Wednesday, August 31, 2016

Where are you & Where do you want to go: Assessing the Institutionalization of Community Engagement

[Announcement from HE-SL]

Join me for a brief but informative webinar on self-assessment procedures and tools related to community engagement. Self-assessment enables you and/or your institution to determine where you are in a journey towards excellence in and planning for the next steps of authentic and meaningful community engagement. A number of tools have been developed over the past thirty years to assist parts of or an entire institution in benchmarking the principle characteristics of community engagement activities (alignment with mission, assessment activities, dedication of resources, leadership, etc.). Through this webinar, attendees will be given an overview of not only the best-known self-assessment tools (e.g., Holland’s Matrix, Kecskes’s Engaged Department Rubric, Campus Compact’s Indicators of Engagement) but also some lesser known ones.  Participants will also be able to engage in a discussion with each other and the presenter about how to best use and adapt these resources for the unique context of your institution/campus.

DETAILS:

Associate Dean Position at National Louis University

[Announcement from SCRA-L]

Dear SCRA:

There is an opening for an Associate Dean position at National Louis University (NLU), downtown Chicago, on Michigan Avenue. This would involve working closely with our community psychologist Dean, Judah Viola, and our faculty, seven of which are community psychologists, with many-like-minded others. (No one has agreed to my suggestions to call the place The College of Community Psychology). ;)

The university is among the top 25 most diverse universities in the nation.

While best to contact Judah, there is a lot of opportunity for creativity in designing most aspects of the position, and, despite the title, Early Career people should definitely consider applying.

Here is the position, and if you are interested, I would, sooner rather than later, contact Judah <judah.viola@nl.edu<mailto:judah.viola@nl.edu>>:


Best,
Brad


Introducing: The Compact Nation Podcast!



Introducing: The Compact Nation Podcast

"Have you heard the joke about the three community engagement directors getting into an elevator?"

-Andrew Seligsohn, Campus Compact President
 in Episode 1, Compact Nation Podcast

Tune in monthly for conversations with leading community engagement professionals, book and literature reviews,  discussions of important topics in the field, and maybe the answer to what happens when a few community engagement professionals step into an elevator-or start a podcast.

Meet your Hosts:

Emily J. Shields has served as executive director of Iowa Campus Compact (IACC) since 2011. She is the co-chair of the National Campus Compact Network Operations Committee and serves on the Iowa Commission on Volunteer Service, the Grinnell College Prize Review Committee, and the Grand View University Business School Advisory Council. An Iowa native, she has two toddlers and lives with her partner in Des Moines, Iowa. Her hobbies include listening to podcasts, playing outside, supporting progressive candidates, and bossing people around.

J.R. Jamison has spent nearly two decades connecting higher education and nonprofits through meaningful community engagement partnerships to strengthen their impact and better orchestrate their narratives as one. He is the Executive Director of Indiana Campus Compact, the Co-Founder and Chief Storytelling Officer of The Facing Project, and he serves on the Editorial Board for the International Journal of Research on Service-Learning and Community Engagement. He seeks to connect people to create understanding across difference, 
and he likes peanut butter and puppies-but not together.

Start Listening Today

Check out our intro episode available today, and be on the look out for our first full episode coming out September 8th. Let us know what you think on Twitter and Facebook using #compactnationpod or send us an email at podcast@compact.org


compact.org | (617) 357-1881 | podcast@compact.org

SPPSI Call for Local- and State-Level Policy Work Grants Proposals - Due 10/1

[Announcement from SCRA-L]

CALL FOR PROPOSALS: LOCAL- AND STATE-LEVEL POLICY WORK GRANTS
Applications due October 1, 2016

The Society for the Psychological Study of Social Issues (SPSSI) is pleased to invite proposals for grants to local- and state-level research/policy groups. SPSSI will fund up to three groups, at up to $2000 each, for one calendar year. If you are interested in this initiative but are not familiar with potential collaborators, please contact SPSSI Policy Director Sarah Mancoll, who can provide you with a list of SPSSI members in your area.
This initiative has three goals: 1) to influence policy at the local and state levels through applied research, 2) to increase the availability of policy opportunities for SPSSI members who are interested in applied research, and 3) to encourage younger scholars to become more involved in SPSSI. 
These groups will review existing research at the local and state levels on policy-relevant topics, conduct additional research as needed, and ultimately use this work to assist policy-makers in making data-driven decisions about local- and state-level issues.
To be eligible for an award, a group must meet the following criteria:
  • The group must consist of a minimum of 3 social scientists who live in the same state or similar regionally-based jurisdiction outside of the United States.
    • The members must live or be employed in the same regional jurisdiction so that they face common policy issues.
    • SPSSI will give preference to groups that can meet in person but will consider groups that rely only on electronic communication (including virtual conferencing).
  • The group members must be working on the same issue, broadly defined.
  • The group must compellingly demonstrate that the members are interested in the policy applications of psychological science and other social science research.
    • SPSSI will give preference to groups that demonstrate either existing policy expertise or the willingness to learn more about policy work at the local and state levels—i.e., members should have experience working with local or state agencies in helping to advance empirically-based decision-making or have a plan for how at least one member of the group will obtain this experience.
To apply for funding, the group should submit a short (3 to 5 page) proposal that:
  • Addresses the criteria delineated above.
  • Explains outcomes/deliverables (e.g., conduct policy related research, attend meetings with local policy makers, write a “white paper” on the policy issue, or plan to testify at legislative hearings).
  • Provides a budget for the year (acceptable expenses include: funding for meetings, funding to conduct research to answer a policy question, funding to support students to conduct policy work, limited funding for materials and equipment).
  • Specifies agreement to submit a presentation on the work to the 2017 SPSSI conference in Albuquerque.
  • Delivers a summary of the work completed at the end of the grant period (January 1, 2017 – December 31, 2017). Such a document may take the form of a 5-10 page summary of the work completed, a policy paper, a research report, or another suitable report.
Proposals will be evaluated by the SPSSI Policy Committee, Policy Director, and Local Policy Initiative Director (Secretary/Treasurer). There is a possibility of continued funding beyond 2017, depending on the groups’ progress and longer-term goals.

Proposals must be submitted by October 1, 2016 and will be reviewed by November 15, 2016.  Please submit proposals to the SPSSI Policy Director Sarah Mancoll.  


To learn more about this grant opportunity and to see examples of past projects supported through this program, visit the SPSSI Local- and State-Level Policy Work webpage

Monday, August 29, 2016

Midwest Eco 2016: submission deadline extended to Friday, September 9

[Announcement from SCRA-L]

Hello everyone,

Midwest Eco is extending the submissions deadline to September 9. See below for more information.

Additionally, if you are sure that you are traveling to Chicago this October 14-15, please check our lodging page for information on local hotels, hostels, and other arrangements, as well as options for getting to the conference location. This map will update as we find more possible lodging locations. As a reminder, booking earlier gives you a better chance of getting an ideal location at a lower price, especially given that fall can be a busy time for Chicago conferences. https://midwesteco2016.wordpress.com/lodging-travel/ 

More information about the conference will be posted on the website as we have it. Be sure to bookmark it and check back regularly for updates. We update the site as soon as we have the information! Currently we are working on getting registration up and running.

All questions should be directed to midwesteco2016@gmail.com. Thank you!

Crystal

We are inviting submissions to the 40th Annual Midwest ECO Conference: Building Diverse Communities for Change, focusing on engaging and building diverse perspectives with the goal of social action and change. Diversity is emphasized in the stakeholders involved—practitioners, community members, academics, and others—, the identity characteristics welcomed and acknowledged for their strengths, as well as the diverse systems and ideologies mobilized. As such, this year’s conference emphasizes sharing ways in which we enlist the collaboration of entities that may have different beliefs and experiences, incorporating knowledge of the context in which diverse groups function, and ways in which we work together despite differences and find common ground, question, and explore to create change.
Proposals should be an abstract of no more than 200 words. Uploading your presentation, poster, workshop text, etc. is optional; only the abstract is required for the September 9th deadline.
Preference and special consideration will be given to proposals aligned with this year’s theme. Ideas for ways in which your submission may relate to the theme include:
§  How diverse stakeholders are involved
§  How diversity is conceptualized from a strengths-based perspective
§  How diverse perspectives, theories, and ideologies are utilized
§  How context of diverse groups is acknowledged
§  How the above relates to social action or change
Types of Submissions accepted include:
§  Posters: Posters can demonstrate projects, collaborations, and empirical research.
§  Workshops: Facilitators lead a workshop inciting reflection, conversation, or consideration by teaching skills, techniques, etc.
§  Presentations and Symposia: Presenters share their work in a lecture-based format individually or in groups.
§  Roundtables: Authors facilitate a conversation or debate, providing a brief introduction and open-ended questions for attendees.
Application deadline: Friday, September 9
--
Crystal Steltenpohl

Position at Georgetown University

[Announcement from he-sl listserv]


Hi all,

The Center for Social Justice Research, Teaching & Service at Georgetown University is seeking a new Program Director, DC Reads. This position coordinates Georgetown's literacy and educational initiatives at CSJ, including the DC Reads Program and the Summer Institute for Teaching and Learning.

Please see the position description below and share this posting with anyone who may be interested.


Take care,

Ray


Program Director of the DC Reads Program in the Center for Social Justice Research, Teaching, and Service (CSJ) at Georgetown University.
The Program Director, DC Reads is a full-time position responsible for connecting Georgetown students to service and social justice opportunities through literacy tutoring programs and learning about education policies, practice, and advocacy. The position oversees and supervises the DC Reads Program, which provides for effective tutoring and learning for elementary school-aged youth. Coordination of the DC Reads Program requires creating and maintaining strong school site relationships and community partnerships; recruiting volunteers, hiring, training and supervising part-time university student volunteers that provide literacy tutoring and mentorship in DC Public Schools, community centers, and other community partners; curriculum development; and program assessment.
This work also includes collecting, reviewing, analyzing and reporting on research and issues in education. This work has both a national and local focus and is used to guide and support CSJ’s work in education. During the summer months this position is responsible for working in coordination with other CSJ staff and campus units to provide Georgetown students structured opportunities in social justice, particularly around the Summer Institute for Teaching and Learning. 
The Program Director is the direct supervisor of the STEM Afterschool Program Coordinator. The position will oversee the program’s quality and build upon the strengths of the program. The position contributes to the coordinator’s professional development and provides strategic guidance to the program’s development and operations.
The Program Director leads the Center’s efforts in learning about education policies, practice, and advocacy. The position disseminates this information to inform the Center’s education work and in collaboration with relevant campus partners and faculty.
The Program Director participates in Center for Social Justice activities and acts as a representative of CSJ in university-wide activities, such as cross-departmental committees, position searches and student organization activities.
Georgetown DC Reads is a tutoring, mentoring and advocacy program for 1st-5th grade students who are a grade level or more behind in literacy skills. The program began in 1997 as the University’s response to the passage of the America Reads Act, a literacy initiative established to improve reading proficiency for all elementary students by engaging college students as volunteer and Federal Work Study-funded tutors. Twenty-four student coordinators lead the program through which over 200 Georgetown students a semester have weekly tutoring commitments at nine sites in Ward 7.
The Summer Institute for Teaching and Learning (SITL) is an eight-week summer program open to undergraduate and graduate students who are looking for a meaningful experience engaging in educational issues by working in a classroom setting. SITL partners with DC Public Schools’ summer schools, community centers and other nonprofit organizations to reduce summer learning loss and provide academic enrichment opportunities to underserved youth.
Requirements
  • Bachelor's degree in education, social work, urban studies, or a related field.  A master’s degree and a three years experience in community-based education or literacy programming (or comparable experience) are preferred. 
  • Knowledge of educational issues, lesson planning, and curriculum development; training experience; volunteer recruitment and management experience; fiscal management experience; advanced organizational skills; and good interpersonal skills.
  • Familiarity and experience with university culture, student development, and the DC metropolitan area are preferred.

--
Ray Shiu, Associate Director

Center for Social Justice Research, Teaching & Service
Georgetown University
1421 37th Street, NW
Poulton Hall, Suite 130
Washington, DC 20057
202.687.8834 | 202.687.8980 (fax)
http://socialjustice.georgetown.edu

Nonprofit Faculty Search Opportunity: Community-engaged Department at PSU

[Announcement from he-sl listserv]

Dear community-engaged colleagues,

The Department of Public Administration in the Mark O. Hatfield School of Government at Portland State University is seeking candidates for an Assistant or Associate level tenure track faculty specializing in Nonprofit Theory & Management, to start fall 2017. If you are looking to join a department that has an open-minded, multi-disciplinary faculty with a long and committed history for community-engaged teaching and research please consider applying. 

Find more information and apply here, or see the attached position description.

Best regards, Kevin

--
Associate Professor of Public Administration
Mark O. Hatfield School of Government
College of Urban and Public Affairs
Portland State University
PO Box 751
Portland, OR 97207

(503) 725-8136
kecskesk@pdx.edu

Thursday, August 25, 2016

4th Int'l SL Summit 10/23 - 25th at KSU [Thematic focus - Global Learning and Cooperative Development Partnerships]

[Announcement from he-sl listserv]

Dear Colleagues: 

On behalf of program summit program chair, Dr. Eric Hartman and the other amazing colleagues working to produce this year's summit, we invite you to join us at the 4th International Service-Learning Summit this October 23 - 25 at Kansas State University.

What is the ISL Summit Series?

Based on feedback from previous Summits and considerable popular press on international volunteering and its harms to vulnerable populations, as well as leadership examples in the UK form the London School of Economics, this year's Summit will have a strong focus on advancing our collective understanding of ethics, the importance of our examples, and how to move forward a truly ethical approach to global service-learning. 

What's happening at this year's Summit?
Check out the program in full here

We look forward to seeing you there.


Best,

Mary F. Price, PhD.
Director of Faculty Development
Center for Service and Learning

IUPUI Office for Community Engagement 

Position Announcement: Senior Assistant Director, Neighborhood and Community Programs

[Announcement from he-sl]

Good afternoon,

Our office is hiring for a Senior Assistant Director to oversee a newly formed program area for our office. We have had a long-standing summer civic engagement internship program and a Community Service FWS program that pairs JHU students with local non-profits and local government entities, and now we are looking to fold these programs under a strategic umbrella. The position will also interface with other JHU offices that deal with neighborhood-level initiatives and external constituencies. They will also help launch a new program that will connect students with opportunities to support neighborhood community organizing efforts and local advocacy and educational campaigns. The position will supervise an AmeriCorps VISTA (working on economic opportunity programming) as well as the director of the summer internship program  (the Assistant Director, Neighborhood and Community Programs).

Interested applicants can apply here: https://jobs.jhu.edu/jhujobs/jobsearch.cfm (position #309343).

Thanks,
Gia


Gia Grier McGinnis
Associate Director

Johns Hopkins University Center for Social Concern
Center for Social Concern Building
3103 N. Charles St.
Baltimore, MD 21214
ggrier2@jhu.edu
410-516-6773 (phone)
410-516-5123 (fax)
http://studentaffairs.jhu.edu/socialconcern/

SCRA WEBINAR (9/26/16): Including Trans and Nonbinary Youth in Community Based Research

[Announcement from SCRA-L]

Including Trans and Nonbinary Youth in Community Based Research
Evan Vipond and Corey Flanders

This webinar will discuss research partnerships between community and academic researchers with transgender and nonbinary youth, including suggestions for best practices. The webinar will discuss these practices through a concrete example, highlighting successes and lessons learned from a recently completed project on trans and nonbinary inclusion in sexual health education. Through this webinar, attendees will be given an example for how researchers and trans youth can work together to build community capacity and resources.

REGISTER BY 9/25/16 AT: https://www.eventbrite.com/e/webinar-including-trans-and-nonbinary-youth-in-community-based-research-tickets-25937024338
(Logon information will be emailed to registered attendees the evening before the event. Registration for this live online event is limited.)

Evan Vipond is a trans scholar and Ph.D. student in Gender, Feminist and Women’s Studies at York University in Toronto, Canada. Their work challenges the ways in which trans bodies and identities are regulated through medical and legal policies, as well as neoliberal discourses of individualism, equal rights, and productivity.

Corey Flanders is an Assistant Professor in Psychology and Education at Mount Holyoke College. Her work primarily focuses on addressing health inequities experienced by gender and sexual minority people.

Learning Objectives
1. Participants will learn about health inequities experienced by trans youth.
2. Participants will understand the importance of working with trans youth through community-based research to address these inequities.
3. Participants will hear about one example of a communitybased research project on trans inclusive sexual health education to highlight successes and challenges with engaging in this research.

--

Peter Charles Benedict, MA
Outreach and Communications Specialist
Society for Community Research & Action (SCRA)
Community Psychology, Division 27 of the American Psychological Association
Cell: (201) 668-0033
pbenedict@scra27.org

Call for papers: Community Research & Action in the West Conference (October 21st, 2016)

[Announcement from SCRA-L]

Greetings to all,

We are pleased to announce that the SCRA Western regional conference, Community Research and Action in the West (or, "CRA-W"), will be held this year on Friday, October 21st, 2016 at Portland State University in the Urban Center Building.

We invite your proposals for presentations, in a variety of formats and topics. The theme for this year's conference is Urban Places and Issues: Challenges and Possibilities, and we encourage presenters to speak explicitly to this theme in their presentation proposals.  Please submit proposals by Friday, September 23rd.
Registration for the conference is also now open, with discounted rates until Saturday, October 1st.

Complete details and links for proposal submission and registration are available at here.

Eric Mankowski and Greg Townley (co-chairs)

Sunday, August 21, 2016

IARSLCE: Conference Schedule at a Glance Is Here!


 

August 10, 2016
Conference Schedule Now Available

The 2016 IARSLCE conference schedule is here! IARSLCE is pleased to present what is shaping up to be a fantastic conference. Here you will get an idea of what to expect at the 2016 conference in New Orleans, September 26-28, 2016. Make plans to attend (early bird registration ends August 21), as this is a conference you will not want to miss! Conference Program Chair Elaine Ward shares that, " We are thrilled at the quality of this year's proposals and the enthusiasm demonstrated to explore new formats for sharing your work. This year's IARSLCE conference offers wonderful new opportunities for connecting with one another, co-creating the experience together for a participatory, lively, and inspiring conference rich in dialogue and deliberation. We have a wonderful line up of plenary and keynote speakers to challenge and motivate us to advance our thinking and scholarship in service-learning and community engagement. "

For those presenting at the conference, the detailed schedule of presentations will be published the week of August 22. To help with your travel plans, please note that conference breakout sessions take place from Monday, September 26 at 3:15 pm to Wednesday, September 28 at noon after which we have our member lunch and closing plenary. The conference officially ends at 3:00 pm on Wednesday and your presentation may be slated anytime in between 3:15 on Monday and noon on Wednesday.  We look forward to having you with us for the duration of the conference. If you are staying in town on the Wednesday evening, please let us know if you would like any activities planned later in the afternoon or early evening.  




Open Position: Director of Research and Evaluation, Center for Social Justice, Georgetown University

[Announcement from he-sl listserv]


Greetings Colleagues!
Georgetown University is hiring for a Director of Research and Evaluation in the Center for Social Justice Research, Teaching, and Service.


Center for Social Justice Research, Teaching, and Service
Director of Research and Evaluation

The Director of Research and Evaluation oversees evaluation strategies and activities of CSJ service, immersion, and community-based learning programs by working collaboratively with CSJ team members, students leaders, graduate research assistants, and community partners to measure the impact of experiential learning programming on GU students, program participants, and communities. The Director creates instruments specific for program evaluation needs; manages data collection and tracking; and works with CSJ team members to effectively present data to diverse audiences, including donors, through reports and other publications. Overall, this position is responsible for promoting a culture of reflection, learning, and data-based decision-making among CSJ team and student leaders.

In addition, the Director of Research and Evaluation oversees research activities of CSJ, and should apply to the position with potential research foci and/or projects, that are related to CSJ’s mission and scope of work at the intersection of social justice, higher education, and community engagement. The position’s responsibilities include identifying and applying to research grants; consulting with faculty, staff, students, and community partners regarding potential research opportunities; initiating and/or facilitating academic-community partnerships using participatory approaches; advising and preparing students who are pursuing community-based research opportunities; and facilitating the application and award process for CSJ undergraduate research fellowships. This position serves as CSJ’s liaison to the Institutional Review Board, participates in relevant professional associations, and serves as an intellectual and academic resource to CSJ’s team. 

The Director of Research and Evaluation participates as a full professional member of CSJ team and represents CSJ on and off campus in diverse professional settings including conferences and meetings. The Director shares in the advisement responsibilities of CSJ’s student organizations and immersion programs. This position directly supervises a Graduate Assistant who supports on evaluation and student research assistants. This position reports to the CSJ’s Executive Director.


A Ph.D./Ed.D. or other terminal degree is highly preferred for this position. Desired fields include Sociology or Peace and Conflict Studies. CSJ seeks a Director of Research and Evaluation who has a strong record of and commitment to engaged scholarship and/or advocacy-based research, and mission-driven higher education experience. An ideal candidate is well-versed in diverse social justice issues, qualitative and quantitative evaluation strategies, and is highly organized, detail-oriented, and collaborative. Preference is given to candidates with higher education teaching experience who demonstrate experience in pedagogies for social change and engaged teaching and learning. Knowledge of Washington, DC and domestic to global networks are an asset.

Reminder: Special Issue of AJCP on Community Psychology and Community Mental Health, Proposals DUE SEPTEMBER 15, 2016

[Announcement from SCRA-L]

Dear Colleagues,

Just a reminder notice that Molly Brown, John Sylvestre, and I are co-editing a special issue of AJCP entitled Community Psychology and Community Mental Health: A Call for Reengagement.  The call for proposals is below and attached.  It can also be accessed and shared via the following link: http://www.scra27.org/publications/ajcp/special-issue-call-papers1/

The deadline for proposals is September 15, 2016.  Please contact us directly with any questions and to submit your proposals (gtownley@pdx.edumolly.brown@depaul.edu, and jsylvest@uottawa.ca).

We also ask for your help in sharing the attached call with interested colleagues and collaborators. 

Thanks-- we look forward to receiving your proposals!

Greg

 ------------------------------------------------------


CALL FOR PAPERS

Community Psychology and Community Mental Health: A Call for Reengagement

A special issue of the American Journal of Community Psychology

Guest Editors: Greg Townley, Molly Brown, and John Sylvestre

Community psychologists have made numerous contributions to the advancement of community mental health research and practice through early frameworks, such as George Fairweather’s Lodge program and Barbara Dohrenwend’s influential ecological model of stress and coping, as well as more recent recovery-oriented interventions, such as Sam Tsemberis’ Housing First model. There is now an evidence-base supporting key programs for enabling people with psychiatric disabilities to work toward recovery and live more satisfying lives in the community. They include Assertive Community Treatment, Housing First, Supported Employment, Peer Support, and Family Support and Education. Community psychologists have played important roles in studying or developing these programs. Yet, evidence for these programs is often based on outcomes of interest to policymakers, such as cost-effectiveness, as opposed to indicators of individual and community well-being. Indeed, a critical examination of community psychology’s history and scholarship suggests that the field has reduced its focus on promoting mental health, well-being, and liberation of individuals with psychiatric disabilities over the past several decades (Kloos, Ornelas, & Nelson, 2014). For many scholars, providers, and individuals with lived experience, progress in community mental health has stalled.

Regardless of currently available evidence-based programs, many individuals continue to confront seemingly intractable problems of poverty, social isolation, discrimination, and marginalization.  Community psychology can bring to bear its foundational values of social justice, diversity, empowerment, citizen participation and collaboration, as well as its methods and theories, to move the field of community mental health forward to address these problems.  Equally important, new generations of community psychologists are exploring new theories, new methods, and new technologies that can further enhance the potential of community psychology to contribute to this critical area of study. We can make use of new concepts (e.g., complexity theory, the capabilities approach) and technologies (e.g., Geographic Information Systems, mobile mental health platforms) to create better understanding and change within systems and societies. Finally, our field can broaden the evidence base for community mental health programming to emphasize outcomes of greatest import to those with lived experience.

This special issue aims to engage community psychology in a discourse about how we can utilize our values, theories, and methods to address the barriers faced by individuals with mental health challenges and promote broader inclusion, empowerment, and recovery. We are looking for a variety of contributions from community psychology and related disciplines that will individually and collectively point toward ways of moving community mental health research and practice forward. 

Potential submissions may include:
·         Discussions of new and emerging theories or concepts in the field of community mental health (e.g., capabilities, citizenship, complexity theory, e-society, systems change theory)
·         A focus on how community psychology values can improve community mental health research and action
·         Participatory research methods and projects focused on lived experience and its role in policy development, program planning, evaluation, and research
·         Consumer/ survivor involvement in community mental health research and action
·         Research or program evaluations of innovative and promising interventions or other avenues to promote wellness, self-determination, and community inclusion
·         Articles focusing on the role of diversity and intersectional social identities that impact community mental health research, practice, and policy at a global and local level
·         Demonstration of new or emerging research methods or techniques (e.g., GIS, GPS, mobile mental health, photography, video)
Manuscripts may be theoretical, empirical, or praxis-oriented pieces.  In addition to contributions from community psychologists, we are very interested in papers authored by or including the perspectives of mental health consumers/ survivors/ users, practitioners, policy makers, and researchers in other fields or disciplines who are doing related work.  Submissions focusing on adults with psychiatric disabilities are strongly encouraged.

Submissions process: Email proposals (750 words) to Guest Editors Greg Townley (gtownley@pdx.edu), Molly Brown (molly.brown@depaul.edu), and John Sylvestre (jsylvest@uottawa.ca) by 9-15-16.  Guest editors will invite full submissions by 11-15-16.  Full manuscripts in English should be submitted to the Guest editors by 3-15-17. Authors should follow author guidelines for AJCP that can be found in the online system: http://www.edmgr.com/ajcp.  Peer review will occur in accordance with AJCP guidelines.  Acceptance and Online First publication is expected in Fall 2017. 

Email inquiries to Guest Editors Greg Townley, Molly Brown, and John Sylvestre.  
Please disseminate this call for papers to interested colleagues and collaborators!


--
Greg Townley, Ph.D.
Assistant Professor
Department of Psychology
Portland State University
Phone (503) 725-3910


Friday, August 19, 2016

New Positions - GW Nashman Center for Civic Engagement

[Announcement from he-sl listserv]


Friends and Colleagues:
There are two newly posted positions with the George Washington University Honey W. Nashman Center for Civic Engagement and Public Service in Washington, DC.
The Senior Program Associate, Academic Service-Learning works directly with faculty to facilitate academic community service that is integrated with faculty research and teaching and aims to improve the quality of life in the community and the quality of learning and scholarship at GW.
The full job description and application materials can be found on the GW jobs site: https://www.gwu.jobs/postings/36945
The Senior Program Associate, Service and Social Innovation develops and implements service-learning and social innovation programs that meet GW’s mission of service to and with the community. The position will also oversee community service hours reporting and database development.

The full job description and application materials can be found on the GW jobs site: https://www.gwu.jobs/postings/36944

The Nashman Center's mission is to integrate civic engagement into George Washington University’s educational work. We focus GW’s resources to meet community needs beyond the campus, promote active citizenship in a diverse democracy, and enhance teaching, learning, and scholarship at GW.

--
Amy B. Cohen
Executive Director
Honey W. Nashman Center for Civic Engagement 
    and Public Service
Office for Diversity, Equity and Community Engagement

The George Washington University
837 22nd St. NW

Washington, DC 20052
202-994-9890
Email:
abcohen@gwu.edu
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