CSU Monterey Bay job ad

ASSISTANT PROFESSOR
COMMUNICATION AND TRANSFORMATIVE CONFLICT RESOLUTION
CSU Monterey Bay

The Division of Humanities and Communication (HCOM) at CSUMB seeks an Assistant Professor in Communication and Transformative Conflict Resolution to begin Fall 2013.  The successful candidate will be prepared to facilitate student abilities to integrate applied philosophy and communication studies in the pursuit of a meaningful and successful life; to develop skills associated with non-violent conflict resolution and community building; and to engage in ethical and effective argumentation, reasoning,  and decision making. Students earn a degree in Human Communication, framed within an interdisciplinary HCOM curriculum of multicultural literature; ethnic studies; history; race, class and gender studies; relational ethics; oral history and new media studies and cross-cultural communication. For more information regarding the Division of Humanities and Communication and the HCOM Major, please visit our website.

Duties will include the following responsibilities:
*  Teach and be prepared to develop innovative lower and upper division courses in communication ethics, dialogue and deliberation, conflict resolution and transformation, democratic participation and related coursework at the upper and lower divisions
*  Teach and be prepared to develop courses in oral and written communication to serve the University’s General Education curriculum
*  Teach Major Proseminar and Senior Capstone
*  Sustain innovative scholarly research, publication and professional services
*  Apply new scholarship and pedagogies to teaching
*  Participate in the shared governance of the Division, College and University
*  Serve on Division, College and University-wide committees
*  Provide support for one or more departmental programs and contribute to reciprocal community partnerships

Minimum Qualifications:  Earned doctorate in Communication Studies, Religious or Spirituality Studies, or allied discipline.  Ability to teach courses in conflict resolution, communication ethics, dialogue and deliberation, and oral and written communication. Ability to teach and mentor students from nontraditional, working class, and diverse ethnic and racial backgrounds.

Desired Qualifications:  Ability to apply new media technologies in teaching; Preparation for interdisciplinary teaching in Peace Studies, Gender Studies and Pre-Law; Knowledge of second language and experience in bilingual/bicultural, multilingual-multicultural contexts; Ability to teach and coordinate Service Learning (SL) Courses;  Skill in cross-cultural, experiential and assets-based pedagogy and teaching; Ability to team-teach and develop cross-disciplinary conversations; Knowledge of outcomes-based or other innovative assessment models; Collaborative curricular decision making and advising of students.

To apply, go to this site. Open until filled. Application Screening Begins: 11/16/2012

Baruch College job ad

Position Announcement: Two Assistant Professors, Department of Communication Studies
Baruch College, City University of New York

The Department of Communication Studies at Baruch College is seeking applicants for two tenure-track Assistant Professor positions in Communication Studies to begin Fall 2013. The successful candidates must have a Ph.D. in communication or a related field, and a demonstrated commitment to excellence in research, teaching, and college service. Candidates should be equipped to teach and advise in existing undergraduate and graduate programs in the department, and have expertise in one or more of the following areas: organizational communication, social media, global or international communication, public relations, or critical/ cultural media studies. Candidates may have expertise in social scientific, critical or rhetorical approaches. Successful candidates also should be equipped to collaborate in the development of a planned new communication studies major.

Baruch College, located in midtown Manhattan, is a senior college of the City University of New York and is recognized as among the most diverse colleges in the nation. The Department of Communication Studies offers a B.A. degree in Business Communication, an M.A. in Corporate Communication, and a minor in Communication Studies; a B.A. in Communication Studies is planned. The Department serves several hundred undergraduate majors and minors, 70 graduate students, and 2000 undergraduate students in the basic course. Subfields represented include argumentation, intercultural communication, interpersonal communication, media studies, organizational communication, and public relations. For more information, please see http://www.baruch.cuny.edu/wsas/academics/communication/index.htm

Applicants should send a CV, three letters of reference, evidence of teaching excellence, and representative publications:
Professor Jana O’Keefe Bazzoni
Chair, Department of Communication Studies
Baruch College
Box B 8-240
1 Bernard Baruch Way
New York, NY 10010

Review of applications will begin on December 1, 2012 and continue until the position is filled.

Baruch College is an AA/EO/IRCA/ADA employer.

CFP Kome

KOME, a new peer-reviewed scholarly journal published by the Hungarian Communication Studies Association is calling for submissions for its forthcoming issue. The journal aims to create a platform for an innovative interdisciplinary discourse in the field of communication and media studies, with a focal point on basic researches.

Since its formation, there has been a wide debate on the (in)famous first axiom of pragmatics which states that ‘one cannot not communicate’. Questions of whether the subsuming of any and all kind of information processing in a category called ‘communication’ results in a viable approach towards actions performed by various entities, or simply suits in the flow of the inflation of concepts so precious concerning human existence and co-existences are rarely answered, if even posed in the field of communication and media studies. Nowadays, applied communication researches seems not to care much about the fact that no researches on communication and media can be carried out without having preconceptions about the nature of the phenomenon constituting its object. Which, considering their disciplinary boundaries, would be perfectly acceptable if not only a marginal fraction of theories, serving as the basis for those researches had linked their assertions on communication to the preconceived notions that determine the demarcation of the domain of communication and media studies through the selection and organization of different perceptions in a given intellectual framework. The unidentified nature of such preconceptions is relevant not exclusively in metatheories but it may also make the adequacy of a given theory questionable in additional researches, which results in a situation where these theories can not provide a general answer to a couple of the most basic questions, namely, ‘what is communication’ ‘what is media’ ‘who is able to communicate’ etc. Therefore KOME welcomes researches and discussions with an eye toward defining and theorizing communication and the media, and invite authors to submit manuscripts exploring basic questions of the field with plausible reasoning, but regardless of the theoretical framework or the chosen methodology.

For submission please send your paper to the Editorial Office:
kome AT komjournal.com

Please visit our website and view the current issue.

DEADLINE: Februry 25, 2013

Marton Demeter & Janos Toth, editors

Who needs Intercultural Dialogues?

On October 27, 2012, I gave a talk entitled “Who needs intercultural dialogues?” as part of the Conferência Ouvindo o Outro: sobre o diálogo entre culturas [Conference on Listening to the Other: About Dialogue between Cultures], held prior to the avant premiere of the play Sots l’Ombra d’un Bell Arbre [Under the Shadow of a Leafy Tree]: The future is unwritten at the Centro Cultural Carregal do Sal, Portugal. This is a reinterpretation of Ramón Llull‘s play from the 13th century, The Book of the Gentile and the Three Wise Men staged by Project Llull.

Project Llull poster

This was a co-production of Teatro de Cerca (Barcelona), Propositário Azul (Lisbon), Companhia Voadora (Santiago de Compostela), and Nicho Associação Cultural (Viseu, Portugal). Helena Tornero is the Spanish playwright who wrote the theatrical adaptation, Graeme Pulleyn is the British director, and Cristóvão Cunha is the Portuguese executive producer and international coordinator who invited me to participate in this wonderful collaboration.

Project Llull conference

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

CFP IJIR

Seeking Submissions to International Journal of Intercultural Relations

The International Journal of Intercultural Relations (IJIR) is an international peer-reviewed journal dedicated to advancing knowledge and understanding of theory, research and practice in the field of intercultural relations. Topics of interest include, but are not limited to: intergroup perceptions, contact, and interactions; multiculturalism; acculturation; intercultural communication; intercultural training; and cultural diversity in education, organizations and society. The journal is indexed multiple data bases, including SSCI, PsycINFO, Current Contents/Social and Behavioral Sciences, Research Alert ASSIA, and SCOPUS.

After 35 years under the direction of the founding editor, Dan Landis, the journal’s editorship passed to Colleen Ward earlier this year. IJIR now has two Associate Editors: Hee Sun Park and Gabriel Horenczyk and a number of new additions to the editorial board.

We are currently seeking new, innovative, high quality manuscripts- both empirical and review articles- for submission. The current publication lag is short, and we invite contributions that will sustain and enhance the journal’s profile.

Best Practices in Higher Education

On October 25, 2012, I presented a talk entitled “Best practices: How the Scholarship of Teaching and Learning solves the problems offered by today’s students” as part of Colloque “Le métier d’enseignant aujourd’hui et demain” [Colloquium on the Teaching Profession Today and Tomorrow]. The Colloquium was organized by the Institut Français de l’Éducation, part of the Ecole Normale Supérieure de Lyon, France, in collaboration with CDIUFM.

This was a summary of some of the content in my book that had been published a few days before, Learning Matters: The Transformation of US Higher Education, co-authored with Peter Hoff. The goal was to present information about what the US does so that French teachers might consider doing some of the same things with their own students.

My thanks to Luc Trouche, Sophie Fermigier, and Anne-Claire Husser, for inviting me to to participate in the colloquium for facilitating my talk. This was my third and last talk in France while in residence at the ENS de Lyon this fall. My other activities are summarized here.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

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UNorth Carolina post doc

Postdoctoral Program for Faculty Diversity
UNC-Chapel Hill

The University of North Carolina at Chapel Hill Carolina Postdoctoral Program for Faculty Diversity is pleased to announce the availability of 2013 postdoctoral trainee appointments for a period of two years, starting July 1, 2013. The application process is expected to open on November 15, 2012.

Eligibility:
Applicants who will have completed their doctoral degree no later than July 1, 2013 and no earlier than July 1, 2009 are eligible to apply.
The primary criterion for selection is evidence of scholarship potentially competitive for tenure track appointments at the University of North Carolina and other research universities. AN IMPORTANT SECONDARY CRITERION IS THE SUPPORT OF PROSPECTIVE DEPARTMENTS. Preference will be given to U.S. citizens and permanent residents. The University of North Carolina at Chapel Hill strongly encourages applications from African American, Native American and Hispanic scholars.
Interested applicants should apply online.
Directions for the electronic submission are provided at the website. Any questions may be directed to the Office of Postdoctoral Affairs, opa AT unc.edu. The application deadline is Thursday, January 3, 2013 at 11:59 EST.

Arizona State U job ad

ARIZONA STATE UNIVERSITY
Hugh Downs School of Human Communication

The Hugh Downs School of Human Communication, within the College of Liberal Arts and Sciences on the Tempe Campus of Arizona State University, invites applications for a tenure-track position as an Assistant Professor of Intercultural Communication to begin in August 2013.

Required Qualifications:
1)  PhD (or foreign educational equivalent) in Communication or related field.  Must have PhD in hand by August 1, 2013.
2)  Record of research in intercultural/international communication as demonstrated by publications or works in progress, with a continuing program of scholarly activity publishable in established international refereed journals.

Desired Qualifications:
1)  Demonstrated excellence in scholarship confronting significant global and domestic issues in the ways culture plays a role in relationships between individuals, groups, and societies, scholarship that explicitly contributes to Hugh Downs School of Human Communication Strategic Initiatives (Conflict Transformation Project, Innovative Inquiry, Project for Wellness and Work-Life (see details ) and scholarship that is supportive of ASU’s campus-wide research initiatives: (1) Building strong, vibrant communities, (2) Defending and extending human rights, (3) Understanding the past and present for the sake of our future, and (4) Creating a sustainable way of life) (see details).
2)  Demonstrated potential for obtaining external funding for research projects.
3)  Demonstrated teaching effectiveness, demonstrated ability to teach courses in the existing undergraduate and graduate curriculum of the HDSHC, with potential to develop new courses in relevant areas of scholarship.
4)  Demonstrated ability to engage in service to the university, academic profession, and public/community that supports ethical/professional behavior as defined in Board of Regents, university, or academic unit policy.

The application deadline is Monday, November 26, 2012; if the position is not filled, then applications will be accepted every subsequent Monday until the search is closed.

Applicants must submit a cover letter specifying interest in the position and how their qualifications match the required and desired qualifications, curriculum vitae, evidence of effectiveness in teaching (e.g., syllabi, teaching evaluations), evidence of excellence in scholarship (e.g. reprints of published articles), and three letters of references.  Letters of reference must be emailed directly by referees to HDSHCrecruitment AT asu.edu, with the job order #10246 written in the SUBJECT area of the email.

Application materials should be submitted as a single PDF document via email only to HDSHCrecruitment AT asu.edu. Please write the job order #10246 in the SUBJECT area of the email.
Arizona State University is an equal opportunity/affirmative action employer committed to excellence through diversity. Women and minorities are encouraged to apply. See ASU’s complete non-discrimination statement. In line with the Arizona Board of Regents’ policy, a background check is required for employment.

U Colorado Denver job ad

Assistant Professor of Communication and New Media

The Department of Communication at the University of Colorado Denver (UCD) invites applications for a full-time, tenure-track position in Communication and New Media, at the assistant professor level, beginning in August, 2013.

UCD is an urban campus that serves a diverse student body, values community engagement, and seeks top-notch scholars and world-class teachers. The Department of Communication offers B.A. and M.A. degrees and serves 450majors; professors teach on a 2/2 load and perform research and service consistent with peer urban research universities. The successful candidate will teach courses that fall within the Department’s “Media Studies” pathway, which includes such classes as Introduction to Media Studies, Media and Society, and New Media.

Because the Department participates in a joint venture with the International College Beijing, the Department is especially interested in those candidates whose research touches upon issues of globalization and/or international studies. Because the Department is committed to promoting social justice through community engagement and service-learning, the successful candidate will demonstrate excellence in implementing the study and practice of New Media in the interests of under-resourced communities.

While social scientists and humanists are both encouraged to apply, the successful candidate will need to work effectively in a Department staffed with colleagues whose work falls largely in the rhetorical and cultural traditions.

The Department strongly prefers candidates with a Ph.D. in communication (or a related discipline); however, candidates who are ABD with significant progress on the dissertation will also be considered. Additional preferred qualities include evidence of superior teaching at the undergraduate and graduate level; a track record of leadership in departmental, campus, and disciplinary service capacities; and a proven history of producing significant scholarship.

Applicants should submit a letter of application, vita, three letters of recommendation,two samples of scholarly activity, and evidence of teaching excellence to Dr. Brian L. Ott, Search Committee Chair, Department of Communication, University of Colorado Denver, P.O. Box 173364, CB 176, Denver, CO 80217-3364. In addition to sending hard copies of the materials listed above, applicants must also submit these materials (but not their letters of recommendation) electronically by following the directions. The Assistant Professor position number is 819516 for Department 30095 (Communication).

Candidates with questions about this job description are invited to contact Dr. Ott at brian.ott AT ucdenver.edu or at 303-556-6719.

Review of applications will commence immediately and will continue until the position is filled; preliminary interviews will be conducted at the NCA convention.

UCD is committed to diversity and equality in education and employment. In fact, because the downtown campus is located in the heart of the city’s commercial, cultural, and recreational district, it attracts a diverse population consisting primarily of commuters, many of whom are non-traditional students. This diversity is enriched by UCD’s commitment to a philosophy of inclusion, which is embedded in all aspects of campus life.

Learning Matters

A book that I was writing while at the Institute Français de l’Education in Lyon last fall has just been published by Editions des Archives Contemporaines, based in Paris. The title is Learning Matters: The Transformation of US Higher Education. It’s co-authored with a former University of Wisconsin-Parkside colleague, Peter Hoff, who went on to become President of the University of Maine. My thanks to Yves Winkin for asking the questions about higher education in the US that led to the writing of this book.

Here is a summary of the book’s content:

Higher education in the United States of America, considered by many to set a worldwide standard for broad access and high levels of excellence, has for many decades seen massive changes in its approaches to teaching and learning. Redesigning and transforming the way colleges and universities teach their students has been likened to reconstructing an airplane while it remains aloft. More than 4,000 US colleges and universities have met the challenge by analyzing major changes in student populations and introducing new instructional techniques that recognize the primacy of learning over teaching. This seemingly innocent but powerful transformation, acknowledging that teaching only matters as a means to the real end – learning – is powering a pedagogical revolution. The Learning Revolution in US higher education began when World War II veterans flooded university classrooms, soon to be followed by their children, the American “Baby Boom.” Overwhelming numbers of new students from new kinds of backgrounds flooded colleges and universities, forcing professors to rethink how they went about teaching these new generations. To handle the numbers, many new universities were created, and many established centers for teaching excellence to help professors adapt to new populations with new techniques. In the 1990s, higher education further professionalized the teaching craft via the Scholarship of Teaching and Learning. Research into how students learn and how to help them learn took its place alongside traditional academic research. Aided by a wave of new technologies, teaching centers and the scholarship of teaching and learning are transforming the university classroom as well as many new venues outside the classroom where learning now takes place. The resulting new pedagogical architecture now embraces every dimension of US higher education.

Copies of the book are available directly from the publisher: Editions des Archives Contemporaines or, for those based outside of France, from Amazon in the US. (For those outside those two countries, the book is also available from Amazon in Germany, Spain, and the UK.)

The section of the book most directly linked to my work with the Center for Intercultural Dialogue concerns internationalization as an issue for US higher education. Here are a few relevant quotes:

  • “the rest of the world increasingly speaks English, but few Americans actively travel in international circles, so globalization may become oddly limited to the English language, passing over many native speakers” (p. 92)
  • “It would be difficult to argue that U.S. universities have been doing an adequate job of preparing students to live and work in the global village. Historically, what little was done has been deemed adequate, so few people see a need for substantial change” (pp. 97-98)
  • “The world has become smaller, and so students need to understand more of what occurs in other countries than their own. At the lowest level of application, this implies integrating international examples; at the highest level, new technologies permit international collaborative research projects.” (p. 218)

For those interested in discussing issues related to teaching and learning, and expanding on what we included in the book, my co-author, Peter Hoff, created a Facebook page: https://www.facebook.com/CollegeLearningMatters

If you read Portuguese instead of English, a monograph version, Arquitectura pedagógica para a mudança no ensino superior [Pedagogical architecture changes for higher education], prepared when I was a Fulbright Senior Specialist at the Instituto Politécnico de Coimbra during the spring, is also now published.