicultural environment
- Curriculum vita
- Samples of scholarship
- At least three letters of reference.
Screening of applicants will begin immediately and continue until the position is filled. Starting date is August 1, 2014. Rank and salary is commensurate with qualifications and experience.
Please send materials to:
Indiana University School of Education, IUPUI
c/o Ashley Clemons
902 W. New York Street, ES 3138
Indianapolis, IN 46202-5155
Direct questions to Dr. Beth Berghoff, Search Committee Chair, at firstname.lastname@example.org. Additional information about the School of Education can be found at: http://education.iupui.edu/. IUPUI is an Equal Opportunity/Affirmative Action Institution. Individuals who require a reasonable accommodation in order to participate in the application process must notify Dr. Berghoff, a reasonable time in advance. We seek applications from women, persons of color, individuals with disabilities, and members of other underrepresented groups.