G-STEM Program Manager

G-STEM Program Manager
Spelman College

“The G-STEM PROGRAM MANAGER, Enhancing Global Research and Education in STEM at Spelman College, is a multi-year, grant-funded position. This position is designed to ensure that the G-STEM office provides an innovative and integrated approach to student learning that works collaboratively with academic units and international partners…

The G-STEM PROGRAM MANAGER, Enhancing Global Research and Education in STEM at Spelman College, is a mult-year, grant-funded position. This position is designed to ensure that the G-STEM office provides an innovative and integrated approach to student learning that works collaboratively with academic units and international partners, preparing Spelman students to participate in mentored learning/research experiences in an ever-changing global environment.The position will also oversee the daily office operations on matters including study-abroad STEM research programs, student mentoring and curriculum selection, budget, policies and procedures.

Essential Duties and Responsibilities include but are not limited to the following:
*Advise students seeking information, admission, and registration into approved research/education study abroad programs.
*Develop and implement new research/learning collaborations between Spelman College and other international institutions.
*Establish and implement communication strategies between G-STEM and international institutions with the goal of increasing the number of new partnerships.
*Review and coordinate all activities with the Gordon-Zeto Dean for Global Education.
*Collaborate with Spelman Curriculum Committee and Department Chairs to achieve curricular integration of international opportunities.
*Collaborate with Spelman Study Abroad Office for smooth functioning of Study Abroad Approvals.
*Generate reports to the Provost Office and NSF regarding G-STEM activities, outcomes and implementation plans.
*Develop and deliver faculty and student pre-departure orientations. Collaborate with program evaluator to maintain appropriate systems for measuring student outcomes as related to G-STEM and QEP. Supervise billing, bill payment, and financial processes.
*Execute the responsibilities of a manager according to lawful and ethical standards.
*Recruit, select and develop strategies for the research/teaching mentoring team members at Spelman College.
*Oversee the arrival experience of G-STEM students, coordinate communication and delivery of services to students while abroad, and plan and coordinate reentry to campus.
*Coordinate with Study Abroad Office the health, safety, and risk management plans and act as primary emergency response point person for students abroad. Oversee immigration compliance and file management of students.
*Stay current regarding international laws and issues related to student exchange.
*Keep pace with an ever-changing global environment, and be willing to travel internationally.
*Participate in activities that connect G-STEM to the Quality Enhancement Plan, Spelman Going Global!
*Supervise administrative assistant activities.

Our ideal candidate profile will include:
*Master’s degree required in a STEM field; Ph.D. in a STEM field preferred. One to three (1-3) years of experience working with student travel abroad programs desired. Must have a strong interest in undergraduate education.
*Candidates with international experiences through study and/or work abroad, and a second language preferred. Working knowledge of the STEM disciplines at the undergraduate level is highly desired.
*Must be familiar with higher education in a global environment; knowledgeable of international travel; and demonstrate cultural sensitivity. Strong interpersonal skills are required with faculty, staff, students, and other constituents of the College both domestically and globally. Must possess superior organizational, problem resolution, and effective supervisory skills.
*Must possess the ability to interact effectively as either a leader or as a member of a team and work collaboratively with other departments. Must be able to listen to student and faculty (international and at Spelman) and to understand and respond productively to their requests. This position also requires one to communicate (verbal and written) effectively and professionally to facilitate the development of new international partnerships and sustainable relationships between Spelman and foreign educational institutions. *Must be able to adapt to changing assignments; multiple priorities; and to meet deadlines successfully.
*Must be able to work independently, be detail oriented, and show initiative; must possess extraordinary organizational and interpersonal skills; must have the ability to work under pressure within established deadlines and effectively handle multiple tasks.
*The ability to utilize technology to support advising and program management. Must have advanced computer software skills using the Microsoft Office Suite (Office 2007) including (Word, Excel, Power Point). Must be able to create such products as general correspondence, flyers, reports, spreadsheets, presentation, etc. Must be able to utilize email systems such as Lotus Notes/Outlook. The individual must have advanced knowledge of internet software.

Please include a cover letter with your submission.”

(Original post made to Inside Higher Education)

Lidia Varbanova

Lidia VarbanovaDr. Lidia Varbanova has over 20 years of professional experience as a consultant, lecturer, researcher, program manager and leadeer in more than 50 countries worldwide. She has provided consultancy and research services, including on intercultural dialogue from theoretical and practical perspective, for government authorities, foundations, organizations, businesses, associations and networks. She consults on diverse and complex international projects in countries with different economic and political systems, social structures and multicultural environment.

Lidia’s professional expertise covers topics as diverse as strategic planning and development in a cross-cultural context, cultural policy related to interculturalism, cultural management in an multicultural environment, innovative marketing and fundraising in the cultural sector, international cultural cooperation, managing cultural content online and building up complex online portals and resources tools.

Among other clients Lidia has worked as a Senior Consultant with:
*European Cultural Foundation
*Musagetes Foundation
*Open Society Foundations
*Interarts, Barcelona
*Intercult, Sweden
*Culture Action Europe
*Platform for Intercultural Europe
*Department of Canadian Heritage
*Greater Vancouver Regional District
*Canadian Arts Presenting Association
*Asia-Europe Foundation

Lidia has extensive experience in strategizing, managing, monitoring and evaluation of complex international projects involving various stakeholders (including online) under specific policy framework. Among her key positions are: Content Team Leader (Key Trainer) for the Eastern Partnership Culture Programme Phase ( 2013); Senior Consultant with the European Cultural Foundation on diverse projects and initiatives (2005-2011); Website Manager and Chief Online Editor of the European Portal for Cultural Cooperation LabforCulture.org (2005-2011); Director of Arts and Culture Network Program of the Open Society Foundations (2000-2003), Dean of Department of Social and Cultural Management and Economics, University of National and World Economy, Sofia.

In the last several years she has been a regular visiting professor at the City University, London; University of Arts, Belgrade; external examiner with the Utrecht School of the Arts, the Netherlands and trainer under long-term capacity building programs for key cultural organisations in Kaliningrad, Ukraine and Moldova, supported by the ECF, the European Commission and MATRA program. She has been a visiting professor at: Dartington College for the Arts and  the University of Cambridge.

Among received research grants and awards are:
*Fellowship by the Web Memorial Trust, Oxford
*FULBRIGHTFellowship in Economics
*Fellowship Grant by the Japan Foundation
*NISPAcee Fellowship
*Post-Doctoral Research Grant by the North Atlantic Treaty Organisation
*ARTSLINK Fellowship at the UCLA, California.

Lidia has numerous publications, including in:
*The Journal of Arts Management, Law and Society
*Canadian Journal of Communication
*Culturelink publication series
*European Cultural Foundation discussion papers.

She is a member of: Alumni Society of Salzburg Global Seminar; International Remarque Forum Network, Arts Consultants Canada, Women’s Executive Network Canada, Culture Montreal. Formerly on the editorial board of the International Journal of Cultural Policy, Vice-President of the European Network of Cultural Administration Training Centers and Board member of Cultural Information and Research Centers Liaison in Europe. Her current research interests are in the areas of strategy and entrepreneurship, with special emphasis on intercultural dialogue and  cross-cultural aspects of these issues. Her latest book Strategic Management in the Arts, published by Routledge (2013), looks at the unique characteristics of organisations in the arts and culture sector and shows readers how to tailor a strategic plan to help these diverse organizations meet their objectives.

Lidia is currently a Lecturer for online courses on cultural policy and entrepreneurship at the Centre for Cultural Planning, University of British Columbia and an Associated Researcher at David O’Brien Center for Sustainable Enterprise, Concordia University, Montreal.

Cooperating Teacher in China

Cooperating Teacher
Fort Hays State University

“This position is for a cooperating teacher who will facilitate Fort Hays State University Leadership Studies courses. This position will be employed at one of FHSU’s partner institutions in the People’s Republic of China. While this position will not be employed by FHSU, this person will work closely with FHSU faculty, and therefore we are coordinating the search process and recommending qualified candidates.Job Duties:
-Work collaboratively with instructor of record on the delivery and management of Leadership Studies coursework
-Serve as the ‘face’ of leadership coursework at partner institutions in China
-Assist in the delivery of content provided by instructor of record
-Communicate regularly with students at partner institutions and with instructors of record
-Duties in the classroom in China will include the following: general classroom management, facilitating student discussions and in class activities, facilitating exams and other assessments, and limited grading
-Other duties as assigned by the instructor of recordRequired Qualifications:
-Bachelor’s Degree in Organizational Leadership, social sciences, or related field
-Ability to travel to FHSU for August orientation session (week of August 14th)
-Must be eligible for work permit in China as position will require residence and teaching at FHSU partner institutions (Shenyang Normal University or SIAS International University)
-Successful candidate will need to demonstrate flexibility, willingness to adapt to situations, and problem-solving

Preferred Qualifications:
-Classroom teaching or facilitation experience preferred
-Master’s Degree preferred
-Experience working with diverse populations and culture
-Fluency in Mandarin Chinese

-Salary information provided upon request
-Stipend, room and board, and travel expenses included in salary package
-Tuition assistance available contingent upon funding approval”

Application Information:
To apply for this position, please send a letter of application and current vitae/resume to:

Brett Whitaker, Instructor
Department of Leadership Studies
Fort Hays State University
600 Park Street
Hays, KS 67601

(Original post from Inside Higher Education)

Translations of research instruments

The following message about collaborative research comes from Prof. Dale Hample at the University of Maryland:

“Hello.  Several of us here at Univ Maryland are getting involved in some large scale international collaborations and an immediate problem is moving our standard English instrumentation into other languages.  We will do it, of course, but I think it’s problematic that we don’t have a community repository of such instruments.  I am willing to put one on the web, and so I’m soliciting contributions.

Our own most immediate need is for versions of the argumentativeness and verbal aggressiveness scales in Chinese and Spanish.  We’re particularly interested in instruments bearing on arguing, conflict, cultural variables (self-construals, etc.), and interpersonal measures.  However, we’ll put up any instruments of general interest to communication researchers.

Ideally, we’d like this material:
1. A copy of the non-English instrument, along with an indication of what English language instrument it corresponds to (perhaps with a citation).
2. Please identify not only the language but also the country it was developed for, if possible (e.g., Spanish phrasing might be pretty different in Spain and Guatemala).
3. An indication of whether the instrument was back-translated, or merely translated.  Or an indication that the instrument was newly developed in that non-English speaking country.  (I assume that the accompanying papers will describe the translation/development methodology; if not, please summarize it.) 4. Copies of any unpublished papers that made use of the instrument, and either copies of or citations to any published papers that used it.
5. The formal name of whoever did the work, so that you (or someone
else) can be properly credited.
6. Contact information for the researchers in case people want to correspond.

I suspect that there are many instruments in the appendices of theses and dissertations, or buried on hard drives.  Please hunt around.  We’ll put up scans and pdfs if you can’t get materials into MS Word.

If you know of an instrument that has been published elsewhere, just send us the citation.”

Dale Hample
Dept. Communication
Univ. Maryland
College Park MD 20742

Originally published to CRTNET, on June 1, 2011.

Media Industries Project UCSB job

Academic Coordinator for the Carsey-Wolf Center
University of California Santa Barbara

Job #: CFTM 1105

UC Santa Barbara seeks a full-time Academic Coordinator to serve as the Project Manager for the Media Industries Project (MIP) of the Carsey-Wolf Center. MIP is a multidisciplinary project that examines major trends reshaping the media industries and their consequences for producers, distributors and consumers. Our research agenda focuses on digitization, globalization, and creative labor.

The Project Manager’s responsibilities are divided roughly 50:50. About half includes overseeing MIP staff and graduate student researchers and managing MIP research projects, website content and publications. The other half is devoted to pursuing a program of research in one or more of MIP’s areas of emphasis. The ideal candidate has managerial and research experience, and outstanding leadership and communication skills. Applicants should have expertise with issues related to the convergence of traditional and new media industries, including familiarity with relevant technologies, industry trends, professional practices, policy concerns, and social issues.

A Ph.D. in media studies, communication or a related field is required. Candidate should be published in her/his field of expertise and currently engaged in a relevant program of scholarly research.

For complete job description, see this site. Submit application letter, CV and contact information for at least 3 references to:
Academic Coordinator Position #CFTM 1105,
Carsey-Wolf Center, 
Attn: LeeAnne French, 4431 SS&MS Building, University of California, Santa Barbara, CA 93106-4010
 or lfrench@carseywolf.ucsb.edu

Apply by 6/10/11. Open until filled.

The Department is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching and service. The University of California is an Equal Opportunity Affirmative Action employer.

Border crossings conference

International Interdisciplinary Conference
Border crossings: bridging disciplines and research agendas

10 June 2011, 9:00 – 18:30
Aix-Marseille Institute for Advanced Studies (IMéRA), Salle de conférence de la Maison des Astronomes, Marseille, France

Michèle Lamont, Harvard University
“Boundaries, recognition, social resilience, and other keys to successful societies”

“Over the past two decades, a gap has developed in the field of border crossing studies between scholars studying the building of walls and those caring about bonding and bridging, the division of labor sometimes reflecting disciplinary boundaries, with sociologists and anthropologists and social theorists enthused by “transnational practices” and legal scholars, political scientists and political philosophers worried about securitization and control before and at the border. There are signs that scholars interested in border control policies and those interested in flows across borders could not durably ignore one another. In France, there has been some recent work by anthropologists interested in borders and mobility (eg the French National Funding Agency Frontières project). In the US, after ignoring or deprecating policies, there has been an evolution and more emphasis has been put on the implementation of policies and local policy practices that affect migrants’ experience, strategies or quality of life (eg Light 2006).

It is time to study exactly how bordering, rebordering, bridging and bonding interact. What are the national and local policies that affect migrant practices? How have border control policies affected migrants’ social strategies, economic achievements and cultural practices? How do non-state actors and organizations assist migrants in bridging the ‘here’ and ‘there’ despite new forms of border enforcement?  How do efforts of internal rebordering and differentiation between members ‘of’ and persons ‘in’ the polity affect post-migration experiences and the emergence of bonding in the long term? How do the changing strategies of sending states vis-à-vis emigrants and the governments of their host countries influence the dynamics of bridging and bonding?  How do these effects vary depending on the life cycle of the individual and the family, the type of legal status and the forms of ethnicization and racialization migrants endure?

Answering these questions is challenging from a theoretical, analytical and methodological perspective.

Theoretically, a fruitful dialogue could emerge between scholars interested in cultural and social boundaries, those working on legal/state borders and their legitimacy, and those concerned by “transnational citizenship” (Bauböck 1994).

Analytically, we need to identify policies that may affect migrant flows in the home and destination countries and the type of life experiences affected by policy or legal frameworks. This should allow us to devise an analytical framework to understand the variety of policy/practices matrices and the factors that explain variation. In this way, we could empirically study whether and under which circumstances migrants take into account, ignore or circumvent policies.

Research design will also be a challenge. One needs to take into account the interaction of different levels of analysis. Individual decisions to migrate are often helped by meso-level organizations and infrastructures and take place within regional migration systems, yet they also depend partly on macro trends, and the structure of the “globalized” economy cannot be ignored. Once arrived, migrants’ experience may vary from one city or state to another depending on the enforcement of national or federal policies. Data collection is also an issue.  Large-scale surveys are typically produced within national boundaries and issued by national public authorities. This “methodological nationalism” is compounded by the relative lack of data in countries of emigration. While qualitative studies do not face this problem, they face others such as sample selection of interviewed migrants, and access to informants involved in intergovernmental negotiations.

This one day conference will bring together scholars from different disciplines that study border crossings and bridgings to discuss these theoretical, analytical and empirical challenges and open new research agendas.”

For further details, see the original post.

Religious Literacy Project

“Thanks to a generous donation from Bruce McEver (MTS ’11), Harvard Divinity School announces a new initiative, the Religious Literacy Project (RLP), which will enable HDS to continue our nearly four decades of leadership in religious studies and education in the Unites States.

As a successor to the Program in Religious Studies and Education, the RLP will be a virtual resource and research center housed at the Center for the Study of World Religions. Its primary aim will be to create and maintain scholarly resources in the general study of religion and in specific religious traditions via an open access website designed primarily for public-school teachers and their students.

The initial resources will be created to supplement and enhance commonly used textbooks that introduce religion at the middle and secondary levels in world history and world civilizations courses. Other resources will be developed to supplement and enhance English and world literature courses, highlighting commonly taught texts with significant religious themes or dimensions.

A third set of resources will focus on teaching sacred texts, including, but not limited to, the Bible. A fourth will be case studies of significant historical events involving religious issues, and a fifth will provide resources for educators to understand and teach about contemporary issues related to religion.

In addition to the content resources outlined above, the RLP will also generate and publicize relevant research regarding religion and education, with a special emphasis on the relationship between literacy about religion and civic and moral education in a global world.

The Religious Literacy Project will function in tandem with the Certificate in Religious Studies and Education program that is jointly sponsored by Harvard Divinity School and the Harvard Extension School. This program targets in-service teachers, who can earn the certificate by taking courses through the Extension School that offer them the content and skills required to teach about religion in constitutionally sound and educationally innovative ways in their K-12 classrooms. The certificate is available for distance learners as well as those who reside in the greater Boston area.

Construction of the website will begin immediately and will be launched in a series of stages over the next three years. Beginning in the coming academic year, HDS professor Diane Moore will head this project, in addition to teaching part-time at both HDS and Phillips Academy in Andover, Massachusetts.”

Originally posted by Harvard Divinity School as a press release.

Early leaders in ICC

Retrospective International Journal of Intercultural Relations issue on selected early leaders in intercultural communication scheduled for 2012

At the kind invitation of Dan Landis, Executive Editor of the International Journal of Intercultural Relations, Steve J. Kulich, Executive Director of the Intercultural Institute at the Shanghai International Studies University, and Michael Prosser are serving as the Guest Editors for a special issue in 2012 for IJIR of selected early leaders in the developing field of intercultural communication. While space is limited, and thus we are only selecting 13 early leaders for this special issue, we hope that later it might be possible to select another dozen first and second generation leaders and scholars for a potential second special issue of IJIR, perhaps in 2013.

This issue will contain scholarly articles about the following early leaders and academic scholars in the development of intercultural communication as a field of study. Introduction: Steve J. Kulich
Molefi Kete Asante, author: Reynaldo Anderson
Nobleza Asuncion-Lande (deceased), author: Dorthy Pennington
Fred L. Casmir author: (to be selected)
John C. Condon, author: Richard Harris
Dean Barnlund (deceased), author: Janet Bennett
D. Ray Heisey (deceased), author: Michael H. Prosser
L. Robert Kohls (deceased), author: to be selected
Robert T. Oliver (deceased), author: Robert Shuter
Charles Osgood (deceased) authors Oliver Tzeng and Dan Landis
Paul Pederson, author: Gary Fontaine
Everett Rogers (deceased), author: Arvind Singhal
K.S. Sitaram (deceased), author: Michael H. Prosser
Edward C. Stewart, authors: Jackie Waskilewski, Holly Kawakama, Jun Ohtake

We are searching for a potential scholarly author (s) who knows well the leadership and academic contributions of Fred L. Casmir and L. Robert Kohls. to the field of intercultural communication. Please contact me, Michael Prosser (michaelhprosser@yahoo.com). The deadline for submission to me of a 25 page essay, including the latest APA citations and references is September 1, 2011. All proposed articles must meet the rigorous scholarship standards of IJIR.

Journalism fellowship Am U

“The School of Communication at American University has entered a new and exclusive partnership with the The Washington Post for a named Fellowship.  This unique opportunity offers the Fellow full tuition, plus a $30,000 yearly stipend and the chance to work side-by-side with top journalists at The Washington Post, one of the world’s leading news organizations.  This is the only such fellowship with The Washington Post in the Washington, D.C., metropolitan area. Applications will be considered through May 30, 2011, or until the best candidate is selected. Coursework begins August 1, 2011.

This opportunity is only available to those with several years of professional experience and who become enrolled in the SOC weekday graduate journalism program. During the academic year, Washington Post/SOC Fellows will work 15-20 hours a week at The Washington Post while pursuing an advanced degree in an 11-month program. Fellows work full time at the Post over the summer.  Fellows can also take advantage of SOC’s innovative centers for new forms of journalism such as, J-Lab, the Investigative Reporting Workshop, and the Center for Social Media, as well as the university’s deep intellectual and educational resources.

Journalism Division Director Jill Olmsted predicts a highly competitive application process. “This is an outstanding opportunity for a journalist who has a few years of experience and has already shown talent and grit to work for one of the world’s premier news organizations,” said Olmsted. “It would be perfect for someone in an early-career building stage who also wants to earn an advanced degree, perhaps in a specialized area.”

Experience and interest in topic areas such as religion, transportation, education, law enforcement or government is a plus. The Fellow will be a part of the Post‘s local staff of 60 reporters, the region’s dominant news-gathering organization, in print and online. Post reporters cover government, politics, crime, social issues, transportation, development and education; they write feature and trend stories; they investigate major local institutions, and they blog, shoot video, chat online and work intensively with databases.

The Fellowship is limited to U.S. citizens or permanent residents with a minimum of two-to-five years full-time professional journalism experience who hold an undergraduate degree. Applicants may include general assignment reporters, editors, Web producers, and full-time freelancers. It is aimed at outstanding journalists committed to a career in professional journalism.  Applicants must submit an application form, cover letter, resume, references, three work samples and a completed application packet to SOC’s full-time MA program in Journalism and Public Affairs. A GRE waiver may be possible for qualified applicants. “

More information can be found in the original post.

ICD in Fairytales, Drama, Art

Intercultural Dialogue through Fairytales, Drama and Art is a multi-partner project with 35 schools participating from all over Europe.  The participants collaborated in order to become familiar with the different cultures of each partner school’s home country through the use of fairy tales, drama and the arts…Schools involved in this project first created a PowerPoint presentation on their school which was posted on the TwinSpace. They served as a background so that students learned about each other before commencing work on the project itself.  Then, each school had to translate one national fairytale into English and then post this translated work on the TwinSpace for all partner schools to view.

Students from all schools read all of these translated stories in their English classes. Students of each institution then drew illustrations of their chosen national fairy tale in art class. Next, students from each participating school started performing one partners’ fairy tale in English. These performance are being recorded on DVD and sent to all partners to watch in English classes, and photos are being posted on the TwinSpace. Students can then watch each school’s performance recorded on DVD by each partners school.

All fairy tales from all European countries will be published in a book with students illustrations and share between partners and distribute to local community. Teachers and students were also able to communicate and further comment on all aspects of this project via the eTwinning Project Forum and on a Google Group.

For further information, see the etwinning site.