RTI International
Senior Research Education Analyst
RTI International's Education Studies Division (ESD) has an opening for a Senior Research Education Analyst in the area of Education Evaluation and Policy Analysis. The successful applicant will join other ESD research staff in developing a Program focusing on evaluation studies and substantive, policy-oriented educational research addressing problems currently facing students and their families, teachers, and schools. The Senior Research Education Analyst will report to ESD’s Vice President.
Responsibilities
• Business planning and development
• Management and quality assurance of research activities
• Marketing RTI capabilities to new clients
• Developing proposals for large analysis and evaluation projects
• Directing analysis and evaluation contracts
• Conducting and directing analytic work
• Disseminating results through presentation and publication
• Preparing reports and papers for peer-reviewed publications
• Performing related business development tasks
Qualifications
• Doctoral degree in social science area with an emphasis in education policy and research
• Ten or more years’ experience directing policy studies funded by the U. S. Department of Education or other federal agencies, and state or private funding sources, and a successful record of obtaining competitive funding
• Strong analysis and writing skills
• Conference presentations and publications in peer reviewed journals
• Experience writing proposals and developing business opportunities in education.
• Successful project management experience, including budgeting, scheduling, staff supervision, and client interaction.
About RTI
RTI is an independent organization dedicated to conducting innovative, multidisciplinary research that improves the human condition. With a worldwide staff of more than 4,000 people, RTI offers innovative research and development and a full spectrum of multidisciplinary services. Universities in North Carolina founded RTI in 1958 as the first scientific organization in and centerpiece of the Research Triangle Park.
***For more information and to apply, please visit www.rti.org/job12436
We are proud to be an EEO/AA employer M/F/D/V.
BUCKNELL UNIVERSITY
ASSITANT PROFESSOR OF EDUCATION: SOCIAL FOUNDATIONS OF EDUCATION, TENURE TRACK
The Bucknell University Department of Education seeks applications for an entry-level tenure-track position in foundations of education, with appointment at the assistant professor level, effective August 2010.
Primary teaching responsibilities will include social foundations, and may include courses in ethics, multiculturalism, qualitative methods, and others associated with an expanding B.A. in Education program. Preference will be given to candidates who are strong teachers and promising scholars with an interest in collaborative scholarship with undergraduate students.
Qualified applicants will have no more than four years of full-time postdoctoral teaching experience at the time of appointment. A doctorate in education and evidence of a promising line of research are required. Evidence of quality in scholarship, including, but not limited to published peer-reviewed scholarship, will be required for retention, tenure and promotion.
Bucknell University is located in Lewisburg, Pennsylvania and is a highly-selective liberal arts university with a College of Arts and Sciences as well as a College of Engineering. Bucknell University values a diverse college community and is committed to excellence through diversity in its faculty, staff and students. The institution is currently host to four D.C. Posse Program groups and three from Boston. Next year we will add another group from D.C., another from Boston, and the first from Los Angeles. The University also participates in the Jack Kent Cooke Program aimed at identifying high-achieving community college scholars and offering them admission and financial support to attend the University. Learn more about Bucknell at www.bucknell.edu.
Applications should include a letter of application, current vita, a short statement of teaching and research interests and the names and e-mail addresses of three references. Apply online at www.bucknell.edu/jobs.
Please direct any questions to Dr. Sue Ellen Henry, Search Committee Chair, Department of Education, Bucknell University, Lewisburg, PA 17837. Review of applications will begin immediately and continue until the position is filled.
RUTGERS UNIVERSITY GRADUATE SCHOOL OF EDUCATION
Two Endowed Chair Positions
Samuel DeWitt Proctor Chair in Education (continuation)
Rose and Nicholas DeMarzo Chair
The Rutgers University Graduate School of Education located in New Brunswick, NJ has an extraordinary opportunity to have two scholarly leaders join our faculty as of September 1, 2010. Each position requires an earned doctorate and a body of work that merits appointment to a senior faculty position with tenure. Preference will be given to applicants with a distinguished record of teaching and research including an established record of external funding. We seek colleagues who can work with other faculty members to help our School and University advance ongoing efforts to improve the educational experiences and academic achievements of PK-16 students, especially those students who continue to be underserved in America’s classrooms.
The specific tenure home for each position will be determined based on the expertise of the candidate. Responsibilities for each position include: teaching and academic advising of undergraduate and graduate students, an active program of research including efforts to attract external funding, and contributing to the effective operation of the profession, the School, and the University.
Applications will be accepted until each position is filled. Decisions about on-campus interviews are expected to be made after December 18, 2009.
The Samuel DeWitt Proctor Chair in Education was established to honor the late Dr. Samuel DeWitt Proctor, who served as a member of the Rutgers University faculty for 15 years, including appointments on the faculty of the Graduate School of Education, as the first incumbent of the Martin Luther King Jr. Chair, and as a visiting Professor in the Department of Africana Studies.
Dr. Proctor was the first African-American faculty member at both the school and the university to have an endowed professorship named for him. Dr. Proctor served as President of Virginia Union and North Carolina A&T Universities, Pastor of the Abyssinian Baptist Church of New York, on the governing boards of the United Negro College Fund, National Urban League, Harvard Divinity School and in the Peace Corps before coming to Rutgers. Dr. Proctor’s career at Rutgers was marked by excellence and leadership in teaching, scholarship, and service.
At the Graduate School of Education, he enriched the curriculum with courses in African-American Studies in education and ethics. He also recruited generations of students to the university for graduate studies, which were followed by careers as educational scholars and leaders. Dr. Proctor also served as Chair of the Rutgers Campaign for Community, Diversity, and Educational Excellence. This campaign raised funds to recruit outstanding students to prepare for careers as educational leaders via scholarships, and to develop pre-college programs that assist all students -- regardless of their backgrounds -- to prepare themselves for entry to the university. Professor Proctor held more than 50 honorary degrees, including one from Rutgers, which also awarded him the Rutgers medal for distinguished service. The Samuel DeWitt Proctor Chair honors his legacy and manifests the continuing commitment of the Graduate School of Education and University to his lifetime of work on issues of education and equity.
The search for the second Proctor Chair incumbent is reopened from 2008-09. The faculty member appointed to the tenured position is intended to hold the Chair for a period of five years (renewable) but serves at the pleasure of the Dean and/or the Executive Vice President for Academic Affairs. The new incumbent will have the opportunity and resources to work with the Dean to develop an original vision of the Proctor legacy and new initiatives to realize the core mission of advancing civic leadership and educational excellence. An annual report of activities and accomplishments supported by the Chair funds is required.
Applications should be submitted electronically to proctor_chair_search@gse.rutgers.edu. Applications should include: 1) a cover letter of introduction including names and contact information for references; references will be contacted only after initial screening and with the permission of the applicant; 2) a CV or resume; 3) a statement of research program or plan; 4) a sample of scholarly writing; and 5) a statement articulating a vision for continuing the mission of the Proctor Chair at Rutgers University.
The Rose and Nicholas DeMarzo Chair was established in April 2009 by a bequest gift from the estate of Charles A. DeMarzo to honor his parents, Rose and Nicholas. The DeMarzo Chair is designed to honor, retain, or recruit eminent scholars in the field of teacher education (excluding social studies) for service on the faculty of the GSE. We are looking for scholars whose work makes significant contributions to teacher education theory, practice, or policy.
The establishment of the Rose and Nicholas DeMarzo Chair comes at an historic moment in American education. Researchers, school leaders, and educational policymakers agree that the most important factor in improving student achievement and closing achievement gaps is teacher quality. The Graduate School of Education faculty is dedicated to programs of research and practice focused on addressing the central questions that arise from this core finding. For example:
- What attributes of effective teachers enable them to be successful in working with diverse student populations?
- What are the best ways to measure effective teaching?
- What are the best ways to prepare effective beginning teachers?
- What methods have proven to be successful in supporting and enhancing the professional growth of teachers at various career stages?
The faculty member appointed to the Rose and Nicholas De Marzo Chair will have the opportunity to develop a plan of research, teaching, and professional leadership to address these and related core questions about teacher quality, teacher education, and student achievement in collaboration with current GSE faculty and through the creation of new initiatives designed to position the Rutgers Graduate School of Education as a national leader in teacher education research, practice, and policy.
The faculty member appointed to the tenured position is intended to hold the Chair indefinitely, but serves at the pleasure of the Dean and/or the Executive Vice President for Academic Affairs. The inaugural DeMarzo Chair incumbent will have the opportunity and resources to work with the Dean to develop an original vision and initiatives to realize the core mission of advancing the field of teacher education. An annual report of activities and accomplishments supported by Chair funds is required.
Applications should be submitted electronically to demarzo_chair_search@gse.rutgers.edu. Applications should include: 1) a cover letter of introduction including names and contact information for references; references will be contacted only after initial screening and with the permission of the applicant; 2) a CV or resume; 3) a statement of research program or plan; 4) a sample of scholarly writing; and 5) a statement articulating a vision for the DeMarzo Chair at Rutgers University.
About New Jersey
Rutgers University serves one of the most densely populated, highly educated, rapidly growing, economically dynamic, ethnically diverse, and globally connected states in the United States. More than ten percent of New Jersey’s citizens have postgraduate degrees, and one in three are foreign-born or have a foreign-born parent. As the flagship university of this extraordinary state, Rutgers faces marvelous challenges: how to produce the research essential to future breakthroughs, how to prepare the graduates who will contribute to the state and the world, how to be the new “golden door” for this next generation of Americans, how to capitalize on religious, artistic, linguistic, culinary, and cultural diversity, and how to educate all students in the democratic traditions of this country.
Chartered in 1766, Rutgers, the State University of New Jersey, is the eighth-oldest institution of higher learning in the United States. It has a unique history: from its inception as a colonial liberal arts college, Rutgers grew to become the land-grant college of New Jersey in 1864, and to assume full university status in 1924. Legislative acts of 1945 and 1956 designated it the State University of New Jersey.
Today, Rutgers is one of the leading public research universities in the nation. With nearly 50,000 students and over 9,000 faculty and staff on its three campuses in Camden, Newark, and New Brunswick, Rutgers is a vibrant academic community committed to the highest standards of teaching, research, and service.
A 2007 major reorganization of undergraduate education in New Brunswick reinvigorated the undergraduate experience for both students and faculty by combining the traditions and strengths of four undergraduate liberal arts colleges—Douglass, Livingston, Rutgers, and University—into a single School of Arts and Sciences.
With 27 schools and colleges, Rutgers offers over 100 undergraduate majors and more than 100 graduate and professional degree programs. The university graduates more than 10,000 students each year, and has more than 350,000 living alumni residing in all 50 states and on six continents. Rutgers also sponsors community initiatives in all 21 New Jersey counties. University wide, new degree programs, research endeavors, and community outreach are in development to meet the demands of the 21st century.
The Graduate School of Education
In 1893-94, the study of Education at Rutgers College was initiated by Eliot R. Payson with a course for graduating Classics students. A professional program in Education was later developed by Alexander Inglis who became Rutgers’ first full-time time Professor of Education in 1912. His successor, Charles H. Elliot, made Education a statewide endeavor by building a large network of extension courses throughout New Jersey.
A Department of Education within Rutgers College was formed in 1917 and a School of Education was formed in 1923, offering bachelor’s degrees in Education. In 1930, master and doctor of education degrees were added to the School of Education. In 1954, responsibility for the preparation of K-12 teachers was shifted out of the School of Education and back to the campus’s various undergraduate liberal arts colleges. In 1960, the Rutgers BOG changed the name of the School to the Graduate School of Education. This renaming recognized the role of the School as a graduate institution in the preparation of educational personnel.
In 1980, during a reorganization and consolidation of the faculty groups in New Brunswick, teacher education and the undergraduate college faculty who were primarily associated with that task were again sent back to the Graduate School of Education which had not prepared teachers for over 25 years. The programs that were in place in the colleges stayed largely intact in the GSE for another 15 years, until 1995. At the time, the GSE faculty shifted teacher preparation to a Five-year program in which New Brunswick undergraduates are admitted in their junior year. Upon completion of the program, students will have earned a bachelor’s degree in a liberal arts area and a master’s degree in education.
The design of this program recognizes the need for prospective teachers to receive a rigorous liberal arts education with training in a discipline as well as in pedagogy. The GSE’s teacher education and educational administration programs have been granted pre-accreditation status by the Teacher Education Accreditation Council (TEAC). In 1998, a Ph.D. in Education program was developed. GSE now offers both Ed.D. and Ph.D. in Education programs. The GSE is a member of the Carnegie Professional Educational Doctoral (CPED) network and is currently revising its doctoral program (Ed.D. and Ph.D.) offerings in light of trends occurring at both the local, national, and international levels.
Please explore our website to learn more about the Graduate School of Education. The website has information about our faculty, students, programs, news, and events. The Faculty/Research tab on our Homepage contains links to our Centers and Institutes including the National Institute of Early Education Research; the Center for Effective School Practices; the Center for Educational Policy Analysis-NJ; the Rutgers Institute for Improving Student Achievement; and the Robert B. Davis Institute for Learning. Rutgers GSE and other partners constitute the Regional Educational Laboratory: Mid-Atlantic sponsored by the US DOE’s Institute for Education Sciences. Finally, visit www.gse.rutgers.edu/southafrica to learn about GSE’s South Africa Initiative.
The Rutgers GSE has been consistently ranked as one of “America’s Best” graduate schools of education in the annual US News & World Report survey. At present the School is ranked #38 in the US News & World Report survey.
Rutgers University is an Affirmative Action/Equal Opportunity Employer and a NSF ADVANCE Institution.
Clinical Assistant/Associate Professor in Social Foundations (Non-Tenure Track)
The Department of Educational Policy Studies is seeking to fill a full-time, non-tenure track clinical assistant/associate professor position in Social Foundations. The department offers graduate degrees in three program areas: Educational Leadership, Educational Research, and Social Foundations in Education.
The Social Foundations program currently offers the Ph.D. and M.S. degrees. Issues of diversity and social justice are key research foci of program faculty. Duties of this clinical position include teaching graduate-level courses in face to face and online formats, master’s program coordination, student recruitment and advisement, pursuit of collaborative research and scholarship, supervision of master’s student projects, service on master’s student thesis committees, and service to the department, college, and university.
Required Qualifications: An earned doctorate in one of the social sciences or humanities or in a Social Foundations program; teaching experience in Social Foundations, with extensive experience developing and implementing online courses, experience working with Social Foundations faculty members; and a commitment to research and scholarship.
Desired Qualifications: The applicant should have experience in program coordination at the university level including departmental scheduling, unit coordination, and student advisement as well as experience recruiting potential students into graduate programs and supporting students throughout their programs.
Applicants should send a letter of application, curriculum vitae, official transcript of highest degree earned and three letters of recommendation to: Clinical Assistant Professor – Social Foundations Search Committee (Log # 11-023), c/o Sherry Kirby, Department of Educational Policy Studies, College of Education, Georgia State University, P. O. Box 3977, Atlanta, GA 30302-3977. Inquiries should be addressed to Sherry Kirby at mkirby@gsu.edu
Please be advised that if recommended for a position, University System of Georgia Board of Regents policy requires the completion of a criminal background check as a prior condition of employment.
Georgia State University is an equal opportunity educational institution and an equal opportunity affirmative action employer.
Illinois Wesleyan University
Chair, Educational Studies Department
and Director of Teacher Education
The Illinois Wesleyan University Department of Educational Studies invites applications for a tenure line appointment as Chair of the Educational Studies Department and Director of Teacher Education, beginning August 1, 2010.
At Illinois Wesleyan University, professional teacher education is grounded in the liberal arts and social justice mission of the University. In particular, our mission is to educate teacher-scholars who are committed to social justice in their classrooms, schools, and communities. Interested applicants may learn more about the program and the university at http://www.iwu.edu/edstudies/index.shtml.
Primary responsibilities: The Chair/Director provides leadership with respect to the mission of the teacher education program and is responsible for program assessment, state accreditation, and representing the department to varied campus and public constituencies. The position requires teaching three courses per year, including courses in university-wide general education and interdisciplinary programs on the basis of interest, need, and expertise. Student advising, engagement in scholarly research, and service to the university is expected. Salary is commensurate with qualifications and experience.
Qualifications:
- Doctorate in field of Educational Studies or relevant discipline.
- Strong commitment to teacher education grounded in the liberal arts.
- Record of successful professional experience in K-12 public schools, ideally including experience working with developmentally and culturally diverse populations.
- Demonstrated abilities and/or strong interest in building cooperative relationships with public schools.
- A record of successful experience teaching at the collegiate level, scholarship, and university service that merit appointment at Associate or full Professor rank.
- Successful experience as a collaborative leader; strong written, oral, and interpersonal communication skills.
- A thorough understanding of the research and policy arena related to the education and licensure of teachers.
- Ability to teach a senior seminar in educational research.
- Expertise in areas relevant to our social justice mission.
Application Information
1. Complete form: http://www.iwu.edu/edstudies/searchform.shtml
2. Emailedchair@iwu.eduthe supporting information listed below as WORD or pdf attachments and labeled as indicated:
- Letter of Application: LA_lastname, firstname
- Curriculum Vitae: CV_lastname, firstname
- Graduate Transcript: GT_lastname, firstname
- Scholarly Writing sample: SWS_lastname, firstname
- Statement on Leadership Philosophy: LP_lastname, firstname
- Statement of Teaching Philosophy: TP_lastname, firstname
- Sample course syllabus: SCS_lastname, firstname
- Three letters of reference addressing teaching, scholarship, leadership, and service should be emailed separately by the writers: LR_lastname, firstname_referencelastname
Review of completed applications will begin 1 November 2009, and continue until the position is filled.
Contact Information:
Pat Wilson, Acting Chair,
Department of Educational Studies
Illinois Wesleyan University
P.O. Box 2900
Bloomington, IL 61702-2900
309-556-3027
edchair@iwu.edu
The University has adopted a strategic plan that outlines a goal to create a welcoming, inclusive, multicultural campus where all community members appreciate and respect the diversity of the nation and the world. Therefore, the University welcomes individuals from diverse backgrounds who are committed to an inclusive environment.
Illinois Wesleyan is an equal opportunity employer committed to a diverse work force.
CULTURAL STUDIES IN EDUCATION PROGRAM
The Cultural Studies in Education program at Ohio University seeks applications for the position of Visiting Assistant Professor (non-tenure track). This position carries a teaching load of 2-3 undergraduate pre-service teacher education classes per quarter focusing on Diversity Education and/or School & Society issues. Opportunities to teach graduate level classes may be available. Additionally there may be responsibilities for advising graduate students within the Cultural Studies in Education program, as well as for program development as it relates to continuing evaluation and development of a high quality diversity education program that serves the Teacher Education program and the diversity and social justice goals of our program and the College of Education.
This is a nine-month non-tenure track position with potential for summer teaching. The position may be renewed annually for up to three years, depending upon funding and need.
INTERESTED APPLICANTS MUST COMPLETE THE ONLINE QUICK APPLICATION AT THE OHIO UNIVERSITY HUMAN RESOURCES JOB SITE (see www.ohiouniversityjobs.com).
Required qualifications include:
- An earned doctorate by time of appointment in the field of Social Foundations, Cultural Studies in Education or Multicultural Education or related field
- Evidence of successful teaching at the college level, especially focusing on undergraduate teacher education in the areas of diversity and/or social foundations
- Excellent communication, collegial and interpersonal skills
- Experience working with diverse populations
- Experience with U.S. K-12 schools or related educational programs
Preferred Qualifications include:
- Experience in university-school collaborations/partnerships
- Teaching and scholarship expertise related to anti-bias education, diversity, and social justice education
- Evidence of scholarship via published articles, book chapters, books, as well as documented professional conference presentations
- Experience in teaching and advising graduate students
ON-LINE APPLICATION PROCESS:
The application should include:
- A cover letter that addresses the position qualifications noted above
- Curriculum vitae
- Statement of educational & teaching philosophy
- A list of three references with the name, address and current contact information and/or three letters of recommendation (hard copy) sent directly to the address below.
Optional:
- A scholarly paper related to this field (published or unpublished)
- A syllabus representing a class focused on diversity education, or a social foundations course for educators, such as “School & Society”
If submitting letters of reference, send hard copies directly to:
Dr. Jaylynne Hutchinson, Search Committee Chair
Department of Educational Studies
McCracken Hall 305
Ohio University
Athens, OH 45701-2979
Review of applications will begin on March 1, 2009 and will continue until the position is filled.
All positions are contingent upon funding. Salaries are competitive and commensurate with qualifications and experience Ohio University is an Affirmative Action, Equal Opportunity Employer. The College works to increase its diversity and encourages applications from persons from underrepresented and traditionally dominated cultures, women, and persons with disabilities.
Peabody College of Education and Human Development
The Department of Teaching and Learning of Peabody College at Vanderbilt University invites applications for a faculty position at the level of assistant or associate professor in diversity and urban studies, beginning fall 2009.
The Department seeks individuals with a strong research program that focuses on the teaching and learning of children from racially, linguistically and culturally diverse backgrounds in the context of urban education. Candidates at the Associate level must have a record of funded research and those at the assistant level must demonstrate evidence of potential for attracting funding. The candidate will be expected to contribute to a program in Diversity and Urban Education in the United States and to other graduate training efforts, with qualitative research methods being one area of special interest. We seek candidates with interest in schools, student learning, and ways to provide more equitable and effective instruction to students from non-dominant groups. Candidates whose research relates out-of-school learning environments and experiences to students’ in-school experiences and learning will also be considered.
The Peabody environment is one in which collaboration is highly valued and in which there are many opportunities to work with faculty with interests in other program areas. The successful applicant will contribute to the development of a new Learning, Diversity, and Urban Studies Program, teach undergraduate and graduate courses, and advise students. Applicants should have an earned doctorate in a related field, such as Urban Education, Multicultural Education, Bilingual Education, Cultural Studies, Qualitative Research Methodology, or one of the subject matter areas represented within our department with a strong emphasis on diversity and urban education. Ideally applicants also will have engaged in field-based research or have classroom teaching or other instructional experiences in community-based organizations or learning communities.
The search committee will begin reviewing applications on December 1, 2008, and continue until the position is filled. Applicants should send an electronic copy of a letter of interest, curriculum vitae, and the names and contact information of three people who can provide references to Sandra L. Uti [sandra.uti@Vanderbilt.Edu]. In addition, applicants should mail a sample of two-to-three publications (or manuscripts in progress) to Sandra L. Uti, Department of Teaching and Learning, Vanderbilt University, Peabody College Box 230, Nashville, TN 37203. Inquiries should be directed to Professor Robert Jimenez at robert.jimenez@vanderbilt.edu.
Prospective applicants are encouraged to visit the Peabody College of Vanderbilt University website at http://www.peabody.vanderbilt.edu/peabody/
Vanderbilt University is an equal opportunity, affirmative action institution committed to cultural diversity and compliance with the Americans with Disabilities Act.
Albion College
The Department of Education at Albion College invites applications for a
tenure-track position at the Assistant or Associate Professor rank, in the
area of K-12 Social Studies, beginning August 2009. The department*s
mission is to integrate the strengths of the liberal arts with the
pedagogy teachers need for working with children in diverse K-12
classrooms. The ideal candidate will be able to provide guidance and
leadership for the development of elementary and secondary social studies
certification programs. The candidate will be committed to helping the
College continue implementing an innovative teacher certification program
built upon developing the potential of undergraduate students to become
ethically grounded, practitioner-scholars, capable of incorporating
multiple perspectives and truly advocating for youth. Supported by its
recently endowed Fritz Shurmur Education Institute, the Teacher Education
Program has been able to develop a reciprocal and sustainable
collaboration with local public schools.
To achieve its mission, the College is looking for a highly creative
teacher educator who has an understanding of the liberal arts tradition
and the place of professional education courses in a liberal arts
curriculum; who embraces diversity and equity issues in education; who is
able to collaborate in teaching with colleagues inside and outside the
department; and who has an approach and philosophy to teaching and
learning that is constructivist and centered on the development of
learning communities.
The Education Department has a strong partnership with the local school
system and the campus is within walking distance of the schools.
Department members are encouraged to develop teaching and research
connections with the schools and other community organizations such as the
local children*s museum; the public library, the local nature center, as
well as other public sites of education. Albion is a unique place to be a
teacher educator because it retains the atmosphere of a small town while
providing opportunity to work with very diverse learners. It is an ideal
environment in which to learn how to be a 21st century teacher.
Candidates need to be grounded in public school practice and research, and
have a sound knowledge of social issues in education. Qualifications
include an earned doctorate in education (will consider strong ABD
candidates), teaching experience in higher education and K-12 schools with
diverse populations, interest and/or experience in course and program
development, a demonstrated research agenda, and a commitment to
undergraduate teaching and advising. Experience and interest in
educational applications of technology, program assessment, and
accreditation are assets to the position, but not required. The department
is committed to creating an environment supportive of faculty
and students of color.
Interested candidates should send a letter of application, vitae, copies
of transcripts, copies of relevant publications, and four confidential
letters of recommendation, one of which should be from astudent, to Dr.
Suellyn Henke, Chair of the Search Committee, Education Department, Albion
College, Albion, MI 49224. We will begin reviewing applications November
3rd and continue on a rolling basis until the position is filled.
Albion College is a private liberal arts college of about 1950 students,
situated in a culturally diverse community, dedicated to the highest
quality in undergraduate education, and committed to diversity as a core
institutional value. The College is an Equal Opportunity Employer and is
especially interested in candidates who will contribute to a campus
climate that supports equality and diversity.
Suellyn Henke, Ph.D.
Chair and Associate Professor of Education
Albion College
611 E. Porter Street
Albion, MI 49224
shenke@albion.edu
517-629-0585
517-629-0151 (Fax)
