Monthly Archives: February 2017

FYI Announcement- ProQuest Launches Displaced Researchers Program

Faculty or students who are affected by the recent travel ban (or know a fellow scholar who is) please note and share the following information.

ProQuest, one of the library’s biggest vendors, has initiated a program to assist displaced scholars.

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ANN ARBOR, MI, February 9, 2017 – ProQuest has launched a program to provide no-cost access to its databases for students and researchers who have been separated from their universities and libraries because of travel bans or other immigration changes. The company has an email hotline ContinueMyResearch@proquest.com where these displaced researchers can arrange for access to the materials they need to continue their work.

“ProQuest is an open and inclusive organization that takes its role in supporting research and learning very seriously,” said Kurt Sanford, ProQuest CEO. “We’re doing whatever we can to mitigate the interruptions facing our community of students and scholars around the world.”

The program resolves authentication problems displaced researchers may face when trying to access to their institution’s holdings remotely. Individuals will be provided with personal credentials, as well as direct access to ProQuest support teams for help. There is no limit to the number of databases that can be requested. Free RefWorks accounts are also available to help with long-distance collaboration and to save, manage and organize their work.

To request access, students, faculty and other researchers can email ProQuest at ContinueMyResearch@proquest.com with the name of the university or library they have been separated from, along with the name of their research supervisor or faculty advisor. ProQuest representatives will work directly with impacted individuals or their advisors to set up online, no cost access to all databases needed to continue their studies or research.

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For more information please see the announcement on their site.

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EVENT!- Teaching All Learners in Higher Education

The Faculty Working Group on Disability
presents:

Teaching All Learners in Higher Education

By Marilyn Bisberg
Fordham University, Graduate School of Education

Wednesday March 1st, 2017
3:00 pm to 4:30 pm

Information: The seminar will be in RH (Hughes Hall 212) and in LC (Lowenstein 708) linked by videoconference. Space is limited. Refreshments will be served. The speaker will be in RH. Feel free to forward this invitation to others who might be interested.

Please RSVP by Wednesday February 22nd at this link and contact us for any disability access or accommodation question at disabilitycluster@fordham.edu .

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Abstract: We want to make sure that each student in our class learns. It take some planning on our part to teach our diverse learners. This seminar will take a look at ideas, strategies and requirements that work… and some that don’t work.

Speaker: Marilyn Bisberg is Associate Professor at the Fordham Graduate School of Education. Her teaching interests and expertise are in the areas of behavior management strategies, emotional development of young children, attachment and separation, underserved children/families and assessment.

This is part of the Fordham University Seminar on Disability Research across Disciplines, a seminar series organized by the Faculty Working Group on Disability and funded by the Provost Office.

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Communicating Science (ComSciCon) Workshop- Fully-Funded Opportunity!

All graduate students in STEM and related fields look at this great opportunity to present your research!

Deadline: March 1st

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Applications are still open for ComSciCon 2017, the 5th annual Communicating Science workshop, to be held in Cambridge, MA on June 8-10th 2017. Graduate students at U.S. institutions in all fields of science, technology, engineering, health, mathematics, and related fields are encouraged to apply. The application closes on March 1st.

Acceptance to the workshop is competitive; attendance is free and travel support and lodging will be provided to accepted applicants.

Participants will build the communication skills that scientists and other technical professionals need to express complex ideas to the general public, experts in other fields, and their peers. In additional to panel discussions (on topics such as Media and Journalism, Science Advocacy, and Diversity in Science Communication), ample time is allotted for networking with science communication experts and developing science outreach collaborations with fellow graduate students.

You can follow the link below to submit an application or learn more about our workshop programs and participants. You can also follow us on Twitter (@comscicon) and use #comscicon17 ! If you have any questions or concerns, please contact us at comscicon17@comscicon.org.

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Learn More and Apply
We look forward to your application!

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ComSciCon is sponsored by Harvard University, Massachusetts Institute of Technology, University of Colorado Boulder, American Association for the Advancement of Science, American Astronomical Society, American Chemical Society, The Optical Society, IOP Publishing, and the American Institute of Physics.

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Transformation, Not Replication: Training the Next Generation of Doctoral Students

Is it possible to “unlearn” something? This was one of the main questions at the recent meeting of the “Living Humanities” Ph.D. for the 21st Century project, focusing on the planning theme “Inhabit the New Learning Ecosystem.”

This term comes from Cathy Davidson’s Now You See It: How Technology and Brain Science Will Transform Schools and Business for the 21st Century, in which she draws from Alvin Toffler to suggest that “the key literacy skill of the twenty-first century is the ability to learn, unlearn, and relearn” (12). Some participants scoffed at this description, seeing it as old hat. Don’t we do this in our classrooms every day? Isn’t this a skill that dates back to Plato? But perhaps this idea bears repeating – in adapting doctoral programs to suit a twenty-first century learning ecosystem, we need to let go of old assumptions.

 
One of these assumptions is that every Ph.D. graduate will go into a tenure-track academic faculty position (or that every student enters a Ph.D aspiring to this career). Today’s Ph.D. graduates are grappling with a much larger job market. While many candidates still make the tenure-track professorship their primary goal, others focus more on so-called “alternative academic” careers (alt-ac) or careers outside the academy altogether in non-profits, museums, government, or business, among others.

A second assumption is that incoming doctoral students will learn and conduct their scholarship in the same ways that their professors did. The constantly evolving digital and informational landscape means that students have new avenues to acquire knowledge, from the internet to MOOCs, as well as new systems of learning. One professor noted that he finds it harder and harder to find cultural parallels with his students, and feels that he is forcing them to use his systems of learning rather than the ones they have grown up with.

 
So how can we adapt doctoral programs in the humanities to accommodate more career outcomes? One suggestion is to talk to Ph.D. graduates who have gone to other careers. In “Graduate Education Reconsidered,” James Grossman and Emily Swafford of the American Historical Association (and members of the “Living Humanities” Ph.D. project) mention asking alumni from History Ph.D.s working outside the academy what they wished they had learned during their degrees. They found five areas to address that could easily benefit students going into academic careers as well: “communication beyond the scholarly and classroom modes, collaboration, quantitative literacy, intellectual self-confidence, and digital literacy/engagement.”

Among these five areas, communication stands out. At the meeting, several participants emphasized the need for Ph.D. students to address different publics both inside and outside academia. They saw this skill not only as a way for students to advocate for themselves and highlight their skills to employers, but also as a means of promoting Ph.D. study in the humanities more generally. Ph.D. alumni working outside the academy could become strong ambassadors for their disciplines, communicating what they achieved in their degrees to a much broader audience.

Participants had many suggestions about incorporating more career outcomes into Ph.D. programs, but they were less certain about how to engage students who were accustomed to learning through primarily digital means. So how can doctoral programs adapt to engage these students? Some participants were skeptical about making big changes at a time when digital tools are changing so frequently. What if we adopt something that turns out to be a passing trend? How do we maintain our traditions and standards of excellence while also staying current?

The general consensus seemed to be that we have to be willing to change, to unlearn outdated methods and try new ones (even if they might not last). But participants also highlighted elements of doctoral education that still remain constant. The key skills of mastery and manipulation are still key to learning, even if they are being done differently in our digital age. Moreover, some of the functions of studying the humanities still stay the same. They can still tell us how we got to where we are today, creating a “living archive” that makes the past current, and they still offer self-knowledge to those who study them.

 
Through the process of unlearning, perhaps we can let go of old assumptions about what Ph.D. students want to do and how they want to learn to create doctoral programs that will best serve new generations of students. As the MLA Task Force on Doctoral Study in Modern Language and Literature puts it in their 2014 report, we should encourage “a shift from a narrative of replication, in which students imitate their mentors, to one of transformation, since graduate programs should be centered on students’ diverse learning and career development needs.”

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For more about the “Inhabit the New Learning Ecosystem” planning theme and suggestions for further reading, see its description on the website for “The ‘Living Humanities’ Ph.D. for the 21st Century.” To learn more about the meeting itself, read the full discussion in the official minutes.

  • Samantha Sabalis, Graduate Assistant, NEH/GSAS Grant, The “Living Humanities” Ph.D. for the 21st Century

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Filed under "Living Humanities" Ph.D., Eva Badowska, Faculty, GSAS Dean, Higher Ed, NEH

UN Internship Opportunity

Deadline: ASAP

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The UN DPI- NGO Relations section is looking for interns for their office starting in August for 6 months full-time. The internship process at the UN requires that a student must be in his/her senior year of undergraduate studies or in a Master’s programme or above . This dept at the UN is specifically looking for someone who has strong writing, research and computer skills. They will consider specifically Fordham students for this opportunity- Fordham candidates will be forwarded to UN directly for consideration. If you want to be considered for this opportunity, please send an email to impactinitiativefordham@gmail.com and include resume and cover letter outlining why you are qualified.

For more info about Fordham/UN.

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ARL Distinguished Post Doctoral Fellowship

Fellowship opportunity for recent  graduates with a Ph.D. or Sc.D. degree in the physical sciences, life sciences, computational sciences, behavioral sciences, or engineering.

Deadline: May 1, 2017

Information and Application here. 

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The Army Research Laboratory (ARL) invites exceptional young researchers to apply for the ARL Distinguished Postdoctoral Fellowship. This fellowship provides recipients the opportunity to pursue independent research while working alongside some of the nation’s best scientists and engineers. Applicants must display extraordinary ability in scientific research and show clear promise of becoming outstanding leaders. Successful candidates will have tackled a major scientific or engineering problem or will have provided a new approach or insight, a  s evidenced by a recognized impact in their field.

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Eligibility Criteria
Applicants must have completed all the requirements for a Ph.D. or Sc.D. degree in the physical sciences, life sciences, computational sciences, behavioral sciences, or engineering and must be within three years from the date of their degree at the time of application.
Selected fellows must pass a Department of Defense clearance process, requiring a background security investigation.

Applicants must demonstrate exceptional qualifications with respect to academic and scholarly achievement, as evidenced by research and publication.

Fellowship Terms and Benefits

  • A stipend of $100,000 annually
  • Health insurance (including dental and vision)
  • Paid relocation and a professional travel allowance
  • Appointments are for one year renewable for up to three years based on performance.
  • Fellowship appointments require a full-time commitment to the research program at ARL, and
  • Fellows must be in residence at ARL during the entire period of the appointment.

 

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Job Opportunity! Spring/ Summer positions with UK Visas and Immigration

Attention- last minute job opportunity for any students needing work in the spring or summer!

Deadline: February 3, 2017

Apply here.
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Temporary Entry Clearance Assistant

The British Government is an inclusive and diversity-friendly employer. We value difference, promote equality and challenge discrimination, enhancing our organisational capability. We welcome and encourage applications from people of all backgrounds. We do not discriminate on the basis of disability, race, colour, ethnicity, gender, religion, sexual orientation, age, veteran status or other category protected by law. We promote family-friendly flexible working opportunities, where operational and security needs allow.

Applications are invited for temporary Entry Clearance Assistant positions at the British Consulate in New York. Successful applicants will work as part of a large team handling the efficient and secure delivery of UK immigration services in North America and the Caribbean. The New York visa hub handles about 110,000 visa applications a year under the supervision of the UK Visas and Immigration Director based in New York. There are currently openings for a 3, 4, 5 and 6 month temporary Entry Clearance Assistants. Roles will start anytime between April-June 2017.

The International department of UK Visas and Immigration has responsibility for handling applications submitted overseas for Entry Clearance into the United Kingdom. The International department has a strong history for cutting edge innovation. It has set the standard in the use of biometrics, commercial partners and excellent customer service.

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Under US State Department requirements, the Embassy Network may only employ, as non-diplomatic staff, persons who are US citizens, US Green Card holders or A or NATO visa holders with EAD cards*. If you hold a visa other than an A or NATO visa you are not currently eligible to work at the Embassy. Please refer to our website for information on exceptions to this policy at www.gov.uk/government/world/usa. All candidates will be subject to background checks and security clearance.

*A visas or NATO visas with EAD cards are acceptable at the Embassy, Consulates, and British Defence Staff (BDS) outposts. The UK Mission to the UN (UKMIS) accepts G visas.

Learn more about this position and apply.

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