Engaged Illinois: September 2016

Friday, September 23, 2016

Exciting Opportunity at Loyola University Chicago- Associate Director, Center for Experiential Learning

[Announcement from he-sl listserv]

Exciting Opportunity at Loyola University Chicago- Associate Director, Center for Experiential Learning (Service-Learning)

Please share this exciting opportunity at Loyola University Chicago with colleagues who may be interested and qualified. The Associate Director, Center for Experiential Learning (Service-Learning), will lead the community-based learning initiatives including the service-learning program at Loyola University Chicago. The quick link for qualified applicants is: www.careers.luc.edu/applicants/Central?quickFind=59230

Qualifications:

· A master's degree (PhD preferred) in any one of the following areas is required: Higher Education, Educational Psychology, Counseling or Special Education

· Five years (or more) of relevant experience working with community-based learning, service-learning, and faculty development

· Experience with college students and community-based organizations is required.

· Experience implementing community-based learning initiatives working closely with faculty is required.

· Demonstrated understanding of experiential learning and specifically community-based learning (service-learning) programs is essential.

· Previous professional or volunteer work within faith-based community agencies is preferred.

· Ability to embrace, promote and articulate Loyola University Chicago's Jesuit Catholic identity.

· A commitment to academic excellence, social justice and service, values-based leadership, global awareness and diversity.

· Ability to work effectively with faculty of all disciplines, community agencies, and undergraduate students in a holistic manner with an enthusiasm for providing student-centered services in the Ignatian tradition.

Responsibilities (not an exhaustive list)

The Associate Director will assist the Director with the overall operations of the Center for Experiential Learning, including service-learning, academic internships, undergraduate research, and learning portfolios. Primary responsibilities for the Associate Director will be to:
- Supervise community-based learning initiatives in the Center for Experiential Learning, including the Service-Learning Program
- Supervises other community-based learning initiatives (academic internships and community partnerships) working with other CEL personnel closely
- Administers Service-Learning Program, including developing community placements or projects, cultivating and maintaining relationships with faculty and academic departments, and student development staff, supporting students enrolled in service-learning courses, and communicating with key constituents on service-learning policies and procedures university-wide.
- Advances community-based learning across the university as part of academic courses and the curriculum, connected to the Engaged Learning University Requirement.
- Contributes to community partnership development, relationships maintenance, and tracking of campus-community partnerships.
- Develops and facilitates community-based learning workshops and other resources for faculty instructors to foster best practices and communicate policies and procedures for service-learning.
- Meets with faculty, departments, and schools to aid in implementing service-learning in their course or curriculum.
- Supports the Director in representing the Center for Experiential Learning with key civic, community, cultural, and business organizations to advance community development goals through experiential learning partnerships.
- Advises undergraduate students from all majors on community-based learning opportunities, particularly service-learning courses and other experiential learning-related opportunities, through individual consultation, class-based presentations, workshops, and online resources.
- Develops and presents service-learning workshops and other resources to prepare students for service-learning and other community-based learning opportunities.
- Serves as a resource to faculty for developing reflection structures to enhance student learning in all community-based courses.
- Coordinates, tracks, and reports on students' community-based learning, attainment of learning outcomes, and achievement of community outcomes for engaged coursework through establishment and maintenance of University data management system.
- Implements course- and site-based assessments of community-based learning experiences, and other program evaluation tools for students, faculty instructors, and community partner organizations.
- Coordinates promotion of and special events related to service-learning, community engagement, and other community-based learning opportunities for students, including workshops, panels, site visits, or other programs.
- Coordinates community-based learning exhibitions at the Undergraduate Research and Engagement Symposium , a symposium of community-engaged learning featuring students, faculty and staff work in the community, as part of the Weekend of Excellence.
- Continually evaluates new and ongoing community sites/partnerships as suitable for student placements, projects and research through service-learning classes and other community-based learning experiences.
- Builds CEL on-line tools and resources for students, faculty, and community partners engaged with experiential learning.
- Offers and facilitates EXPL 290 Seminar course each semester (Fall, Spring, Summer) to provide students with a general elective Engaged Learning course for service-learning engagement in the community.
- Performs other duties as required.

Apply directly online at www.careers.luc.edu/applicants/Central?quickFind=59230; please DO NOT email resumes or cover letters.

Best regards,

Dr. Patrick M. Green

Patrick M. Green, Ed.D.

Director, Center for Experiential Learning

Clinical Instructor of Experiential Learning

Loyola University Chicago

P: (773) 508-3366

EMAIL US: experiential@luc.edu

VISIT US: LUC.edu/experiential

SEE our IMPACT

CEL by the Numbers

Meet you at K-State | 4th ISL Summit | Oct. 23-25

[Announcement from he-sl listserv]

Join this growing and vibrant community of practice and come to the 4th International Service-Learning Summit at Kansas State University where together we’ll take on the most critical issues at the intersection of higher education, global learning, community development and community-campus partnership (locally and internationally).

View the program, register now and book your hotel.

The 4th ISL Summit is hosted by the Staley School of Leadership Studies at Kansas State University. Co-sponsors include Cornell University, Duke University, Northwestern University, Washington University in St. Louis, and the University of Notre Dame.

On behalf of the sponsoring universities, we hope to see you in Manhattan (Kansas)!

Best,

Rachel

Rachel Tomas Morgan

Associate Director | Center for Social Concerns

Director & Assistant Professor of the Practice | International Engagement

Center for Social Concerns, University of Notre Dame

136 Geddes Hall, Notre Dame, Indiana, 46556

Main 574.631.5293 | Fax 574.631.4171 | Direct 574.631.9404

Email: rtomasmo@nd.edu | Skype: racheltomasmorgan

Website: centerforsocialconcerns.nd.edu

Job Posting: Executive Director, Center for Community-Engaged Learning and Research, TCNJ

[Announcement from he-sl listserv]

Description

The College of New Jersey (TCNJ) seeks applications for an innovative and strategic leader for the position of Executive Director of the Center for Community Engaged Learning and Research, a twelve-month administrative position. The Executive Director serves as the campus leader for community engagement and reports to the Associate Provost for Curriculum and Liberal Learning. The successful candidate will have the opportunity to build on the considerable strengths of the Center, while shaping the future direction of community engagement at TCNJ.

Responsibilities

▪ Provide leadership and strategic planning for the College's community-engagement activities, programs, and initiatives.

▪ Develop and administer community-engagement opportunities for students, faculty, and staff.

▪ Build and maintain strategic partnerships, across campus and with community members and organizations, in support of community-engagement opportunities for TCNJ students, faculty, and staff.

▪ Lead activities and initiatives that foster the incorporation of best practices into community-engagement efforts by TCNJ faculty and staff.

▪ Lead the assessment of community-engagement activities, programs, and initiatives.

▪ Manage, mentor, and support the Center's leadership team.

▪ Manage the Center's budget and seek extramural funds to support the Center's activities.

Qualifications

Required

▪ Masters degree.

▪ At least five years of experience in community engagement, civic engagement, or service learning at an institution of higher learning.

▪ Record of success in a leadership position related to community engagement, including budgetary experience.

▪ Ability to work collaboratively with diverse constituencies, including students, faculty, staff, administrators, and community partners.

▪ Record of building strategic partnerships, both across campus and with community partners, in support of community-engagement opportunities for students and faculty.

▪ Ability to collaborate with faculty as academic leaders in community engagement and engage them in developments in the pedagogy and scholarship of community engagement.

▪ Success in securing external funds to support community engagement.

Preferred

▪ Terminal degree (strongly preferred).

▪ Record of scholarship in community engagement and leadership.

▪ Experience in the development and implementation of strategic plans.

▪ Involvement in assessment of community-engagement programs at an institution of higher education.

▪ Leadership in regional or national organizations or networks focused on community engagement.

About TCNJ

Founded in 1855, TCNJ is a highly selective, comprehensive, residential institution recognized as one of the outstanding public colleges in the country. Emphasizing a residential experience for its over 6,800 undergraduates, TCNJ also offers focused graduate programs in nursing, education and English for 650 students. TCNJ has earned national recognition for its commitment to excellence, and TCNJ faculty members are teacher/scholars who share a commitment to liberal learning. The College is one of Barron's 75 "Most Competitive" American colleges and U.S. News & World Report's No. 1 public institution of its kind in the northern region of the country. The Princeton Review ranked TCNJ 6th in the nation based on overall student satisfaction, and 19th for how well different types of students (backgrounds, ethnicities) interact at the College. TCNJ has been awarded a Phi Beta Kappa chapter, an honor shared by less than 10% of colleges and universities nationally, and the first-ever Campus-wide Award for Undergraduate Research for master's level institutions from the Council on Undergraduate Research. The College ranks 32nd among U.S. master's colleges and universities for the number of study-abroad students (IIE Open Doors Data), with annual participation by over 450 students. TCNJ is located within roughly an hour, by train, of NYC and Philadelphia. The College's campus has 39 major buildings set on 289 tree-lined acres in suburban Ewing Township and is known for its natural beauty (ranked 7th in The Princeton Review).

Community Engagement at TCNJ

Community engagement is a high priority at TCNJ, representing one of TCNJ's five Signature Experiences and required of all first-year students as part of the College's general education program. TCNJ's commitment to community-engaged learning has earned it the Community Engagement Classification from the Carnegie Foundation for the Advancement of Teaching.

The Center for Community Engaged Learning and Research is the administrative home for the College's community-engagement activities that integrate educational experiences with community service, student development, and civic participation. From its origin a decade ago, the Center has expanded from two full-time staff members and 12 Bonner Community Scholars to nine full-time staff, four AmeriCorps members, and over 100 Bonner Community Scholars - making it the largest Bonner program in the country. The Center recently developed a five-year strategic plan and has begun its implementation.

The Center works in close collaboration with over 30 community partners to provide community-engagement opportunities for students, faculty, and staff. In the past academic year, the Center supported community-engaged experiences for over 1,200 first-year students, 703 students in 41 upper-division courses, and 39 internships at 19 community partner sites; these activities involved roughly 50 faculty members. The Center brought in $1 million in external funding during the last academic year and is a partner in the highly successful Trenton Violence Reduction Strategy and Trenton Prevention Policy Board initiatives.

Contact Information

This position carries the state title of Executive Director and is a non-aligned position. Qualified candidates should submit a letter of interest, resume or C.V., and a list of at least three professional references electronically to jobs@tcnj.edu. Applications received by October 19, 2016 will be given full consideration, but review of applications will continue until a suitable candidate has been identified.

Final offer of employment will be contingent upon successful completion of a background investigation. This position includes a comprehensive benefits package including health, dental and prescription, as well as generous sick and vacation leave.

To enrich education through diversity, The College of New Jersey is an Equal Opportunity Employer. The College has a strong commitment to achieving diversity among faculty and staff, and strongly encourages women and members of underrepresented groups to apply.

Job Posting: Rice University Center for Civic Leadership Seeks Associate Director

[Announcement from he-sl listserv]

Dear HE-SL,

Rice University in Houston, Texas is currently hiring for an Associate Director of Programs. The Center for Civic Leadership (CCL) at Rice University offers co-curricular and experiential learning opportunities to Rice students with the central mission of fostering engaged citizenship. We encourage and engage in long-term, multi-program community partnerships that empower students and community organizations to effect positive change in their communities.

Position Summary

· Develop, implement, and manage experiential civic leadership programs focused on a specific geographic region and directly relevant to the CCL

· In particular, develop introductory experiential learning programs and/or courses intended to develop civic leadership through engagement with Houston community partners

· Teach up to three credits of coursework

· Assist in the cultivation and management of university-community partnerships, faculty partnerships, and alumni networks that enrich civic leadership programs

· May lead special projects or initiatives, serve as the team’s direct report to the Director of Programs and Partnerships, develop and lead workshops, and advise graduate and undergraduate teaching assistants

· May also have the opportunity to teach additional courses and/or serve as the CCL undergraduate advisor

Qualifications

· Education Required: Master’s Degree

· Type of Experience:

o Professional experience in undergraduate education at a college or university; in government; or in a community- or service-oriented non-profit organization

o Experience fostering civic leadership through community-based research, service learning, social entrepreneurship, or advocacy.

o Experience in teaching and/or facilitation

· Experience Preferred:

o Experience building partnerships with government and community organizations and/or faculty

o Experience advising students

o Program assessment

For more information and to apply for this position, please visit:

jobs.rice.edu/postings/8495

Lauren Caldarera

Associate Director

Center for Civic Leadership -MS 200

Rice University

PO Box 1892

Houston, TX 77251-1892

Phone: 713-348-6409

Fax: 713-348-5885

http://www.rice.edu/service

MLK Day Grants due in one week!

[Announcement from he-sl listserv]

Just a final reminder for your Friday! If you have questions, join us on Monday’s technical assistance call.

Campus Compact member institution staff, faculty, and students are eligible to apply for mini-grants of up to $3,000 to support MLK Day of Service projects that alleviate hunger and/or support veterans.

Applications are due September 30.

Those interested in applying are encouraged to register and attend our final technical assistance webinar.

A recording will be made available on the site along with other t echnical assistance resources .

Register for the Monday, September 26, 2016 webinar.

The MLK Day Community Partnership Project is led by Iowa Campus Compact, with support from New York, North Carolina, Mountain West, and Wisconsin Campus Compacts). It is funded by the Corporation for National and Community Service.

The goal is to mobilize college students, community members, and community organizations to observe MLK Day not as "day off," but a "day on." The project will provide mini grants to colleges around the nation for service projects that leverage volunteers. Projects will focus on food security (including meal packaging and food donations) and support for veterans.

Learn more and apply today!

Best,

Emily

Emily J. Shields

Executive Director

Iowa Campus Compact

Office: (515)235-4684

Mobile: (515) 321-6024

Thursday, September 22, 2016

Midwest Eco Registration NOW OPEN

[Announcement from SCRA-L]

Hi everyone!

Midwest Eco registration is now open! http://midwesteco2016.wordpress.com/registration/

On-site registration rates will be higher than online pre-registration, so please register by October 12! Any questions should be directed to midwesteco2016@gmail.com.

Thank you!

Crystal Steltenpohl

Tuesday, September 20, 2016

Special Issue of Cultural Diversity and Ethnic Minority Psychology Understanding, unpacking and eliminating health disparities: A prescription for health equity promotion

[Announcement from SCRA-L]

Call for Proposals

Special Issue of Cultural Diversity and Ethnic Minority Psychology

Understanding, unpacking and eliminating health disparities: A prescription for health equity promotion through behavioral and psychological research

This call for manuscript proposals focuses on research that can contribute to a better understanding of health disparities among racial and ethnic minorities in the United States (US) and how to achieve health equity for all people in the US. Manuscripts included in this special issue will provide greater clarity about how health disparities should be defined and how best to study and understand health disparities with the goal of reducing or eliminating health disparities to create health equity. The manuscripts will focus on the challenge of reducing or eliminating health disparities by investigating behavioral and psychological issues/factors related to health disparities and health equity. In addition, methodological manuscripts will examine how our conceptualizations and methods used to examine health disparities have helped or hindered our efforts to reduce or eliminate health disparities.

Healthy People 2020 has identified eliminating health disparities as a major goal for improving the nation’s health. Funding has increased for research that addresses health disparities. The body of research on health disparities is rapidly growing. As the scope of this research grows, how best to conceptually frame and study health disparities is also evolving and needs be examined. Much of the research seems very similar to race comparative research that has been widely criticized as a conceptual and empirical approach that is not valid or reliable for understanding the behavior of racial and ethnic minority people. Race comparative research allows for the examination of differences between groups but this approach does not address the underlying processes that contribute to racial and ethnic differences in health. The same behaviors may not equate to the same risks or risk reduction for different groups. For example, HIV/AIDS research has documented that African American youth use condoms more than their European American counterparts but these young people still have one of the highest rates of infection. Nor does a race comparative approach fully identify structural factors within racial and ethnic minority communities that contribute to or deter heath disparities. Greater understanding of these processes and structural factors is needed to identify and implement efficacious and effective interventions to deter health disparities and increase health equity.

Moreover, even with increased interest in and funds for studies on health disparities, health disparities are not being substantially reduced or eliminated. This dilemma raises an important question: Is the best research that can be conducted on health disparities reflected in the current body of research in this area? The special issue will address the challenges to producing work that can be translated into action. The special issue will be a collection of manuscripts that provide better conceptual and methodological approaches to how health disparities are defined and operationalized in empirical studies and how best to study health disparities to achieve health equity, moving beyond race comparative designs to include structural and cultural factors and innovative methods. We are especially interested in health disparities in and risk factors for the development of physical and behavioral health problems, and factors that promote strength and resilience to deter health disparities. These factors can be multi-level risks and protectors at both the individual and structural level (e.g., an ecological model (Bronfenbrenner, 1994). Some may be malleable and the conditions under which they are malleable can be examined as well as the mechanisms by which these factors can lead to changes in health. Examples of health disparities include but are not limited to: HIV/AIDS, obesity, hypertension, trauma, suicide, stress, unhealthy behaviors, substance abuse and violence. Manuscripts that focus on risk factors must consider them within the broader context of health disparities and health equity, rather than focusing on "deficits" among minority groups.

If you are interested in submitting a manuscript, please first send letters of intent by

December 1, 2016. Letters of intent should have fewer than 350 words, and should briefly specify the research question(s), sample characteristics and procedure, and methods. Importantly, letters of intent should address how the manuscript will address an area of health disparity, or risk for the development of a health disparity, and the methods to probe them. Invitations to submit a letter of intent are not a guarantee of acceptance of manuscripts for review or publication. Questions regarding letters of intent or submissions should be directed to Drs. Norweeta Milburn (nmilburn@mednet.ucla.edu), Lula Beatty (lbeatty@apa.org), or Tiffany Yip (tyip@fordham.edu). Authors will receive a response to their letters of intent by March 1, 2017. Only those authors whose letters of intent are deemed responsive to the call for this special issue will be invited to submit a manuscript by October 1, 2017 Manuscripts must be submitted electronically through the Manuscript Submission Portal. The link for the Portal can be found on the journal website. All submitted manuscripts will be initially screened by the guest editors and then sent out for blind peer review. Note that LOIs that are not invited to submit full manuscripts are welcome to submit to CDEMP through the regular submission protocol.

The publication target date is Spring 2019.

Reference

Bronfenbrenner, U. (1994). Ecological models of human development. In International Encyclopedia of Education, 3(2). Oxford: Elsevier.

Reprinted in: Gauvain, M. & Cole, M. (Eds.) Readings on the development of children, 2^nd Ed. (1993, pp. 37 – 43). New York: Freeman.

Monday, September 19, 2016

IARSLCE: FINAL REMINDER: Online Conference Registration Ends 9/20 - tomorrow

Tomorrow - 9/20/16 - is the last day to register online for the 2016 IARSLCE Conference

Online registration for the 2016 IARLSCE Conference closes at 5PM CT tomorrow 9/20/2016. After tomorrow, you must register onsite in New Orleans.

This year's annual research conference will be held September 26-28, 2016 in New Orleans and will visit the theme Reaffirming Our Purpose, Bridging Our Understandings & Broadening Our Collective Impact.

For all things conference - including the link to register and more - please visit our conference website .

MPA 2017 Proposal Submission

[Announcement from SCRA-L]

The 2017 Annual Meeting of

The Midwestern Psychological Association

Division 27: Society for Community Research and Action

Chicago, IL

April 20-22^nd, 2017

Call for Proposals

The Society for Community Research and Action (Division 27) encourages proposals for poster presentations, symposia, and roundtable discussions that will facilitate the exchange of innovative ideas and promote constructive dialogue on topics involving community research and action. Program proposals that emphasize active interaction among presenters, the audience, and community members and that include presenters from different university and community settings are especially encouraged. Proposals by undergraduate and graduate students also are encouraged.

We welcome submissions that involve any area of community research and action, including, but not limited to, the following:

• Contributions to the theory, methods, or practice of community research and action

• Program development, implementation, dissemination and evaluation

• Innovations in or reflections on training in community psychology and allied disciplines

• Examples of interdisciplinary and community collaborations

• Translation of research on community practice to social action

Program Formats

• Poster Presentations can include results from individual research papers, descriptions of community-based programs, results from program evaluations, or other community based projects.

• Symposia offer a forum for discussion and debate of diverse perspectives as they pertain to significant issues in the field. Symposia should include 3 to 4 presentations organized around a common theme, issue or set of questions. Symposia should allow significant time for discussion and audience participation. Inclusion of community members is welcomed but not required.

• Roundtable Discussions provide a more interactive and less formal forum for dialogue. This format is appropriate for sessions that involve active discussion among panel members and audience members, and sessions in which the presenters' role is to facilitate audience exploration of an issue.

Student Poster Awards

Three monetary poster awards will be given to the top student posters. Top posters will be identified by a panel of judges at the conference based on strength of methodology, relevance to community psychology, and visual presentation of the information on the poster. Indicate poster presentation (student and consider for award) on submission form.

Instructions for Preparing Program Submissions

Proposals should be submitted by November 1, 2016.

You may direct inquiries to Amber Williams by emailing at: mpascra2017@gmail.com.

Please use the following google link to complete submission

https://docs.google.com/forms/d/e/1FAIpQLScPAY2gDEa9i1-sKcNzUGv5UnCyK9JyFIBtuFrwz0RMziiLDg/viewform

The following information must be included in each proposal:

Authors:, list names, affiliations, phone numbers, and email addresses for each author in the order of authorship. It is expected that the first author will be the primary presenter. For symposia and roundtables, please also indicate session organizer(s).

Format: poster, symposium, or roundtable. Students submitting posters as first authors and who are interested in being considered for a student poster award should indicate poster presentation (student and consider for award) on submission form.

Title: limited to 10 words

Abstract: limited to 200 words for overview of posters, symposia and roundtable discussions. Symposia proposals and roundtable discussion proposals should include descriptions of each author’s contributions.

Authors will be notified by email regarding acceptance by January 25, 2017.

For more information about the MPA conference (e.g., lodging, fees, eligibility) please visit the

MPA website at: http://midwesternpsych.org.

Thank you and see you in Chicago!

Amber Williams, PhD, MHS, MS

National Louis University

Chicago, IL

Sunday, September 18, 2016

2016 SE ECO Conference Submission Deadline Extended

[Announcement from SCRA-L]

Hello everyone,

We would like to remind everyone that the submission deadline for the ECO conference at Georgia State University has been extended to September 30th. We hope that you submit to the conference! Please visit the 2016 SE ECO Conference for more details and to submit your proposal.

http://sites.gsu.edu/seeco2016/

Hope to see you there!

2016 SE ECO Conference Planning Committee

Dominique Thomas, M.A.

SCRA Southeast Regional Student Representative
Community Psychology Doctoral Candidate
Department of Psychology, Georgia State University

Thursday, September 15, 2016

Published and open access: special section of JSPP on 'Rethinking Prefigurative Politics'

[Announcement from SCRA-L]

Dear all,

Jan Haaken, Sharon Jackson, Liora Moskovitz and I have recently guest-edited a special section of the Journal of Social and Political Psychology on the topic of ‘Rethinking Prefigurative Politics’.

We think that community psychologists will find much of interest in the authors' engagement in questions of activism, critique, participation and social change from below. All of the papers are about some form of community action and the issue as a whole aims advance psychology's contribution to rethinking and remaking the world as it could be!

We hope you enjoy it!

Flora.

Rethinking Prefigurative Politics: Introduction to the Special Thematic Section

Flora Cornish, Jan Haaken, Liora Moskovitz, Sharon Jackson

The Identity Process in Times of Rupture: Narratives From the Egyptian Revolution

Sarah Hassan Awad

Socio-Psychological Aspects of Grassroots Participation in the Transition Movement: An Italian Case Study

Fulvio Biddau, Alessandra Armenti, Paolo Cottone

Examining Prejudice Reduction Through Solidarity and Togetherness Experiences Among Gezi Park Activists in Turkey

Yasemin Gülsüm Acar, Özden Melis Uluğ

Psychological Sense of Community as an Example of Prefiguration Among Occupy Protesters

Magda Permut