Job: Postdoctoral Researcher Fellowship in 19th century Russian literature and culture (University of Bologna)

Deadline: June 30, 2021

The “Modernizing Empires: Enlightenment, Nationalist Vanguards and Non-Western Literary Modernities” (NONWESTLIT) Project, funded by the European Research Council, is hiring a full-time post-doctoral researcher in 19th century Russian literature and culture.

Job description:

• Conduct and publish high-quality research within the framework of NONWESTLIT.
• Co-responsibility in the collection of data, their analysis and interpretation.
• Collaborate closely with other researchers in the project.
• Disseminate results from NONWESTLIT at international conferences and in high-quality academic outlets.
• Participation in research administration and the organization of project’s related events (e.g., webinars and workshops).
• The position provides opportunities to advance the candidate’s own research agenda within the framework of the project, including research related travel opportunities.
• Starting date: 1 September 2021 or later. One-year contracts, renewable for the duration of the project (2021-2026).
  

The ideal candidate’s profile includes:

• Ph.D. in Comparative Literature or a related field such as but not limited to Russian Studies and Literature
• Experience in comparative methodologies and other methodological qualitative skills and/or quantitative skills in literary studies
• Former research experience in Digital Humanities is an asset
• Knowledge of Italian is welcome but not required
  

Salary: Salary scheme of the University of Bologna, Senior Post-doc, 32.000€ gross per annum.


Application procedure:

Apply exclusively through the University of Bologna’s HR portal (POL): https://personale.unibo.it/pol/welcome.htm?siteLanguage=en, apply to call #898 under “Research Fellowship (assegnista di ricerca)” and upload the following documents:

• Curriculum vitae
• Cover letter, Research Statement and Contact details of two potential references (all in a single document uploaded under “Publications”)
• Two academic writing samples (no more than 30 pages in English uploaded separately under “Publications”)

The deadline for applications is June 30, 2021. Online interviews will take place during the second week of July. For inquiries, please contact Assoc. Prof. Özen Nergis Dolcerocca via email: ozen.dolcerocca@unibo.it

For more information: https://nonwestlit.eu/

https://lingue.unibo.it/it/ricerca/progetti-di-ricerca/progetti-europei/modernizing-empires

Job: Senior Intercultural Programs Advisor Position at CGIS (U-M)

Deadline: June 25, 2021

The Center for Global and Intercultural Study is currently seeking applicants for a Senior Intercultural Programs Advisor. The posting can be found on the UM jobs website as job ID 199522. Please encourage qualified candidates to apply.

How to Apply

A cover letter is required for consideration for this position and should be attached as the first page of your resume. The cover letter should address your specific interest in the position and outline skills and experience that directly relate to this position.

The start date for this position will be in August 2021.

Mission Statement

The mission of the University of Michigan is to serve the people of Michigan and the world through preeminence in creating, communicating, preserving and applying knowledge, art, and academic values, and in developing leaders and citizens who will challenge the present and enrich the future.

Who We Are

The Center for Global and Intercultural Study (CGIS) develops inclusive and accessible educational opportunities around the globe, primarily for LSA undergraduates. Our academically rich programs foster intellectual curiosity and intercultural understanding by encouraging students and faculty to engage with host communities through conscious and responsible participation. CGIS offers over 100 programs in 40 countries, from short-term summer programs to traditional semester- and year-long study abroad. CGIS is committed to furthering diversity within study abroad.

Responsibilities*

Responsibilities of the Senior Intercultural Programs Advisor position include the following:

Advising - 40%

Manage a portfolio of CGIS programs, work with CGIS marketing staff and campus partners to promote programs, provide information about financial aid options and admissions requirements / processes, provide general advising concerning program selection and student life aspects of studying abroad such as health and safety, diversity, cultural immersion, academic and career goals. Respond to student, parent, faculty, and staff inquires via phone calls, walk-in sessions, appointments, and e-mails during the various stages of off-campus program participation including pre-application, pre-departure, onsite, and U of M. Facilitate the application process, application review, the admissions process, program coordination, and post-program processes. Hold pre-departure orientations and unpacking sessions, serve in mentorship role to CGIS advisors.

Oversight of Policies, Procedures, and Student Conduct - 20%

Ensure all CGIS students meet pre-departure requirements. Coordinate background checks, hold disciplinary meetings, implement behavioral contracts, and update students' files as needed. In conjunction with Health and Safety Coordinator and Director, respond to student disciplinary issues onsite, coordinate response to disciplinary cases with appropriate units on campus and with partners abroad. Serve as a resource for advisors concerning challenging communications with students, parents, partners, etc. Manage departmental record retention policies related to student and program materials. Participate in various working groups, serve as a point of contact with the Office of Financial Aid, LSA Scholarships, and other units as appropriate. 

Promote Diversity, Equity, and Inclusion - 10%

Mentoring advisors around how to support and advise students with different social identities in the pre-departure, while abroad and return phases. Help develop and facilitate identity based sessions as part of partnerships with other units on campus such as Trotter Multicultural Center, Comprehensive Studies Program, Spectrum Center, Multi-Ethnic Student Affairs, etc. and/or pre-departure orientation. Maintain the diversity handbook. Partner with the International Center to support Incoming exchange student on campus specifically addressing diversity, equity, and inclusion challenges international students may experience on campus.

Student Employee Supervision - 5%

Interview and make hiring decisions for the CGIS student assistant. Supervise CGIS student assistant, approve time, identify projects and provide feedback. 

Incoming Exchange Programming - 15%

Develop and oversee comprehensive intercultural programming plan to support incoming exchange students. Identify ways to maximize student learning and resources by strategically partnering with other offices where appropriate. Act as a liaison with the Office of Undergraduate Admissions and coordinate arrival services with the Office of New Student Programs and University Housing. Set and maintain a budget for incoming exchange initiatives and organize extracurricular activities. Assist students with course registration, visa and insurance issues, student involvement, and other areas of concern. Track exchange balances and facilitate relationships with partner institutions.

Special Projects - 10%

Participate in after-hours emergency response rotation. Draft, update, and serve as point of contact for faculty and program handbooks. Assist with advisor training. Conference travel and site visits as appropriate. Other projects as assigned.

Required Qualifications*

Bachelor's degree, first hand experience participating in or leading an intercultural program; experience advising undergraduate/graduate students; minimum of two years of previous experience working for a study abroad office or provider organization; knowledge of intercultural pedagogy; ability to handle multiple assignments for varied programs with strong organizational skills and attention to detail; ability to work effectively with faculty, staff, students, and partner institutions from many different backgrounds; demonstrated commitment to diversity

Desired Qualifications*

Masters or other advanced degree; some knowledge of U of M policies and procedures; experience with StudioAbroad software

Additional Information

Salary note: $49,000-$53,000 with a higher salary possible for extremely well-qualified candidates

The College of Literature, Science, and the Arts seeks to recruit and retain a diverse workforce as a reflection of our commitments to serve the diverse people of Michigan, fulfill the College’s Guiding Principles, and sustain the excellence of LSA.  

To learn more about diversity, equity, and inclusion visit https://lsa.umich.edu/lsa/dei.html

To learn more about LSA’s Guiding Principles visit http://lsa.umich.edu/lsa/faculty-staff/human-resources/lsa-staff-guiding-principles.html

Background Screening

The University of Michigan conducts background checks on all job candidates upon acceptance of a contingent offer and may use a third party administrator to conduct background checks.  Background checks are performed in compliance with the Fair Credit Reporting Act.

Application Deadline

Job openings are posted for a minimum of seven calendar days.  The review and selection process may begin as early as the eighth day after posting. This opening may be removed from posting boards and filled anytime after the minimum posting period has ended.

U-M EEO/AA Statement

The University of Michigan is an equal opportunity/affirmative action employer.

Prize/Award: 2021 Marc Raeff Book Prize

Deadline: June 15, 2021

The Eighteenth-Century Russian Studies Association, an affiliate of the Association for Slavic, East European, and Eurasian Studies (ASEEES), is now accepting submissions for the 2021 Marc Raeff Book Prize. We encourage both presses and individual scholars to submit nominations to the members of the prize committee (listed below). 

The Raeff Book Prize is awarded for a publication that is of exceptional merit and lasting significance for understanding Imperial Russia during the long 18^th century. The recipient of the award will be recognized with a cash prize, which will be presented in November 2021 at the ASEEES annual convention in New Orleans. The award is sponsored by the ECRSA and named in honor of Marc Raeff (1923-2008), historian, teacher, and dix-huitiémiste par excellence. 

Please address all questions about the prize to Gregory Afinogenov (Committee Chair) at Gregory.Afinogenov@georgetown.edu..  

Submissions must be made (see Nominating Instructions below) by June 15, 2021.

Eligibility

• The publication must be a monograph, translation, or reference work about any aspect of the long 18^th century and focused on any of the territories of the former imperial Russian state. Textbooks, festschrifts, and edited collections of essays are not eligible unless they constitute significant and innovative contributions to the field. 
• The submitted work must bear a copyright date of 2020 or 2021. 
• Books that were already nominated for the prize in 2020 are not eligible.
• Nominated works can be published in any language and in any format (analog or digital). If a work is in a language other than those known by the ECSRA Selection Committee members (English, Russian, Ukrainian, French, German), the committee will make a good-faith effort to solicit reports from qualified scholars who are conversant in that language. 
• The geographic area of study is broadly defined as the territories of the former imperial Russian state and the Soviet Union. The publication must deal in whole or in part with the long 18^th century, here defined as the period from the last quarter of the 17^th to the first quarter of the 19^th century. 
• Books that have received other prizes are eligible. 
• Scholarly merit, originality, and felicity of style will be the main criteria for selection. 

Nominating Instructions

• Any scholar in the field can nominate a book for the prize. Self-nominations are welcome.
• Nominations can be made by email to Gregory Afinogenov (Committee Chair) at Gregory.Afinogenov@georgetown.edu or to any member of the ECRSA Prize Selection Committee (listed below).
• Publishers: if you nominate a book, please send a printed copy to each ECRSA Prize Selection Committee member (addresses below); in exceptional circumstances, especially in the case of books from outside the US, UK, and the European Union a digital copy may be acceptable.
• Nominations must be received no later than 15 June 2021.  
• The award winner will be announced in mid-October 2021.
  

CFP: Rethinking the Avant-Garde: Radical Politics and Culture in Europe and the World

Deadline: June 15, 2021

The interwar avant-garde transformed the modern understanding of painting, sculpture, architecture, music, and literature, as well as the contours of politics and philosophy. Prominent in Russia, Italy, Belgium, Germany, Czechoslovakia, and France, members of the avant-garde also traveled widely, visiting North and South America for inspiration, exploring the Mediterranean and Africa, and seeking to establish links with anti-imperial movements in Asia. These artists, poets, writers, intellectuals, and thinkers often became involved in the radical politics of their day—anarchism, communism, socialism, and fascism—and in many ways helped to define and radicalize European and global politics after the First World War. Later associated with Italian communist Antonio Gramsci (a contemporary of the period), the idea of cultural revolution they forged in the 1920s and 1930s—the indivisible link between culture and politics—saw the fusion of Marxism and the radical left with artistic experimentation, ethnic and national diversity, internationalism, anti-imperialism, and anti-fascism.

 

This workshop, hosted by Trinity College Dublin and the University of St Andrews, will bring together new research on the avant-garde and its global diffusion, to challenge the perception that there is one, single ‘European’ avant-garde. It aims to better understand links between culture and politics, philosophy and activism, art and language, the similarities between the ideologies of the radical left and those of the radical right, and to explore the avant-garde from a multi-national, multi-lingual perspective in the fields of arts, culture, and ideas in the twentieth century. For the workshop, we welcome papers that examine any aspect of the avant-garde in the 19^th or 20^th centuries, including in the fields of history, literature, art, film, cultural studies, or language.

 

Workshop participants will be asked to submit a 20-30 page work-in-progress two weeks in advance of the conference, whether an article, book or dissertation chapter. All participants will be required to read the contributions in advance of the conference.

 

The workshop will take place on 11^th and 12^th November 2021 at Trinity College Dublin, Dublin Ireland. Participants will be reimbursed up to 150 euros in travel costs, a single night hotel stay, and a conference dinner. No other expenses will be covered. The workshop is sponsored by the Royal Irish Academy.

 

To apply, please send a short abstract of the proposed paper and a cv to the conveners, Molly Pucci (puccim@tcd.ie) and Valerie McGuire (vm54@st-andrews.ac.uk), by June 15, 2021.

CFP: Narrating the Holodomor: The Social and Cultural History of Collectivization and Famine in Soviet Ukraine

Deadline: June 11, 2021

Organized by the Holodomor Research and Education Consortium, Canadian Institute of Ukrainian Studies, University of Alberta

December 9-10, 2021 (online)

 

And how I remember the many corpses found everywhere because it was spring: in the forest and in the fields, on the streets, people had just collapsed from hunger, and they died. […] I remember once I was grazing the cow, and in a field by the forest, a boy, Sirozha, died. We shepherds dug a pit in the meadow, gathered grass and tall grasses, laid the body in the pit, and covered it with grass and buried it. There wasn’t even anyone to bury the corpses.

Bilash [first name unknown] was one of thousands of Holodomor survivors who in 1989 responded to a call from journalist Volodymyr Maniak to provide accounts of the famine of 1932-33. The new Soviet policy of “openness” had meant that victims and their families were able to tell their stories after fifty years of near total silence. Several years later, the dissolution of the Soviet Union allowed for access to previously restricted archives, making possible discovery and publication of documents and research based on these sources. This “archival revolution” also opened new opportunities for assessment and public discussion of the legacy of Stalinism.

Although many scholarly works on collectivization and the Famine have been published over the last three decades, the social and cultural history of the Holodomor remains understudied. The aim of this conference is to provide a forum for examining practices of state violence and policies in the Soviet Union in the 1930s and to promote exploration of little-researched topics in social and cultural history. We especially encourage the examination and integration of ego-documents produced by victims, witnesses, and perpetrators. We seek to recover the voices of those who lived through the events, integrating their personal experiences into micro-level histories. Thus, we encourage comprehensive engagement with survivor memoirs and testimonies and thus are looking for papers that incorporate and analyze both official government sources and ego-documents.

Potential topics include, but are not limited to, the analysis of

• the categories of victim, perpetrator, and bystander and their relevance in the context of the Holodomor;
• issues in producing, gathering, and analyzing testimonies and memoirs;
• everyday experiences and practices in rural and urban areas during and in the aftermath of collectivization and the Famine, including gendered experience, the spectrum of violence, resistance, survival strategies, mobility patterns, and changes in social and cultural norms;
• second-generation Holodomor representations.

Please send an abstract of no more than 500 words and a CV to Dr. Oksana Vynnyk vynnyk@ualberta.ca and hrec@ualberta.ca by June 11, 2021.

Accepted contributors will be notified by June 28, 2021.

CFP: International Workshop "Kojève: Here and Now"

Deadline: June 15, 2021

Call for Papers: International Workshop "Kojève: Here and Now"

September 1-3, 2021 (Online)

Proposal submission deadline: 15 June 2021 

Keynote Speakers: Boris Groys (NYU) and Massimo Palma (Naples)

Alexandre Kojève is widely recognized as one of the most influential thinkers of the 20th century. Indeed, the breadth of his work, which spans from a phenomenology of religion, through theoretical considerations on modern art, to one of the first philosophical treatments of quantum physics, would seem to justify this reputation. Regardless, the reception of his thought tends to be restricted to a single dimension concerning his lectures on Hegel and their ongoing influence. As a result, most accounts of Kojève’s philosophy begin and end with an analysis of his commentary on Hegel—a tendency that, until quite recently, has gone largely unchallenged.  

However, owing in part to a series of newly transcribed and translated manuscripts, a renewed enthusiasm in Kojèvean scholarship has started to peel back the outmoded caricature of the philosopher of the “end of history.” What has become apparent is that while there is no doubt that his commentary on Hegel marks an important stage in the development of his thought, it in no way can be considered either a point of departure nor terminal node. Instead, hidden under Kojève’s Hegelian façade there appears to lay dormant a more complex, if not eclectic, collected work. It is in the spirit of bringing this work into the "Here and Now" that we intend this workshop on Kojève. 

The goal is to bring together those who are currently engaged with elements of Kojève’s oeuvre that have, at least up to now, been relegated to the status of ‘minor works’. These include, but are not limited to, his early ruminations on the philosophy of in-existence found in his “Diary of a Philosopher”, philosophy of religion (Solov’ev, atheism), philosophy of science (quantum physics, determinism), aesthetics (Kandinsky, Surrealism), political philosophy (authority, right), and ontology found in his so-called “attempt” at a system of knowledge. We also, of course, welcome scholarship that makes use of his many scattered writings in the form of letters, reviews, short essays and presentations. 

Finally, motivated by the same ethos of “wanting to know how history happens'' that led him to join la Direction de la recherche et des études économiques (DREE) following the war, we hope to entertain discussions on Kojève’s place within the intellectual history of interwar Germany and France, Russian philosophy, transnationalism, art history and post-war European politics and economics. Our hope in organizing this event is to not only unveil a fresh perspective on Kojève’s rich philosophical thought and its contexts but also to form new connections, both of a scholarly and personal nature.

We welcome speakers from both inside and outside of academia who are currently researching Kojève’s eclectic body of work. We are especially interested in papers that present previously neglected and unexplored aspects of Kojève’s oeuvre. Proposals from advanced graduate students and early career scholars, as well as established researchers, are warmly welcomed. The workshop aims to provide an open, experimental and inclusive forum for various new and original perspectives on Kojève. 

• A title and proposal (300-500 words) should be sent by 15 June 2021 to the organizers at kojeveworkshop2021@gmail.com
• All applicants will be notified about the decision on their proposals by the end of June.
• Accepted speakers are asked to send their full title and abstract to the conference convenors by 1 August 2021.
• The presentations are expected to be around 20 minutes in length. The working language of the workshop is English.
• Due to the ongoing COVID-19 pandemic, the workshop will take place online.

Organizers:

Isabel Jacobs (Queen Mary University London) Kyle Moore (Centre for Research in Modern European Philosophy, Kingston) Jorge Varela (Centre for Research in Modern European Philosophy, Kingston) 

Trevor Wilson (Virginia Tech)

Job: Russian Teachers, DLIFLC

Defense Language Institute Foreign Language Center (DLIFLC) in Monterey, California is looking for Russian Faculty at Instructor, Senior Instructor, and Assistant Professor ranks.

25+ positions need to be filled.
For details and application please visit https://www.usajobs.gov
For more information call (831) 242-7880 or email Employment@dliflc.edu

Job: Academic Coordinator II - Executive Director - Berkeley Language Center

Deadline: June 26, 2021

POSITION OVERVIEW

Position title: Executive Director

Percent time: 100%

Anticipated start: negotiable

Position duration: Term appointment with a two-year reappointment cycle

APPLICATION WINDOW

Open date: May 27th, 2021

Next review date: Friday, Jun 11, 2021 at 11:59pm (Pacific Time)

Apply by this date to ensure full consideration by the committee.

Final date: Saturday, Jun 26, 2021 at 11:59pm (Pacific Time)

Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.

POSITION DESCRIPTION

The Berkeley Language Center (BLC) at the University of California, Berkeley seeks applications for an Academic Coordinator II in the area of applied linguistics to serve as the Executive Director.

The BLC provides intellectual, pedagogical, and technological support for the teaching of languages on the Berkeley campus, in the Bay Area, and beyond. A complete list of current BLC services, facilities, personnel, and budget information is available here: http://blc.berkeley.edu/wp-content/uploads/2021/05/About_the_BLC.pdf.

The ED plays a crucial role by managing the day-to-day operations of the BLC and coordinating the efforts of BLC staff members. The ED regularly consults with language instructors to provide pedagogically sound and intellectually principled advice on teaching and curriculum development, including the integration of technology in the practice and research of language study. The ED participates in Excellence Reviews for language lecturers. These activities require knowledge of language pedagogy, second language acquisition theory, applied linguistics, sociolinguistics, and keeping abreast of new developments in instructional technology. The ED participates in campus-wide discussions on the epistemological, ethical, and social implications of developments in language teaching and the use of technology in language study. The ED is expected to develop original approaches and solutions to the highly complex issues related to the rapid advances in the field of technology-assisted language learning. The ED reports to a Faculty Director.

Key responsibilities of the ED are:

● Program planning, consultation, and management: The ED provides leadership and vision for a full range of services and activities offered by the BLC; evaluates the effectiveness of BLC facilities, equipment, personnel and services and makes changes as needed; analyzes current teaching practices and advocates for the adoption of new approaches to language instruction; engages in research on best practices for teaching and learning languages; works with faculty and graduate students developing research projects or materials for language courses; participates in language lecturer excellence reviews; maintains the BLC website; oversees the planning and implementation of periodic conferences; makes presentations at national conferences and publishes in professional journals; as a member of the Executive Committee of L2 Journal, the ED contributes to the development of journal policy and management; maintains and strengthens relationships with the ten departments of foreign languages/literatures as well as other campus entities, including the GSI Teaching and Resource Center, the Media Resources Center, the Area Studies Council, and Educational Technology Services.

● Administrative oversight. The ED oversees the BLC’s operating budget of approximately $1M, including short- and long-range budget planning; the ED is responsible for hiring and supervising 5 professional staff FTE and 2-4 part-time student employees, including regular performance check-ins and annual performance reviews; the ED manages approximately 10,000 sq. ft. of classroom and office space, providing state-of-the-art facilities and equipment for language instruction.

● Revenue generation. The ED keeps abreast of external funding opportunities and seeks external funding when appropriate.

Department: http://blc.berkeley.edu

QUALIFICATIONS

Basic qualifications (required at time of application)

● Ph.D. (or equivalent international degree), or enrolled in a Ph.D. or equivalent international degree-granting program at the time of application

Additional qualifications (required at time of start)

● PhD or equivalent international degree

● An established record of publications

Preferred qualifications

● PhD or equivalent international degree in a relevant discipline (language/literature, applied linguistics, linguistics,

education)

● An established record of publications in language pedagogy

● Experience working with technology in foreign language instruction, including remote instruction, software design and development, the interface

between technology and pedagogy

● Demonstrated excellence in teaching a language other than English at multiple levels

● Experience in professional journal management

● Experience writing grant proposals and managing grants

● Experience in administration: managing budgets, facilities, personnel

● Experience working in a multicultural and multilingual environment

● Excellent communication skills

APPLICATION REQUIREMENTS

Document requirements

● Curriculum Vitae - Your most recently updated C.V.

● Cover Letter - A cover letter describing how your education and experience meet the qualifications for the Executive Director position.

● Statement of Research - A description of your vision for the Berkeley Language Center, including a description of a research or curricular project that you would engage in and how it would contribute to the BLC community (2 pages double-spaced maximum).

● Statement on Contributions to Advancing Diversity, Equity, and Inclusion - Statement on your contributions to diversity, equity, and inclusion, including information about your understanding of these topics, your record of activities to date, and your specific plans and goals for advancing equity and inclusion if hired at Berkeley (for additional information go to https://ofew.berkeley.edu/recruitment/contributions-diversity).

Reference requirements

3 Letters will be required for finalists only

Apply link: https://aprecruit.berkeley.edu/JPF02940

Help contact: o_garcia@berkeley.edu

CAMPUS INFORMATION

Diversity, equity, inclusion, and belonging are core values at UC Berkeley. Our excellence can only be fully realized by faculty, students, and academic and nonacademic staff who share our commitment to these values. Successful candidates for our academic positions will demonstrate evidence of a commitment to advancing equity, inclusion, and belonging.

The University of California, Berkeley is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or protected veteran status. For the complete University of California nondiscrimination and affirmative action policy see: http://policy.ucop.edu/doc/4000376/NondiscrimAffirmAct

In searches when letters of reference are required all letters will be treated as confidential per University of California policy and California state law. Please refer potential referees, including when letters are provided via a third party (i.e., dossier service or career center), to the UC Berkeley statement of confidentiality (http://apo.berkeley.edu/ucb-confidentiality-policy) prior to submitting their letter.

JOB LOCATION

Berkeley, CA

CFP: SEELRC Summer Institute (Duke University)

Deadline: June 30, 2021

Slavic and Eurasian Language Resource Center, Duke University

The Duke Slavic and Eurasian Language Resource Center will host a summer workshop from July 29 to July 31, 2021 on Pedagogy, Diversity and Equitable Teaching and Learning of Languages and Cultures across the Curriculum and Platforms. We are pleased to call for papers by interested scholars, graduate students, and professionals on workshop-related topics and that focus on teaching/learning ANY language.

Workshop topics have included, but are not limited to:

• Neuroimaging and multilingualism
• Teaching language and culture through film
• Language proficiency testing
• Specialized language instruction at the advanced and superior levels
• The use of technology in the language classroom
• Integrating heritage students in the language classroom
• Addressing the needs of differently-abled students
• Using computer technologies to create pedagogical materials
• The role of grammar in proficiency-based instruction
• Popular culture and language instruction
• Web resources for language teachers
• Edifying Minority Voices in the Urban STEM Classroom and Beyond
• Use of Social Emotional Learning and Culturally Responsive Teaching During COVID-19
• Unmasking the Trauma of COVID-19 and George Floyd in Pre-Service Teacher Preparation
• Reimagining Language and Curriculum to Lever Equitable Classrooms and Schools

Papers on other related topics are most welcome. Presentations should be approximately 30 minutes in length and in English. The workshop will be held in a hybrid format, both on the campus of Duke University in Durham, North Carolina and through Zoom. Modest financial support to defray presenters’ travel expenses for in-person participation may be available. All presenters will be invited to submit their papers for publication in SEELRC’s online peer-reviewed journal Glossos. For further information, please email Michael Newcity at mnewcity@duke.edu.

Individuals interested in presenting a paper at the workshop should submit an abstract of approximately 200 words to Michael Newcity at mnewcity@duke.edu no later than June 30, 2021.

Job: SEVIS Coordinator (U-M)

Deadline: June 4, 2021

How to Apply

Complete the application online through the U-M Careers page.

A cover letter is required for consideration for this position and should be attached as the first page of your resume. The cover letter should address your specific interest in the position and outline skills and experience that directly relate to this position.

Job Summary

Department Summary

The U-M International Center provides a variety of services and programs to assist international students, scholars, faculty, and staff at the University of Michigan, as well as U-M students seeking opportunities to study, work, or travel abroad. For more information about the International Center and its services, see internationalcenter.umich.edu.

Job Summary

The SEVIS coordinator manages and coordinates batch reporting to the Department of Homeland Security’s Student and Exchange Visitor Information System (SEVIS), and mitigates University risk by ensuring compliance with federal government reporting requirements.  The SEVIS Coordinator serves as a key U-M contact for the Terra Dotta ISSS (International Student and Scholar Services) solution, which will be implemented in 2021, compiles and publishes periodic and ad hoc statistical reports, and provides internal production support for various IT applications used by the International Center.

Special Note:  The incumbent will play a key role in the Terra Dotta implementation project scheduled for the summer of 2021.  The incumbent will be expected to perform tasks using U--M’s PeopleSoft PASS system and International Center queries and databases used to support or supplement PASS, prior to the full transition to Terra Dotta ISSS in late 2021.  In reference to the internal ticketing system, the incumbent will assist with the use of Footprints, prior to the transition to Team Dynamix.

Responsibilities*

Terra Dotta ISSS Management and Production Support (50%)

• Serve as the primary coordinator for the Terra Dotta ISSS solution at U-M and as liaison to U-M IT staff and to the vendor. Provide expertise to the primary users of the Terra Dotta ISSS solution (International Center staff, Rackham International Admissions, and the Office of Undergraduate Admissions.)
• Monitor database functionality, data feeds, and batch processing; and validate data; troubleshoot errors in coordination with the Terra Dotta vendor and with U-M’s ITS.
• Manage the batch transfer of international student and scholar data to the Department of Homeland Security’s Student and Exchange Visitor Information System (SEVIS), including initial SEVIS registration/validation for new students and scholars, and periodic (Fall/Winter Terms) SEVIS registration for all F-1 students, as required by Federal regulations. 
• Monitor batch files for errors and resolve or route to the appropriate person for resolution. Contact students as needed to resolve data issues.
• Monitor changes to the SEVIS batch schema.
• Develop Terra Dotta queries, reports, request configurations (“e-forms”) and workflows, in consultation with IC and admissions staff.
• Participate in testing and validation of new Terra Dotta functionality.
• Audit and ensure data integrity and consistency among the various systems involved in SEVIS data reporting, including U-M’s student information system (M-Pathways), Terra Dotta, and SEVIS.
• Assist with business process analysis as needed to fully implement Terra Dotta functionality.
• Communicate with staff and university stakeholders regarding Terra Dotta’s technical changes and updates. 
• Maintain campus-wide SEVIS business process documentation and train campus partners on using Terra Dotta.
• Actively participate in Terra Dotta user groups.

Compliance with U.S. Government Regulations and Requirements (15%)

• Monitor SEVIS alerts and Terra Dotta reports and contact students or recommend actions as appropriate.  Take or recommend immediate action on information that could negatively impact an individual’s immigration status.
• Maintain updated knowledge of SEVIS reporting requirements and procedures.
• Respond to University or U.S. government requests for data validation.
• Serve as a Designated School Official (DSO) and Alternate Responsible Officer (ARO).
• Maintain updated knowledge of basic F and J immigration regulations. 
• Monitor international student /scholar compliance with F and J immigration regulations.
• Assist in processing new student check-ins.

International Center Information Technology Production Support (20%)

• Facilitate the implementation and provide internal production support for the “ticketing system” used to track student /scholar communications and certain requests.
• In coordination with the International Center’s health insurance team and ITS, provide auditing, reporting, and troubleshooting for international student and scholar insurance data managed in M-Pathways (PeopleSoft).
• Provide internal assistance and production support for various IT applications used by the International Center, and liaise with Student Life Technology Solutions and U-M Information Technology Services (ITS) as appropriate.
• Maintain updated knowledge of and familiarity with IT applications used by the International Center.
• Develop and update IC internal processes, in collaboration with others in the IC.
• Identify and research areas for technical improvements to International Center processes, monitor effectiveness of new processes, and suggest and implement changes or enhancements, as appropriate.
• Develop and modify queries and reports using PS Query and Business Objects to monitor data integrity and consistency, and regulatory compliance, and for use by IC staff.
• Explore and implement new technologies with IC management team approval.

Statistical Reporting (10%)

• Convert data into concise understandable reports and create user-friendly data visualizations.
• Compile and publish statistical reports, including the International Center’s annual report.
• Respond to periodic and ad hoc statistical inquiries from U-M units and external entities.
• Effectively manipulate display, and visualize data, using tools such as Excel and Tableau.
• Query datasets for specific reporting purposes and verify results against underlying data.

Communications and Other Duties (5%)

• Initiate regular International Center targeted electronic communications with international students and scholars, and University departments as determined by report or query results.
• Initiate International Center targeted electronic communications to individuals or specific groups of students as requested by International Center staff.
• Respond to student requests for assistance related to their M-Pathways records, such as address formatting for SEVIS.
• Assist with International Student/Scholar Orientation, including new student check-in procedures.
• Participate in International Center and Division of Student Life meetings, committees and workgroups, and campus-wide technical and business process committees.
• Additional responsibilities and projects, as assigned.

Required Qualifications*

• Bachelor’s degree
• U.S. citizen or permanent resident status (a federal requirement for Designated School Officials and Alternate Responsible Officers)
• Three or more years of demonstrated experience in an information technology area related to the duties to be performed
• Ability to query datasets for specific reporting purposes and verify results against underlying data
• Proficient with Microsoft Office applications and Google suite, advanced proficiency with spreadsheet software
• Working understanding of relational database technologies and query tools
• Demonstrated experience developing, documenting, and improving business processes
• Experience training others

Desired Qualifications*

• Experience with immigration case management software
• Experience with Terra Dotta ISSS
• Familiarity with PeopleSoft/Oracle student information systems
• Demonstrated experience with and understanding of student records data and human resources data
• Experience in a University setting
• Demonstrated knowledge of and experience with advanced database management, database reporting tools, and demonstrated knowledge of relational database concepts and structures
• Demonstrated experience with data analysis methodologies and strategies
• Experience using Tableau
• Demonstrated experience developing queries and reports using PS Query  and Business Objects; experience using SQL
• Basic knowledge of XML
• Basic knowledge of HTML/web technologies
• Demonstrated knowledge of IT security foundational concepts
• Basic understanding of F and J immigration regulations, particularly as they apply to SEVIS compliance
• Worked, studied, or lived outside the U.S. or comparable cross-cultural or second language acquisition experience

Additional Information

Position Criteria (Candidate Characteristics): These are the criteria that the hiring team will be evaluating the candidate for skills (i.e. communication, presentation, organizational, etc.)

• Excellent organizational, analytical, problem-solving/troubleshooting, and decision-making skills.
• Ability to work independently using discretion, and handle confidential information.
• Ability to multitask, meet deadlines and adapt to changing demands and priorities.
• Scrupulous attention to detail to coordinate database and reporting requirements, and federal reporting deadlines.
• Excellent written and verbal communication skills; effective communication with non-native speakers of English.
• Strong interpersonal skills and customer service skills.

Work Schedule

Monday through Friday, 8:00 AM to 5:00 PM

This role may have reporting obligations under Title IX and Clery

Salary may vary depending on qualifications, experience, and education of the selected candidate

CFP: 14th International Conference on the Inclusive Museum (Lisbon, Portugal)

Deadline: proposals due by June 8, 2021

2021 Special Focus—What Museums Post Pandemic?

Founded in 2008, The Inclusive Museum Research Network is brought together by a shared concern for the future role of the museum and how it can become more inclusive. We seek to build an epistemic community where we can make linkages across disciplinary, geographic, and cultural boundaries. As a Research Network, we are defined by our scope and concerns and motivated to build strategies for action framed by our shared themes and tensions.

The Fourteenth International Conference on the Inclusive Museum calls for research addressing the following annual themes and special focus:

• Visitor diversity in the inclusive museum
• Defining museum stakeholders and measuring participation
• The politics of heritage: national, regional, ethnic, diasporic and first nation identities
• Multilingualism: accessibility for small languages and cultures
• Gender and sexual orientation in the museum
• Disability access in the museum
• Competing cultures: high, folk, popular, techno-scientific
• Public trust: re-establishing the bases of ‘authority’
• Defining the ‘education’ and ‘communications’ roles of museums
• Pedagogy as presentation or dialogue: how the museum relates to its visitors
• The ubiquitous museum: towards the anywhere anytime learning resource
• Competing pleasures: museums against or with ‘entertainment’ and ‘edutainment’
• Cross connections: with schools, with universities
• Sponsorship and philanthropy: logics and logistics
• The economics of admissions
• Memberships: changing roles and demographics
• Voluntarism and professionalism: calibrating the mix
• Government stakeholders (local, state, national, transnational): museums in politics and navigating government funding and policies

 

For additional information, please visit the conference website.