Month: March 2011

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2011 IARSLCE Conference Awards and Graduate Student Scholarships

The Distinguished Research Award recognizes any researcher who has a distinguished record of research and scholarly contributions on service-learning and community engagement.

The Early Career Research Award recognizes outstanding early career contributions to scholarship on service-learning and community engagement.

The Dissertation Award recognizes a dissertation that advances research on service-learning and/or community engagement through rigorous and innovative inquiry.

Ten $500 Graduate Student Scholarships are provided by the Association on a competitive basis for support to attend the conference.

Deadlines

Distinguished Research and Early Career Research Awards nominations must be received by May 2, 2011. Recipients will be notified in early June.

Dissertation Award nominations are due by June 30, 2010. Recipients will be notified in early August.

The award recipients receive an invitation to make a presentation at the annual IARSLCE conference, a plaque (to be presented at the conference), and a monetary award in the form of complimentary IARSLCE conference registration and one-night hotel accommodations.

Graduate Student Scholarships are due July 30, 2011. Please indicate if you have had a paper or poster presentation accepted for the conference. Scholarship recipients will be notified by mid-August.

For nomination/application instructions for each of the categories above, please visit the Awards Page on our website.

For questions regarding nomination/application submissions, please email Stephanie O’Brien at sobrien1@tulane.edu

Call for Papers- “Taking Risks: Feminists, Activism, and Activist Research in the Americas”

This interdisciplinary, edited collection will foreground the challenges of researching and representing activism in Latin America, the Caribbean, and the diaspora. Researching justice, resistance, and feminism in the Americas invariably produces tensions: Between the researcher and the subjects; the researcher and her academic discipline; the researcher's insider and outsider positions; between competing interpretations of history.  For example, how does one research a movement centered in a tourist destination without turning the activists into objects of the tourist gaze? How does one research against a group or nation's dominant leftist political narrative without undermining a social justice agenda and alienating herself from activists? How does one center the voices of resistance without speaking directly with those protagonists? How does one navigate the contentious field of human rights advocacy without further victimizing the survivors while still acknowledging their suffering? How does one reconcile the divide between activists and academic discipline as audience?  How do activist scholars negotiate generational gaps that may exist between themselves and the academic and activist communities to which they belong? This anthology focuses on tensions like these that arise in the process of doing research connected to activism. Taking Risks is meant to serve as a dialogue among scholars committed to social justice scholarship.

While providing a theoretically and empirically original case study of an historical or contemporary social justice movement, contributors will be asked to address several topics in their essays: 1) How does a feminist ideology or methodology influence your research agenda and position; 2) what sort of tensions have you encountered in your research; 3) how/have those tensions altered your research agenda, and 4) how have you chosen to navigate those tensions?

Presently we have contributors who have advanced degrees in: Art History, Human Development, Latin American History, Romance Languages and Literature, Sociology, Theater, and Women's Studies. Our current case-studies include: Human rights activism in Chile, political graffiti in Oaxaca, the independent library movement in Cuba, women resisting violence in Medellín, the Juarez murders, human trafficking and forced labor, and Chilean exile feminism. Please email a proposal of 900 (or less) words, a 150 word abstract, and a two-page CV to Julie Shayne jshayne@u.washington.edu. Proposals should clearly explain your research and how you imagine writing a chapter that both presents your research and the tensions inherent in it in a methodologically and theoretically compelling way.

Deadline for submission: June 13, 2011. If your proposal is accepted I will need your final draft by August 1, 2011. Papers should be approximately 35 double spaced pages (~12,000 words).

Julie Shayne, Ph.D.
Lecturer, UW Bothell
Interdisciplinary Arts and Sciences
Center for University Studies and Programs
Affiliate Associate Professor, UW Seattle
Gender, Women and Sexuality Studies
Latin American and Caribbean Studies

Julie Shayne is the author of the book “They Used to Call Us Witches: Children Exiles, Culture, and Feminism”.

Call for Applications: Editor Advances in Service-learning and Community Engagement Journal

For the past decade, the Advances in Service-Learning volume series has served the service learning/community engagement community as a primary publishing venue and a major source of current information on theory, issues, and findings in this rapidly-expanding research field.

The International Association for Research on Service-learning and Community Engagement (IARSLCE) is pleased to announce that as of 2012, the Advances in Service-learning series, sponsored by the IARSLCE, will become a journal, published by Information Age Publishing, Inc. The new Advances in Service-Learning and Community Engagement Journal will be edited by an active member of the IARSLCE. In the first three years of its publication, the journal will be published once a year. The Journal Editor will solicit manuscripts at large annually in January and will send them out for peer review, with the aim of making final decisions by April of each year.

The IARSLCE Publications Committee is seeking applications for the position of Editor of this new IARSLCE journal.  This position is an exciting opportunity to shape and contribute to emerging scholarship in the field of service-learning and community engagement. The Editor will be involved with appointment of the editorial review board (see below), supervise the review and publication process, and supervise all marketing for the journal.

To Apply:

Each applicant should submit a CV and a letter of interest that details areas of expertise, scholarship, and previous editorial experience.  Given that serving as Editor of the journal will require significant professional, unpaid service, it will be also important to indicate the kinds of support that will be provided by the applicant's institution.  Such support might include a course release, graduate student or administrative support, office space, etc. (though this is not required to apply).

Applications are due to Stephanie O'Brien at sobrien1@tulane.edu by May 2, 2011. Questions about this opportunity may be directed to KerryAnn O'Meara komeara@umd.edu or Barbara Moely moely@tulane.edu, IARSLCE Publications Committee Co-Chairs.

The IARSLCE Board will review applications and appoint an Editor by May 30. The Editor will work with the IARSLCE's Publications Committee Co-Chairs to appoint an editorial review board that represents the diversity of areas of research on service-learning and community engagement, research designs, forms of scholarship and range of educational settings representative of our membership and conference scholarship.  The initial Call for Submissions will be issued in the fall of 2011.

Call for Applications: IARSLCE Conference Proceedings Editor and Editorial Fellows

The IARSLCE is soliciting applications for the positions of Conference Proceedings Editor and Editorial Fellows.  The Conference Proceedings Editor and Editorial Fellows will oversee the publication of a new online IARSLCE Annual Conference Proceedings. The published Proceedings will include accepted paper abstracts from each year's conference and serve as an added resource, especially for international audiences. The new Proceedings will increase the public visibility of the conference scholarship and the potential of communication with other researchers.

Proceedings Timeframe and Editorial Work:

Editorial work will occur over the summer prior to the Fall IARSLCE conference.

The Editor and Editorial Fellows will be appointed by June 15, 2011 and begin their work in July, 2011.

Proceedings will be published on line prior to the annual conference, no later than October 1, 2011.

Qualifications for and Responsibilities of the Conference Proceedings Editor:

  • The Editor must be a member of the IARSLCE.
  • Both Conference Proceedings Editor & Editorial Fellows will have 2-year appointments.
  • The IARSLCE Board will work with the Graduate Student Network to review applications and appoint a scholar as Conference Proceedings Editor.
  • The Editor will supervise the work of the Editorial Fellows and work closely with an Associate Editor, appointed from the Graduate Student Network Steering Committee.
  • While it is not required that the Proceedings editor have institutional in-kind support for these efforts, if this is possible, applicants should mention this in their application.

Qualifications for and Responsibilities of the Editorial Fellows:

  • The IARSLCE Board will appoint approximately ten Editorial Fellows from within the Graduate Student Network.
  • Work will primarily entail selecting and editing the abstracts and 1000-word summaries of accepted papers submitted for the annual conference into a common form suitable for the Proceedings.  Recent conferences have had 120 papers selected for the conference.
  • Editorial Fellows must be members of the IARSLCE Graduate Student Network.
  • Previous editing experience is desirable but not required.
  • These positions will create an opportunity for graduate students to learn more about the process of editing and publishing, as well as working collaboratively with and learning from a more senior scholar.

To apply to be the Editor of the Proceedings or to be an Editorial Fellow: Please submit, by May 2, 2011,a letter of interest highlighting research background and interests, editorial review experience, and CV, to the Publications Committee Co-Chairs, KerryAnn O'Meara and Barbara Moely, at the IARSLCE Office: sobrien1@tulane.edu.

    

 

   

  

    
 

  

Sustained Graduate Engagement: The Call for PAGE 2011-2012 Fellows

Call for Applications to the 2011-12 Imagining America PAGE Summit and Working Group

PDF Version

Submission Deadline: June 1
Click here to apply

PAGE (Publicly Active Graduate Education) is Imagining America's network for publicly engaged graduate students in humanities, arts, and design. PAGE enhances the theoretical and practical tools for public engagement; fosters a national, interdisciplinary community of peers and veteran scholars; and creates opportunities for collaborative knowledge production.

IA invites graduate students with a demonstrated interest in public scholarship and/ or artistic practice to apply for a 2011-2012 PAGE Fellowship.  Awardees receive $600 to attend a half-day Fellows Summit on September 21st and the 2011 Imagining America national conference, September 22-24, both in the Twin Cities of Minneapolis and St. Paul. The PAGE director will partner Fellows with senior scholar mentors as well as help promote opportunities for peer mentorship and support from IA's network.   Upon acceptance of a Fellowship, participants also commit to participating in a yearlong working group to promote collaborative art-making, teaching, writing, and research projects. In doing so, PAGE is looking to foster a cohort of Fellows interested in pursuing collective and innovative scholarly practices.   Fellows are asked to present such publicly-engaged scholarship/ art before the close of the academic year at either an IA regional meeting, a campus workshop of their own design, or another appropriate professional convening.

Within the frame of our 2011 national conference, themed around "What Sustains Us?" the PAGE Summit will take up questions similar to the gathering as a whole (see below), but through the lens of graduate education.  This is an urgent moment in higher education, not the least in graduate programs, requiring us to think through sustaining public engagement through the intersections of mentorship, diversity, real-world interaction, student success, and scholarship.  Fellows will be asked throughout the year to reflect upon their own public practice in the cultural disciplines, its place in making higher education a more democratic space, and the ramifications of the changing economic climate.

Graduate students at all stages of their MA/MFA/PhD programs, including previous fellows, may apply to be PAGE Fellows. Applicants must be graduate students during the 2011-2012 academic year, but do not have to be planning a career within higher education.  Note: Only students who are affiliated with Imagining America member institutions are eligible for this award. For a list of member institutions, and more information about Imagining America, visit www.imaginingamerica.org.

Applicants must submit a CV and a short reflective essay (up to 500 words) on past, current, or future work in the context of one of the following issues, posed in the IA National Conference CFP:

  • How can the increasing efforts to realize the democratic, public, and civic purposes of American higher education be sustained and forwarded? What sustains our engaged practices within a context of diminished resources and rapidly shifting cultures within higher education?
  • How can engagement efforts contribute to sustained economic and cultural viability in urban and rural communities?
  • What sustains stakeholders confronting challenges around power, race, class, and privilege?

Questions?  Please contact National Director of PAGE, Adam Bush at asbush@gmail.com

Dr. David Wilson to Speak at CCBP Awards

Dr. David Wilson is the twelfth president and the tenth full-term president of Morgan State University. Appointed to the presidency on July 1, 2010, he brings to the University a background of extensive experience, a wealth of skills, a long trail of accomplishments as educational leader and an exceptional appreciation for, and strong devotion to, Morgan’s educational tradition.

President Wilson holds the bachelor’s degree in political science and the master’s degree in student personnel administration from Tuskegee Institute (now Tuskegee University) and both the master’s degree in educational planning and administration and the doctorate in administration, planning and social policy from Harvard University.

He joins the Morgan community after more than thirty years of experience in higher education at Tuskegee Institute, Radcliff College, Kentucky State University, Rutgers-The State University of New Jersey, Auburn University and the University of Wisconsin, as well as at the Research and Development Institute of Philadelphia, Massachusetts General Hospital and the Woodrow Wilson National Fellowship Foundation.

In addition to teaching for a number of years at Rutgers, Dr. Wilson has gained administrative experience and established a record of effective administration in a variety of positions: Assistant to the Associate Dean of Students, Project Director, Research Associate, Director of Minority Programs, Assistant and Associate Provost and Vice President for University Outreach. Most recently, Dr. Wilson served as Chancellor for the University of Wisconsin Colleges and the University of Wisconsin- Extension.

In addition to establishing a record as an educational leader, Dr. Wilson has also accumulated a significant profile as scholar and authority on issues in higher education. He has authored more than twenty scholarly articles on successful university-community partnerships, the challenges facing African-Americans in the 21″ century, social and economic inequality, diversity and tolerance in higher education, federal aid to local education systems, athletes as role models, the effects of racial stereotypes on African-American men, and desegregation in higher education; and he has coauthored two books on higher education: Opening the American Mind: Race, Ethnicity and Gender in Higher Education (with G. Sill and M. Chaplin 1993) and University Outreach: University Connections to Society (with R. Foster 2000).

A world traveler who has visited or served as educational consultant in Europe and over twenty countries around the world-including China, Puerto Rico, Brazil, Egypt, Namibia, Kenya, Zambia, Tanzania, Zimbabwe, South Africa, Hong Kong, South Korea and Japan-as well as the Caribbean, David Wilson has also served on accreditation review boards for many American and international universities and as consultant to the United Negro College Fund, Ayers & Associates and Lucent Technologies. He has also served on the boards of civic, cultural, community and philanthropic organizations across the nation. The winner of numerous awards-including the Woodrow Wilson National Fellowship Foundation Administrative Fellowship, the Salzburg Seminar Fellowship, the Kellogg Foundation National Fellowship, and the “America’s Best and Brightest Young Business and Professional Men” Award of Dollars and Sense magazine-David Wilson was recognized in 1998 as one of the nation’s top 100 leaders in higher education.

In February 2010, President Barack Obama appointed him to his l l-member Board of Advisors on Historically Black Colleges and Universities. Dr. Wilson’s qualifications to lead Maryland’s Public Urban University are clearly outstanding, but it is the special character that he brings to higher education in Maryland, a character shaped by the intangibles of his background, that is perhaps most impressive and makes him suitable for this new role. Dr. Wilson grew up with nine siblings on a sharecropper farm outside the small town of McKinley, Alabama. Through hard work, tenacity and the encouragement of his father and his teachers, he became the first person in his family to attend college.

Therefore, he comes to Morgan with a special sensitivity for students from similar backgrounds and an appreciation of the challenges that many urban and minority students face as they pursue a college degree. He brings to Morgan the strong educational philosophy always to put the students’ experience first and an equally strong commitment, as a leader, to be a consensus builder and a strong advocate of administrative transparency.

His goal is to make Morgan a leader in producing the next wave of innovators in the U.S. and to create at Morgan an atmosphere where “people don’t see what they do as a job” but rather as “a calling.” The theme of his leadership of Morgan is “Growing the Future, Leading the World.”