IJSLE Special Edition - Call for Papers

[Announcement from IJSLE listserv]

Hello Everyone:

The editors of the International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship (IJSLE) are pleased to announce a Call for Papers for a Special Edition of the Journal entitled: University Engineering Programs That Impact Communities:  Critical Analyses and Reflections Purpose and Scope The editors seek to promote the scholarship of engagement through the special issue.  The goal is to provide readers a 'snapshot' of the structure, practices, and methods employed by the various existing programs around the country, including:       a)   A description of the model employed by each university (curricular and/or extracurricular) b)   Lessons learned:  hurdles, pitfalls c)   Best practices d)   Description of programmatic assessment efforts and the status of such. Assessment data, research findings, critical analyses or reflections on current programs and/or future directions are encouraged as part of papers.  A more detailed list of suggestions for possible manuscript outlines and content can be found by logging on to www.ijsle.org. The target audiences for the issue are faculty, administrators, and others at universities who:  a)   are interested in developing a program in service learning in engineering, learning through service, humanitarian engineering, community-based engineering, tech-based entrepreneurship, etc., or  those that b)   seek to adapt/improve their current model of community engagement in engineering.   Manuscript submittal deadline is September 15th, 2014 - with publication planned for December, 2014.    If you have any questions, please do not hesitate to contact me. Thanks Everyone!

Thomas H. Colledge, PhD, PE

Editor-in-Chief: International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship (IJSLE)

Call for Papers: 9th Annual NW Ecological Community Psychology Conference

[Announcement from SCRA-L]

Hi all,

Please find attached a Call for Papers for the 2014 Annual NW Ecological Community Psychology Conference.

bit.ly/NWECO

This conference is organized annually by graduate students and faculty in the region as a means for sharing research in progress, reflections on community research and action projects, dialogues on contemporary issues in social research, and issues of diversity and social justice. The theme of this 9th Annual Northwest Ecological Community Psychology Conference is Interdisciplinary Dialogues in Community Research and Action, and we encourage presenters to speak to this theme in their presentation proposals. 

The deadline for submissions is August 15, 2014, and the conference will be held on October 17th, 2014, at the Portland State University Native American Student and Community Center in Portland, Oregon.

Proposal submission requirements and conference information can be found on the attached document.

Please forward this Call for Papers to any students, faculty, or community members who may be interested!

Please send any inquiries to NWEconference@gmail.com 

Thank you, and we hope to see you there!

2014 NW Eco-Community Psychology Conference Student & Faculty Organizers

Portland State University

NWEConference@gmail.com

--

Amy Shearer

Doctoral Student

Applied Social and Community Psychology

Portland State University

CALL FOR ABSTRACTS - Concept Mapping at 25: Special Issue of Evaluatrion and Program Planning

[Announcement from SCRA-L]

Call for Abstracts

for a Special Issue of

EVALUATION AND PROGRAM PLANNING

Concept Mapping at 25:

Development, Applications, and Future Directions

Issue Editors:  William Trochim, PhD & Daniel McLinden, EdD

Abstract Submissions Due: June 30, 2014

Call for Abstracts

Twenty five years ago, Jon Morell, the then and still editor of Evaluation and Program Planning devoted a special issue of the journal to a relatively new and novel structured conceptualization methodology known as concept mapping (CM).  William Trochim was the developer of the method in the early 1980s and acted as guest editor for the volume which was published in 1989, (Volume 12, number 1). In many ways this volume can be viewed as the public inauguration of the concept mapping method which had been developed earlier but not previously widely published. Since that volume approximately twenty-five years ago, the methodology of concept mapping has matured and has been applied in a broad array of settings and for a wide range of applications. The purpose of this special 25-year anniversary issue is to revisit this important methodology, consider with the value of hindsight how it began and evolved, examine the varieties of applications that have been accomplished, discuss in detail key methodological and implementation issues, and consider the potential the methodology has moving into the future. This announcement calls for interested authors to submit abstracts of manuscripts that broadly address the methodology of concept mapping in all of its facets. Authors of accepted abstracts will then be invited to prepare full manuscripts for submission in this special issue.

Concept mapping (CM) is a mixed methods participatory approach that involves a number of group processes that are widely familiar – brainstorming, sorting and rating of ideas – and integrates these with a sequence of multivariate statistical analyses (most notably multidimensional scaling and hierarchical cluster analysis) to yield two-dimensional idea and cluster maps and a variety of auxiliary graphical and statistical results. Over the past 25 years CM has been widely applied for a number of different purposes (program and policy planning and evaluation, theory development, measurement and scale development, as a framework for thematic coding of qualitative data, etc.) and in a wide array of fields (health and biomedicine, education, mental health, business, human services, etc.), has been the focus of well over fifty dissertations and theses, and has been the subject of numerous publications.

As a methodology concept mapping is unique.  The method is inclusive, participatory, collaborative, and inductive, moving from detailed idea generation by stakeholders to a higher-level conceptual representation that they jointly interpret and use. The analysis involves sophisticated multivariate analyses but is accessible to stakeholders because the results are visual and intuitive.  The approach is flexible and can be used to conceptualize virtually any topic.  It has been applied in program planning and evaluation, and in a host of other contexts.

 The editors welcome both theoretical and empirically-based papers that focus on: important historical perspectives; unique or important examples of its application; methodological concerns or enhancements; cases where the methodology has been integrated with other approaches; new statistical or software tools; and, considerations of how the method might evolve over the next quarter century and beyond.  This call is deliberately broad in nature. Virtually any paper that addresses some aspect of the concept mapping methodology and its applications would be potentially appropriate. However, all submissions must be able to be linked directly to the concept mapping methodology in some manner. For instance, generation of a large set of statements that address a focus is central to the concept mapping methodology. Usually (but not necessarily) this is accomplished through some form of brainstorming.  A paper proposal that talks about new ways to generate sets of statements (such as by automated content analysis of internet materials) would only be acceptable if it includes a discussion of how such approaches might be integrated into the concept mapping methodology. We are also interested in receiving papers that provide a critique of all or of some aspect of the concept mapping method, or that compare the method to other approaches that set out to accomplish similar tasks. While simple write-ups of current or recent concept mapping projects may be of interest, such proposals will be greatly enhanced if they break new ground by describing novel application contexts, variations in implementation, integration with other methods, and so on.

NOTES FOR INTENDING AUTHORS

To submit an abstract for consideration, please complete the form at http://tinyurl.com/lpxv2cp (you can copy this link and paste it into a browser). The following information will be required your submission:

(1)      A title, author(s), and detailed narrative abstract of 250-500 words

(2)      Contact information for one of the authors who will be the correspondent on behalf of the proposal.

Abstracts must be submitted no later than June 30, 2014.

Authors may submit more than one abstract proposal. If you have any questions about how to submit your abstract or you would like to discuss the feasibility of an idea, please contact either William Trochim (wmt1@cornell.edu) or Daniel McLinden (Daniel.McLinden@cchmc.org) directly.

Important Dates and General Process

For consideration, abstracts must be received by June 30, 2014. Authors will be notified about whether they are invited to submit a complete manuscript no later than September 1, 2014. Completed manuscripts must be submitted no later than December 31, 2014. The special issue is expected to be completed by June 2015 and published some time in 2015 or early 2016. Final paper submissions are expected to be formatted following guidelines of the Publication Manual of the American Psychological Association, 6^th edition and will typically be between 15-25 manuscript pages in length. Specific paper guidelines and final deadlines will be included with notifications of accepted abstracts.

Articles on community-engaged scholarship in inaugural Canadian Food Studies Journal

[Announcement from Comm-engagedscholarship]

Dear Community Engaged Scholarship Colleague,

These 2 articles of interest appear in the inaugural issue of the open-access, peer-reviewed Canadian Food Studies Journal, available at http://canadianfoodstudies.uwaterloo.ca/index.php/cfs/issue/view/5

(1) Building Effective Relationships for Community-Engaged Scholarship in Canadian Food Studies Peter Andrée, Dayna Chapman, Louisa Hawkins, Cathleen Kneen, Wanda Martin, Christina Muehlberger, Connie Nelson, Katherine Pigott, Wajma Qaderi-Attayi, Steffanie Scott, Mirella Stroink

How can community-engaged scholars best undertake grounded, policy-relevant, food systems research and teaching in ways that support the capacity of—and meaningfully build on—the experiences of civil society organizations working on these issues in Canada? This paper analyzes four case studies in the context of a research project that brings together members of the Canadian Association for Food Studies and Food Secure Canada. One case was led by Region of Waterloo Public Health and faculty from the University of Waterloo; a second by the Food Security Research Network at Lakehead University in Thunder Bay and the North Superior Workforce Planning Board; a third by the national student organization Meal Exchange and Ryerson University in Toronto; and a fourth by the BC Food Systems Network. We argue that the answer to the question above lies in establishing respectful relationships and recognizing the different cultures involved, and we offer five methodological insights for building effective relationships in practice. The first is the need to disaggregate the concept of ‘community’ in order to acknowledge the distinct needs and assets of the diverse organizations and populations involved. Our second and third insights are linked: Establish the relationship around a shared vision, and then negotiate mutually-beneficial teaching or research projects. Fourth, practitioners should approach community-campus engagement through the framework of contextual fluidity, which includes seeing the relationships and the vision at the heart of the work, while remaining open to shifts and new opportunities. Finally, adopting community capacity building practices helps practitioners realize their shared vision.

(2) Reflections of a food studies researcher: Connecting the community-university-policy divide...becoming the hyphens!

Lesley Frank

This narrative presents refections on the role of the food studies researcher from the perspective of a new academic with a background in community and policy work. It details a multi-phased, mixed methods case study on the public policy relations of infant food insecurity in Canada and provides a discussion of some unintentional outcomes of doing food studies research. The author suggests that an integrative approach, one where the researcher bridges the micro-effects of public policy with policy making realms, is ideally suited to food studies and food policy analysis. The narrative reveals how a researcher can become the hyphens in the community—university—policy divide through the process of storytelling.

Thanks!

Susan Lee

Program Assistant

Community-Campus Partnerships for Health

Phone: 206-666-3406 | Email: programs@ccph.info

******************************************************************************

Community-Campus Partnerships for Health promotes health equity and social justice through partnerships between communities and academic institutions.

Become a CCPH member and access resources to support genuine community-academic partnerships!

https://ccph.memberclicks.net/join-or-renew

Stay on top of the latest CCPH news through Facebook, LinkedIn & Twitter!

http://www.ccph.info

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Papers due Aug 31 for inaugural issue of Engaged Scholar Journal on "Building Engaged Scholarship in Canada"

[Announcement from Comm-engagedscholarship]

Dear community-engaged scholarship colleagues,

As announced earlier, on this listserv, the University of Saskatchewan has founded the first Canadian peer-reviewed scholarly Journal on community-university engagement and scholarship. The Journal’s Advisory Committee and Editorial Team are announcing the call for papers for the inaugural issue of the Journal on the topic, Building Engaged Scholarship in Canada: http://www.usask.ca/engagedscholar/news/2014/call-for-papers-for-engaged-scholar-journals-inaugural-issue-.php.  (Please note there is also a call for papers for a special issue on the theme Quality of Life: Towards Sustainable Community Futures, also with an Aug 31 deadline: http://www.usask.ca/engagedscholar/news/2014/esj-special-issue-on-quality-of-life-.php)

They invite contributions from community and university based researchers, teachers, and scholars that explore or profile the history, the development and social applications of engaged scholarship in Canada. Engaged scholarship most commonly refers to a range of collaborative research, teaching, and learning initiatives rooted in sustained community-university partnerships and pursued across various disciplines and social and cultural contexts. The inaugural issue aims to profile the best practices of community engagement as pursued by Canadian researchers at home and elsewhere, from historical and disciplinary perspectives. 

Submissions are being sought for various sections of the Journal’s inaugural issue:

—   essays examining the history of the engaged scholarship movement in Canada in general, or in a particular discipline specifically

—   essays exploring the meaning and process, theory and practice of engagement in a given discipline or across disciplines

—   essays focusing in depth on the collaborative nature of specific partnerships and projects

—   reports from the field on ongoing initiatives

—   book reviews

—   conference reports

—   other submissions, also in various media (audio, text, visual)

The topics will include:

—   the history of scholarly engagement in Canada

—   the philosophical and cultural foundations of engaged scholarship in the Canadian context

—   the joys and challenges of collaborative participatory work

—   engaged scholarship, public health, and the co-production of knowledge

—   engaging cross-culturally and what it means

—   community service learning and scholarship of engagement

—   teaching and engagement, shared paths and intersections

—   researching in partnership: the benefits of collaboration

Deadline for proposals: August 31, 2014

For further details, format of the journal, submissions guidelines, please visit http://www.usask.ca/engagedscholar/

Engaged Scholar Journal

University of Saskatchewan

Room 313 Thorvaldson Building

110 Science Place

Saskatoon, SK S7N 5C9 CANADA

Tel. No.: +1306-966-2665

Fax. No.: +1306-966-5571

Email: engaged.scholar@usask.ca

http://www.usask.ca/engagedscholar/

*********************************************************************************

The Community-Engaged Scholarship Partnership aims to transform university policies & practices to recognize & reward community-engaged scholarship (CES) Through CES, we seek to realize the potential of universities to improve the quality of life for all Canadians Visit us at http://cescholarship.ca and follow us on twitter @CESpartnership

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_______________________________________________

Call for Proposals: 2014 Southeast Eco Conference

[Announcement from SCRA-L]

Hello,

Attached is the CALL FOR PROPOSALS for the 2014 Southeast Ecological-Community Psychology (ECO) Conference, organized by the University of South Carolina. If you're in the Southeast region, we hope you will consider submitting a proposal!

Proposals can be submitted through the form at tinyurl.com/seeco2014 by Friday, August 1, 2014.

This year's Eco Conference is to be held on October 10-12, 2014 at the Hickory Knob State Resort Park, McCormick, SC. This annual student-organized conference has a 30-year legacy of bringing together academics, students, and practitioners from around the Southeastern US to discuss community psychology and related disciplines. Presentations and discussions typically revolve around many of the core tenets of community psychology: seeking to improve the health and well-being of all people through strategies such as understanding individuals in their environments, changing systems to promote social justice, and helping communities to create their own social change through empowerment and community organizing.

Please see the attached documents for more information about the conference, presentation formats, and the submission process.

Finally, feel free to forward this announcement to any undergraduate or graduate students, faculty, practitioners, or community members in the region with an interest in community psychology or related fields!

For more information, please visit facebook.com/se.eco.2014 or email SoutheastECO@SCRA27.org

Thank you,

2014 SE Eco Conference Organizers

University of South Carolina

SoutheastECO@SCRA27.org

Betsy Davis, MA

Doctoral Student, Clinical-Community Psychology
University of South Carolina

betsyadavis@sc.edu

(803) 734-0384

RFP for Regional Training Center on University-Assisted Community Schools, Proposals Due June 16

[Announcement from SCRA-L]

The Netter Center for Community Partnerships is pleased to announce that the request for proposals to develop a regional training center on university-assisted community school is now available. Funding is for three years at $50,000 per year.

The full text of the request for proposals can  be downloaded from the Netter Center website, 
https://www.nettercenter.upenn.edu/about/newsroom/rfp-regional-center-uacs-due-june-16

The goals of the regional training center will be to:

Develop further the funded university’s engagement in its own university-assisted community school initiative, particularly the coordination of the university’s resources;
Provide training and technical assistance on the university-assisted community school model to interested universities and colleges and their school and community partners in a multi-state area.
Work with other higher eds in the funded university’s immediate region to enlist their participation in the local initiative.

Proposals are due electronically on June 16, 2014 by 6 pm eastern daylight savings time to:

Joann Weeks
Associate Director
Netter Center for Community Partnerships
weeks@upenn.edu

Please direct any questions to Joann Weeks, weeks@upenn.edu, 215-898-0872.

Thanks for your consideration.

Sincerely,
Joann Weeks

--
Joann M. Weeks
Associate Director
Netter Center for Community Partnerships
and Penn Program for Public Service,
    School of Arts and Sciences
University of Pennsylvania
133 South 36th Street, Suite 519
Philadelphia, PA 19104-3246
Phone:  215-898-0872
FAX:    215-573-2799
weeks@upenn.edu
Web site:  www.nettercenter.upenn.edu

Washington Campus Compact is looking for a College Access Corps leader

[Announcement from he-sl listserv]

Washington Campus Compact has an opening for a College Access Corps leader.  While one year of AmeriCorps/VISTA experience is preferred, the position is open to candidates without AmeriCorps experience.

The primary responsibilities of the College Access Corps (CAC) Leader is to act as a coach to a 43 member College Access Corps team serving throughout the state of Washington and to communicate the story of their service to the program's various stakeholders.

If you or someone you know is interested in the CAC Leader position please share this excellent leadership position with them.  If you or others have questions about the position or about the CAC program, please contact Patrick McGinty, CAC Program Director at 360-650-7257.  Interviews will begin mid-June for a position that officially starts August 1st.

FT Capacity Building Coordinator position at Miami University (Oxford, OH)

[Announcement from he-sl listserv]

Capacity Building Coordinator

Miami University
Oxford, OH

Full Time, 12 Months

$30K-$35K

www.miamiujobs.com/applicants/Central?quickFind=53660  

This position serves as the principle coordinator of student volunteerism through the Office of Community Engagement and Service. The position also acts as a liaison for town-gown relations between Miami and the City of Oxford.  

Duties:

This position reports to the Director. The Capacity Building Coordinator will: 

-Maintain an active student volunteer program by promoting service to students and sustaining existing, while brokering new, community agency partnerships 

-Manage web-based volunteer tracking, reporting and recognition system 

-Plan, in collaboration with staff colleagues, community agency partnerships development and student service 

-Supervise undergraduate service coordinators' recruitment, training, and ongoing projects to increase student engagement 

-Serve as a liaison to the Oxford community as it relates to student engagement 

- Participate in planning and implementing, as appropriate, special programming initiatives including, but not limited to, Walkabout, Sharefest, Pledge A Meal, Homeless and Hunger Awareness Week 

- Nurture existing relationships with campus-based individuals and offices involved in community service 

- Support faculty/staff by creating meaningful service experiences. This includes researching and evaluating potential service sites, fostering and maintaining positive relationships with cooperating community agencies, educating students on community engagement, and acting as a liaison with community agencies 

- Organize and conduct orientation sessions to introduce students to the community in which service projects are situated 

- Assist with training and coordination of graduate and undergraduate student staff and Public Ally 

- Represent office at campus and community meetings and programs, as needed.  

Qualifications

- Earned Masters degree in Student Affairs, Higher Education, or related area by start date. 

- Experience planning community service and Service-Learning initiatives. 

--Excellent communication skills - oral and written. 

- Effective time management skills with demonstrated ability to handle multiple demands and competing priorities.  

Preferred Qualifications

- Familiarity with the Office of Community Engagement & Service, its mission and its programming initiatives. 

-Familiarity with Southwest Ohio communities and corresponding community based agencies.  

Miami University, an equal opportunity/affirmative action employer, is seeking to increase the diversity of its workforce and encourages applications from minorities, females, veterans and individuals with disabilities. Miami has smoke-free campuses. Right to Know - Consumer Information: http://www.miami.muohio.edu/about-miami/publications-and-policies/student-consumer-info/index.html. Hard copy upon request. Employment will require a criminal background check according to University guidelines.

Registration open for Extending our Reach: The Inaugural Colloquium on Libraries and Serivce Learning

[Announcement from he-sl listserv]

Registration is now open for Extending Our Reach: The Inaugural Colloquium on Academic Libraries & Service Learning.  The conference, which will take place Monday, August 11 at Santa Clara University, is designed to facilitate the sharing of research, ideas, perspectives and best practices in library engagement with/in academic service learning.  The colloquium will feature a keynote speaker, 30-minute presentations, round table discussions, and poster sessions. The conference will be limited to 75 attendees to facilitate opportunities to network and connect with colleagues in this emerging focus area of librarianship.

Registration:  http://digitalcommons.lmu.edu/libraries-and-service-learning/

Follow us on twitter:  @CLSL2014

Please excuse cross-posting.

Please feel free to share with colleagues who may be interested.

Maureen Barry

First Year Experience Librarian

Wright State University

3640 Colonel Glenn Highway

228 Dunbar Library

Dayton, OH 45435

(937)775-3515

Follow me on Service Learning Librarian http://www.libraries.wright.edu/servicelearning

Please Follow us on Twitter @dunbarlibrary and/or Like us on Facebook!

e-Book Launch: Anthology on Community Engagement and Activist Scholarship

[Announcement from Comm-engagedscholarship]

Dear Community-Engaged Scholarship Colleague,

Please see below for an announcement on an e-book on community engagement and activist scholarship from Pitzer College. This e-book is free and available for distributions for educational and activist purposes. Please see attached flyer for more information.

Thanks!

Susan Lee

Program Assistant

Community-Campus Partnerships for Health

Phone: 206-666-3406 | Email: programs@ccph.info

******************************************************************************

Community-Campus Partnerships for Health promotes health equity and social justice through partnerships between communities and academic institutions.

Become a CCPH member and access resources to support genuine community-academic partnerships!

https://ccph.memberclicks.net/join-or-renew

Stay on top of the latest CCPH news through Facebook, LinkedIn & Twitter!

http://www.ccph.info

*********************************************************************************

It is my great pleasure to announce the launch of the Pitzer College 50th Anniversary Engaged Faculty Collection: Community Engagement and Activist Scholarship! This Anthology features some of Pitzer College's most beloved and radical professors offering powerful analysis and critical reflections on the scholarship of engagement and community-based education. The chapters cover a diverse range of social issues and community partnerships -- Please pass this around to other scholars and activists interested in social change work through community engagement. And please let us know what you think!

You can find this digital book by following the link: http://www.pitzer.edu/anthology/FacultyAnthologyFINAL.pdf

Description: C:\Users\thicks\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.Outlook\Q1CLPEWQ\14_FAC_CEC_Faculty_Anthology_Postcard_web_version (2).jpg

Tessa Hicks Peterson, PhD.

Assistant Vice President of Community Engagement Assistant Professor, Urban Studies Pitzer College, 1050 N Mills Ave, Claremont, CA 91711 http://www.pitzer.edu/offices/cec/index.asp

“If you have come to help me, you are wasting your time.  But if you have come because your liberation is bound up with mine, then let us walk together...”             --- Lila Watson, Australian Aboriginal woman

Lake Effect Leaders--AmeriCorps*VISTA positions in NW Pennsylvania

[Announcement from he-sl listserv]

Dear colleagues—

  For any of your service-minded graduates—we have an outstanding AmeriCorps*VISTA program in northwestern Pennsylvania, and are recruiting for the positions listed below--please share widely!

Gretchen S. Fairley, Director of Service-Learning

Office of Service-Learning  *  MS 63

Gannon University  

109 University Square  *  Erie, PA 16541

814-871-7345 (ph)  *  814-871-5889

Like us on facebook:  https://www.facebook.com/GannonUniversityOfficeOfServiceLearning

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The Lake Effect Leaders (LEL) is a highly collaborative AmeriCorps*VISTA project hosted by Allegheny College in partnership with Gannon University and Mercyhurst University in the “chimney” of Northwestern Pennsylvania in the Lake Erie region. The Lake Effect Leaders project sponsors 18 VISTA positions in Crawford and Erie Counties for 2014-2015 with a start date of 7/29/14.  Each VISTA serves in a specific host site / project. Member benefits include a living allowance, limited health care, an end of service award of either the Segal Education Award ($5,645) or cash stipend ($1,500), and ability to defer or forebear federally-based student loans. Our members also receive extensive training and professional development opportunities through our supportive network, and the potential for housing.  Please see http://www.lakeeffectleaders.org/ for more information, or contact project coordinator, Erin O’Day-Frye at eoday@allegheny.edu or 814-332-5318.

Allegheny College:
The Leader will be working to develop the Meadville Neighborhood Center (MNC) created through the support of Partners in Education (PiE), a collaborative committee comprised of Allegheny College, Crawford Central School District, local organizations and businesses. The mission of the MNC will be to offer literacy, remedial education, afterschool programs and cultural opportunities to pre-kindergarten through adult learners. The MNC will bring fractured adult training and educational opportunities into a coordinated system while addressing current barriers to completing these programs. In year two of this project, the Leader will focus on acquiring a building in which to house the endeavor and potentially generate funds, develop funding to support programming, and hire a director to facilitate the growth of the Center.  Fund development will include event planning, grant writing, and marketing. In addition, the Leader will network key community stakeholders to raise awareness and support of the MNC.
Website: http://sites.allegheny.edu/commservice/community-service/

CHAPS:
The proposed LEL housing project is comprised of four major divisions: Building a framework for teaching life and financial skills; developing curriculum; building a training peer network; and building a network of community to continue and sustain the project.
Website: http://www.chapsinc.org/

Crawford County Human Services:
Working within Pennsylvania’s initiated System of Care approach to service delivery, the Leader will appreciate the value of working with rather than for consumers to develop a framework to matching individuals in need with the business/professional/church/civic organizations prepared to help them. The program framework will be modeled after Mustard Seed Missions, an established Venango County Department of Human Services program. The goal of the LEL project will be the establishment of a listing, database or collection of local organizations, individuals, etc. that are committed to working with CCHS and other local organizations in assisting individuals and families in need of services, goods or funds to ensure safety and/or well-being. CCHS hopes to prevent unnecessary out-of-home placements and disruptions of family life by being able to address concerns quickly. The project will reintroduce “community connections” in the 21^st century while decreasing “government involvement”.
Website: Crawford County Human Services

Greater Erie Area Habitat for Humanity:
In year three of developing the Critical Home Repair Project, the Leader will focus on marketing the project through an increased social media platform, to better communicate with volunteers, donors, campus chapters, media sources, referral sources and the Erie community in general. In addition, the Leader will develop a veteran’s component that will open a candidate pool for repairs, funding opportunities, and new sources of volunteers.
Website: http://www.habitaterie.org/

Mission Empower:
The LEL project will assist Mission Empower to create a two pronged approach to increase self-advocacy, self-determination and social capital for students ages 14-18 who are receiving special education services in the City of Erie and Millcreek School District. By developing the Transition Success Pilot Program and Transition Success Youth Leadership Summit, the Leader will provide capacity building activities to develop an outreach recruitment plan, assist with modifying the mentor training manual, and develop protocol for and mobilize community mentors with the Youth Scholars.
Website: http://www.missionempower.org/

Multicultural Community Resource Center (MCRC):
In order to grow the Wellness Center, which serves new Americans, a Leader will: assist with marketing and fund development ideas and projects to secure the future of the Wellness Center; develop partnerships to expand our pool of health care providers and volunteers; assist in expanding the number of health care agencies in our network; lay the framework for developing individual, corporate, and foundation giving resources; and develop sustainable marketing and social media tools to grow the center.
Website: http://www.mcrcerie.org/

United Way of Erie County:
The LEL project will significantly expand the Reading Buddies program by increasing the number of community partners, caregiver events, Reading Buddies volunteers, and other literacy focused volunteer opportunities in the community in order to increase literacy of children ages birth to five. 
Website: http://www.unitedwayerie.org/

Call for Proposals- Deadline July 1 - Read.Write.Act Virtual Literacy Conference

[Announcement from he-sl listserv]

Hello Higher Education Service-Learning members,

I wanted to remind everyone about SCALE’s virtual literacy conference, themed “25 years of Student Service in Tutoring,” on November 7-8^th, 2014. We’re looking for 1 hour Webinar-format proposals for 4 different tracks:

1)      Tutoring K-12 learners

2)      Tutoring adult or ESL learners

3)      Program management*

4)      Social justice topics*

*Does not need to be literacy specific, as long as it is transferable.

This is a great presentation opportunity for programs who are looking to promote their work, college students and community partners who have stories to share about how to run a quality program, and faculty members who would like to disseminate efforts to implement quality research to impact education.

The presentations are virtual, so no need to travel! All proposals must be submitted by July 1^st. Our audience includes program administrators, AmeriCorps volunteers, and college-aged students.

Learn more, including how to submit a proposal, at http://readwriteact.org/events/read-write-act-conference/.

I’d be more than happy to answer any questions people may have. Thanks for your time!

Megan

Megan McCurley

Executive Director

The Student Coalition for Action in Literacy Education

http://readwriteact.org

Facebook

Twitter

919-843-4494

Lecturer Position - University of Miami - Human and Social Development

[Announcement from SCRA-L]

We’re looking for a dynamic community psychologist to join our growing team at UM. 

~Scot

LECTURER POSITION HUMAN AND SOCIAL DEVELOPMENT

The Department of Educational and Psychological Studies in the School of Education and Human Development at the University of Miami invites applications for a full-time lecturer to join the undergraduate program in Human and Social Development beginning January 1, 2015.

The major in Human and Social Development (HSD) integrates individual, interpersonal, social, and community approaches to the promotion of healthy development and well-being. HSD coursework emphasizes theory, research, and skills. It culminates in a practicum in a community setting related to students’ area of interest and prepares them for both graduate studies and professional careers. HSD majors choose between three areas of concentration (tracks) in accordance with their areas of interest and future career goals: Track I: Individual and Relational Development (HSDI); Track II: Community and Program Development (HSDC); and Track III: Human and Social Development Studies (HSDS).

Responsibilities: Teaching undergraduate level courses, overseeing and supervising practicum experiences of students, and some student advising.

Qualifications: Doctorate in community psychology or related field; demonstrated experience working with community partners; experience teaching and working with undergraduate students; and experience advising and mentoring students.

Application: Applicants should send a resume, cover letter, teaching philosophy statement, and three letters of reference to Dr. Scot Evans, Chair of the Search Committee, Educational and Psychological Studies, University of Miami, P.O. Box 248065, Coral Gables, FL 33124. If you have any questions regarding the position, contact Dr. Evans at s.evans4@miami.edu.

Community Outreach-UConn Position Posting

[Announcement from he-sl listserv]

Dear Colleagues;

Please see the below posting and forward appropriately.  Thank you in advance, Gina DeVivo Brassaw

Job Posting

The University of Connecticut Community Outreach Office is seeking an Associate Site Manager for its Jumpstart program. Under the general supervision of designated supervisor, the Associate Site Manager advises, assists and coordinates students in planning and implementing service activities and related special events. The Associate Site Manager also provides student leadership training and supervision for student leaders and participants. CHARACTERISTIC DUTIES AND RESPONSIBILITIES 1.     Coordinates all programs in assigned area of responsibility (i.e. Jumpstart). 2.     Assists and coordinates student programs by planning, developing, scheduling, budgeting and marketing their programs; provides oversight on organizational development; assists with participant recruitment and selection. 3.     Develops communication with campus and community partners to facilitate coordination of programs. 4.     Is responsible for thorough knowledge of State, University department and program policies and regulations regarding sponsored programs, public events, purchasing, building operation, safety, contract negotiations, and for advising others on same. 5.     Assists and instructs students in making program arrangements for space, publicity, and other program needs. 6.     Maintains regular contact with student leaders, student participants and community partners to develop responsible decision-making, assess student interests, respond to student needs and anticipate student programming/leadership issues. 7.     Monitors and supervises special projects such student recognition programs, student recruitment activities and client related events.  Actively recruits and retains target number of students.  8.     Designs and conducts pre-service and in-service trainings, workshops and seminars that teach required service delivery standards and leadership and programming skills 9.     Aids in liaison activities between different campus and off-campus groups and organizations in developing and presenting programs. 10.   Collects information on related programs and resources and disseminates to student leaders, student participants, sponsors, community partners and administrators.  . 11.   Monitors compliance with all University and program policies and procedures and reports violations; and administers disciplinary action and places sanctions as applicable under said policies. Collects and submits programmatic and administrative data, communicates with sponsor, liaison through site visits and designated communication structures. 12.   Participates in evaluation of student programs and policies and recommends changes; develops and recommends new policies for student programs as student needs and state laws change. 13.   Provides regular on-site supervision of programs and events to provide support, assess service delivery practices and to assist in problem resolution or provide constructive feedback for improvement. 14.   May serve as resource to students, faculty, staff and community partners  in the development and management of related community service and service-learning  programs. 15.   Supervise student interns, leaders, participants, and/or office workers.    16.   Performs various general departmental duties such as developing training and student development programs, outreach programs and publicity to promote departmental services. 17.   Participates in all department and sponsor related meetings and/or professional development activities. 18.   Designs, develops and presents reflection, educational, and recognition programs that meet the specific leadership and service needs of assigned student programs. 19.   Serves on University committee as requested. 20.   Performs related duties as required. MINIMUM ACCEPTABLE QUALIFICATIONS 1.     Bachelor's degree in appropriate field and two to three years’ experience OR Equivalent combination of training and experience. 2.     Demonstrated ability to deal effectively with the public, students, faculty, staff and external agencies. 3.     Willingness to work irregular and flexible hours. 4.     Demonstrated leadership, organizational and programming skills. OTHER DESIRABLE QUALIFICATIONS/SKILLS 1.     Master's degree in related field. 2.     Experience in early childhood education 3.     Bilingual:  the ability to write and speak English and Spanish 4.     Experience with Jumpstart programs 5.     Proficient with Microsoft Office Suite programs This is a 12 month, full time, end-dated grant funded position. Interested candidates please submit a letter of application, resume and contact information for three professional references using the Husky Hire system. Screening of candidates will begin immediately. Employment of the successful candidate will be contingent upon the successful completion of a pre-employment criminal background check. (Search # 2014656) This job posting is scheduled to be removed at 11:59 PM eastern on June 16. 2014. All employees are subject to adherence to the State Code of Ethics which may be found at http://www.ct.gov/ethics/site/default.asp.  https://hcmprodweb.psoft.uconn.edu/psp/HRPRCGA/EMPLOYEE/HRMS/c/HRS_HRAM.HRS_CE.GBL?Page=HRS_CE_HM_PRE&Action=A&SiteId=1 The University of Connecticut is committed to building and supporting a multicultural and diverse community of students, faculty and staff. The diversity of students, faculty and staff continues to increase, as does the number of honors students, valedictorians and salutatorians who consistently make UConn their top choice. More than 100 research centers and institutes serve the University’s teaching, research, diversity, and outreach missions, leading to UConn’s ranking as one of the nation’s top research universities. UConn’s faculty and staff are the critical link to fostering and expanding our vibrant, multicultural and diverse University community. As an Affirmative Action/Equal Employment Opportunity employer, UConn encourages applications from women, veterans, people with disabilities and members of traditionally underrepresented populations.

Gina DeVivo Brassaw, MSW

Interim Associate Director

for Community Outreach

Department of Student Activities

Office of Community Outreach

Department of Student Activities

2110 Hillside Rd. Rm 302 Unit 3008

Storrs, CT 06269

860-486-2806 (p) 860-486-8821 (f)

www.communityoutreach.uconn.edu

The important thing is not to stop questioning. Albert Einstein