November 25, 2009

Employment Opportunities

Graduate Psychology - Tenure Track - Counseling Psychology

The University of St. Thomas Graduate School of Professional Psychology (GSPP) has an opening for a tenure track position in Counseling Psychology beginning in the Fall of 2010. We provide an M.A. degree in Counseling Psychology, a certificate program in Marriage & Family Therapy, and an APA-accredited Psy.D. in Counseling Psychology.

One of the areas of specialty in which we are seeking applicants is geropsychology. In addition to the possible teaching responsibilities outlined in the enclosed job posting, the professional hired will be able to assist with training of students in the Inter-Professional Clinic (http;/www.stthomas.edu/ipc) and provide geropsychology consultation to the Director and students as needed.

The University of St. Thomas, S1. Paul, MN, Graduate School of Professional Psychology (GSPP) is seeking a candidate for a tenure track position in Counseling Psychology, rank open dependent on previous experience, beginning in the fall of 2010. The Graduate School of Professional Psychology offers an M.A. degree in Counseling Psychology, a certificate program in Marriage & Family Therapy, and an APA-accredited Psy.D. in Counseling Psychology. We are seeking individuals able to work with adult learners from a diverse student body and among diverse colleagues.

Though area of specialization is open, applicants specializing in geropsychology, child
psychology, adolescent psychology, and/or applied quantitative methods applied to counseling practice are particularly encouraged to apply. The desired individual will also be able to assist in training students in the Inter-Professional Clinic (http://jobs.stthomas.edu) in assessment
and therapy while providing consultation to the Director and IPC students as needed.
Teaching responsibilities of this position may include (a) developmental psychology, (b)
cognitive affective bases of behavior, (c) applied quantitative methods, (d) biological bases of behavior, (e) psychological assessment, and (f) courses in the candidate's area of expertise. The successful applicant will be expected to pursue an agenda that exemplifies high regard for teaching and service and pursuit of a research program in her or his area of interest consistent with a practitioner-scholar model of training. He or she will also be available to advise students and to become involved in departmental, university, and community activities. A doctoral degree in Counseling or Clinical Psychology is required. Applicants must be licensed or license eligible in the State of Minnesota at the time of hire.

Applications will begin to be reviewed December 1, 2009 and the position will remain open until filled. Interested individuals should submit a cover letter and curriculum vitae electronically at http://jobs.stthomas.edu.

In addition, please submit (1) a statement of teaching philosophy including implications for teaching in a Catholic University, (2) evidence of successful teaching experience, (3) a description of professional practice and scholarly interests, and (4) names of at least three references online or to the GSPP Search Committee, c/o Laurie Dupont, University of S1. Thomas, GSPP, TMH 450, 1000 LaSalle Ave, Minneapolis, MN 55403.

Posted by rutka005 at 3:05 PM

Employment Opportunities

The Center for Victims of Torture is seeking to fill a 50% time position as an Evaluation Research Advisor, based in Minneapolis. The Evaluation Research Advisor will provide training and consultation on outcome evaluation and data analysis to torture treatment programs located around the country. The position will also serve in an advisory role to the Office of Refugee Resettlement of the US Dept. of Health and Human Services. The position has a strong quantitative focus.

EVALUATION RESEARCH ADVISOR (50% TIME)

Summary:
The Evaluation Research Advisor (50% time) will provide training and consultation on outcome evaluation, data analysis and data management on a multi-disciplinary project (National Capacity-Building Project) that assists torture treatment centers, based in the U.S., build their capacity to provide effective services for torture survivors. The position assists the centers and consults with the Office of Refugee Resettlement (U.S. Dept. of Health and Human Services) in areas related to client data collection, data analysis and reporting, including demographic output and outcome data. The project is part of a new 3-year grant funded by the Office of Refugee Resettlement. The position reports to the Director of Research and the NCB Program Manager.

Organization:
The Center for Victims of Torture provides rehabilitative support to survivors of torture and works for the prevention of torture worldwide. We work locally, nationally and internationally through programs that provide treatment services, training, research and advocacy that heal survivors and end the practice of torture. CVT is headquartered in Minneapolis, MN.

Responsibilities:

* Train and consult with programs for torture survivors on program performance measures, client outcome measures, data collection and storage, and data analysis.

* Disseminate appropriate information on client measures, evaluation methods, and other aspects of program evaluation through webinars, training institutes, and through the website www.HealTorture.org

* Act as a resource and consult with ORR staff in determining appropriate national outcomes and indicators.

* Provide technical assistance to funded programs on data reporting requirements. This may include collecting survey data of needs, progress, and capacities of programs eligible for technical assistance.

Qualifications:

* Masters Degree, Ph.D. preferred, in psychology, social work, public health or related social science or health degree with a strong background in quantitative data analysis (statistics)

* Combination of 2-3 years experience designing or managing research projects, teaching at the university-level, conducting evaluations, conducting statistical analyses, and managing data in a work setting.

* Demonstrated experience designing and conducting trainings

* Skills and knowledge of psychometrics

* Excellent interpersonal, written and verbal communication skills.

* Experience in clinical settings, preferred.

* Experience providing consultation or technical assistance to external parties preferred

* Familiarity with relational databases, desirable

* Interest in or commitment to international human rights.

* Ability to travel nationally about 15% of time.

Compensation: Competitive salary and comprehensive benefits package.

To Apply: Submit resume and cover letter by December 7, 2009 to hr@cvt.org.


Affirmative Action/EEO Employer

Posted by rutka005 at 8:49 AM

Employment Opportunities

ISSS Customized & Short Term Programs Positions Posting

About the program:
International Student & Scholar Services (ISSS) at the University of Minnesota has the opportunity, through its Customized and Short Term Programs division, to conduct several short-term study abroad programs during the Spring 2010 term for individuals from around the globe. Participants in the programs will attend lectures, make field visits and participate in small group discussions. Generally, these programs explore current U.S. American culture, cross-cultural competencies, language immersion and cultural events. Individual programs may also focus on a thematic area such as U.S Government & Politics, Environmental Studies, or Education. Specifically designed for participants who are in the midst of studying abroad, these programs seek to equip international participants with strategies that will assist them in successfully approaching, understanding and evaluating their language and cultural learning processes and experiences. These programs also seek to inform participants about life and culture in the United States by directly engaging them in interactions with citizens from a variety of backgrounds. Throughout the programs, participants will actively engage in a mixture of discussions, presentations, outside visits, reflective writings, workshops, and related projects.

Staffing overview:
We seek to hire several students to work as mentors, classroom assistants, administrative staff, and discussion group leaders for our various programs. Most positions will require a commitment of approximately 10 -20 hours per week. Date ranges for specific programs are referenced below.
Some programs require evening or weekend, including overnight, commitments. Past evening and weekend activities have included cultural exploration or nature experiences (hotels or camping) in Northern Minnesota, attendance at various community events and assisting with airport arrivals and departures. While dates and times would be set in advance, applicants who accept one of the open positions should be willing to participate in activities which occur outside of the standard Monday - Friday workweek.

Program Overviews:
• International Leaders in Education Program: A semester-long professional development program for 18 secondary-level teachers of English as a Foreign Language, social studies, civics, mathematics and science for the International Leaders in Education Program (ILEP). ILEP will bring outstanding international secondary school teachers from around the world to the United States for one semester. The goals of the program are to:
1. enhance teachers' expertise in their teaching discipline and equip them with a deeper understanding of best practices in teaching methodologies, lesson planning, and the use of technology in teaching;
2. create among educators a more nuanced understanding of the U.S.;
3. develop productive and lasting relationships and mutual understanding between U.S. and international teachers and their students; and
4. contribute to improving teaching in participating countries by preparing participants to serve as teacher leaders, who upon returning home will apply and share their experience and skills with their peers and students. This program is sponsored by the U.S. Department of State and IREX (the International Research & Exchanges Board).
• Position is to begin on or before December 15, 2009, with the bulk of the hours occurring January 4th - May 28th, 2010. (Program participants arrive on January 8, 2010.)
• The total number of hours for the responsibilities of the position shall not exceed 360 hours over the course of the position without prior permission.
• Candidates with professional experience in a U.S. K-12 setting are especially encouraged to apply for this program.
• Intensive English & Culture Course for Ritsumeikan Asia Pacific University Students (APU): For the past several years, Ritsumeikan Asia Pacific University has been sending groups of students to the University of Minnesota for intensive English and cultural immersion programs. International Student and Scholar Services (ISSS) partners with the Minnesota English Language Program (MELP) to provide an experiential learning program which is integrated with and builds upon the ESL classroom component of the program. This year we are expecting a group of 14 undergraduate students (typically primarily Japanese) for a 6 week program that will take place in February and March.

Highlights of the program include:
1. Weekly Academic Field Programs integrated into the English and Culture course materials
2. Classroom time focusing on U.S. Culture and Intercultural Competence and Communication
• Position is to begin on or before December 15, 2009, with the bulk of the program time occurring between January 11th, 2010 - March 26th, 2010 (including working over spring break.
• The total number of hours for the responsibilities of these positions shall not exceed 250 hours over the course of the position without prior permission.
• Russian International Educators Administrators Program (RIEA): This program offers 8 Russian International Education Professionals an opportunity to learn more about international education in the context of the U.S. Each of the 4 week's of the program focuses on a particular theme:
1. Internationalization of the campus and curriculum;
2. International Student & Scholar Services;
3. Learning Abroad; and
4. A capstone week.
• Position is to begin on or before December 15, 2009 and end in April 2010 (exact date to be determined), with the bulk of the program time occurring between January 13th - February 14th, 2010.
• The average weekly hours for this position between January 13th - February 14th, 2010 are expected to average 20 hours/week. The total number of hours for the responsibilities of the position shall not exceed 200 hours over the course of the position without prior permission.
• Interest and experience in the topic of international education, including international student advising and counseling, learning abroad advising and administration, and strategies for internationalizing a campus are strongly desired.
• Candidates with interest in Russian culture and higher education and ideally some proficiency in the Russian language are encouraged to apply.
• Education for a Global Citizen (EFGC): The Education for a Global Citizen program is an intensive undergraduate program that explores current U.S. American culture, cross-cultural competencies, language immersion and the overall study abroad experience. Specifically designed for students who are in the midst of studying abroad, this program seeks to equip international students with strategies that will assist them in successfully approaching, understanding and evaluating their language and cultural learning processes and experiences. The program also seeks to inform students about life and culture in the United States by directly engaging students in interactions with citizens from a variety of backgrounds. Throughout the program, students will actively participate in a mixture of discussions, presentations, outside visits, reflective writings, workshops, and related projects. This program is overseen and managed by the Office of International Student and Scholar Services (ISSS), in partnership with the Minnesota English Language Program (MELP) at the University of Minnesota.

Highlights of the program include:
1. Weekly Academic Field Programs integrated into the English and Culture course materials
2. Classroom time focusing on U.S. Culture and Intercultural Competence and Communication
3. Weekly small discussion groups
4. Position is to begin on or before December 15, 2009
• The total number of hours for the responsibilities of the position shall not exceed 500 hours over the course of the position without prior permission.
• One of these positions is a classroom assistant, which will assist the instructor in class management, logistics, record keeping and assessment. The course focus is Intercultural Communication and Introduction to U.S. Culture.

Pay Rate for all positions
• The hours for these positions are to be paid at an hourly range of $10-16/hour, dependent upon the skills and experience required for the position. All of these projects are short term and as a result, do not include any benefits.

Responsibilities for all positions
Work independently and collectively within a team to implement the program framework. Responsibilities may include:
• Facilitating small group discussions with participants from multiple countries
• Attending site visits as well as program events in the mornings, afternoons, evenings, and weekends
• Accompanying participants on visits to business, government, educational and non-governmental agencies. These visits are designed to augment the learning that takes place in lectures and discussions
• Logistical tasks such as airport pick-ups and drop-offs and event planning
• Maintaining and updating program budget, including meeting budget goals
• Assisting instructors in coordinating all classroom activities for course or presentation components of the program. This may include:
• Coordinating guest speakers and making any necessary final arrangements including AV and all other logistical needs
• Developing discussion questions for students
• On days when guest speakers will not be present, provide course content, select readings, provide lecturettes and facilitate activities and discussions
• Attend lectures as assigned
• Assisting in course participant assessment and grading
• Facilitating reflection/discussion sections
• Assisting in ongoing and final program evaluation and reporting
• Assist in coordinating and facilitating participant orientation and program wrap-up
• Coordinate field trips (including trips to Northern Minnesota and other out of town locations) and make necessary arrangements for all other logistical needs (possibly including transportation needs)
• Manage behind-the-scenes administrative duties including program logistical needs, file and document production and management, and office support
• Creation of program binder
• Maintain a valid U.S. driver's license
• Completing University of Minnesota 15 passenger van training and willingness to drive vehicles in sizes up to 15 passenger vans
• Other duties as assigned

Required Skills for all positions:
• Interest and experience in the topic of intercultural education
• Knowledge of U.S. institutions and culture
• Group facilitation skills with non-native speakers of English
• Strong organizational skills
• Ability to communicate effectively with other staff members
• Ability to work well independently and also as part of a team
• Current US Driver's license and the ability and willingness to be trained to drive a 15 passenger van
• Ability to work well under pressure and flexibility to deal with last minute programming changes
• Ability to lift 50 pounds (assisting in airport arrival departure and move in and move out)
• Ability to lead program trips which require a certain degree of physical activity (camping, canoeing, hiking)

Additional Notes for all positions:
As the hiring organization, ISSS/U of MN are the owners of the program, and by extension, the program curriculum. Curricula components (including syllabi, activities, lesson plans, etc.) created for this program become the property of ISSS and the U of MN and must be shared with the office in both hard copy and electronic form. Copyrighted materials used, or materials created by you prior to this program, retain their original copyrights.

TO APPLY:
Please submit a cover letter and resume or curriculum vitae to apply for these openings. Although we will consider you for the full pool of positions, in your cover letter, please indicate the program(s) in which you have the most interest and any time restrictions you may have.

For questions or to apply:
Jon DeVries
devri022@umn.edu
612-625-3128

PRIORITY DEADLINE IS TUESDAY, DECEMBER 1ST!!!
Applications after that will be considered as space is available.

Posted by rutka005 at 8:35 AM

November 24, 2009

Employment Opportunities

Minnesota Council of Churches, Refugee Services Program is currently looking to hire a Program Specialist.

PURPOSE OF POSITION:

To provide and coordinate services to refugees and asylees which promote self sufficiency and goal attainment in compliance with Minnesota Council of Churches Refugee Services programs and contracts. This position serves as an Employment Specialist working with State funded employment services, and federally funded early employment services for new arrivals.

RESPONSIBILITIES
• Conduct intake and assessments to determine client eligibility for program(s).
• Encourage early self sufficiency and independence of all program participants.
• Develop plans with program participants empowering them to reach agreed-upon goals and meet program guidelines.
- Assist clients develop skills to reach defined personal and program goals.
- Provide direct assistance to clients based on program goals, client goal plans, and position work plan.
- Provide follow up services to ensure program goals and client needs are met.
- Make appropriate and meaningful referrals to meet client needs, as appropriate.
- Explain application procedures to individuals and/or assist participants to complete forms.
• Work closely with MCC colleagues to ensure that refugees are integrated into the broader array of services available in the organization
• Promote MCC Refugee Services Programs to potential clients and recruit clients to meet enrollment goals.
• Meet outcome goals defined in contract (s) related to four lines of service. Including the following:
• Work with colleagues in MCC Refugee Services program, and at collaborating REN agencies to recruit appropriate participants for employment services.
• Provide intensive pre-employment training and motivation to program participants. Specific services may include resume preparation, interview coaching, providing job leads, short term training, and other job placement-focused activities.
• Identify and build relationships with employers who have job openings appropriate for program participants.
• Work with employers and program participants to secure appropriate employment opportunities. Follow-up with participants and employers to ensure successful placement and retention.
• Provide translation and interpretation support for other Refugee Services projects, as needed.
• Provide ongoing cultural orientation to program participants
• Maintain positive relationships with community partners relevant to program activities.
• Submit regular reports to track client outcomes, fulfill reporting requirements, and capture client success stories.
• Document all contacts and services in case files, as appropriate
• Oversee volunteer activities, as appropriate.
• Assist in emergencies as they arise
• Other duties as assigned

GENERAL QUALIFICATIONS:
• Experience working with refugees or recent immigrants
• Knowledge of local refugee and immigrant populations, the resources available to them, and the state and federal policies that impact them.
• Demonstrated understanding of American culture and ability to interpret cultural differences.
• Commitment to early self-sufficiency of refugees
• Strong motivational and teaching skills.
• Demonstrated ability to work collaboratively across organizational boundaries.
• Demonstrated Ability to maintain detailed records and submit accurate reports in a timely manner.
• Strong English language communication skills, both oral and written.
• Demonstrated strong communication, negotiation, and mediation skills.
• Proven ability to work in crisis situations.
• Prefer experience focusing on attainment of outcomes in employment.
• Proven capacity to work in fast paced social service environment.
• Demonstrated ability to work independently and as a member of a team.
• Bilingual proficiency in a relevant language strongly preferred.
• Bachelor's degree strongly preferred
• Experience with Microsoft Word, Microsoft Outlook preferred. Proven ability to use basic office equipment including copiers, postage machines, and fax machines
• Driver's license and access to a reliable transportation required.

Posted by rutka005 at 9:01 AM

November 6, 2009

Conference Information

Announcing the Psychology Student Reception with Melba Vasquez
Thursday, Nov. 12, 7-9 pm
Free for all to attend
Metropolitan State University St. Paul Campus: Great Hall
700 East Seventh St.,
St. Paul, MN 55106

This is an opportunity for psychology students and others who are interested in meeting informally with Melba Vasquez, co-author with Ken Pope of Ethics in Psychotherapy and Counseling: A Practical Guide, and candidate for president-elect of the American Psychological Association. On Friday, Dr. Vasquez will be the featured presenter at an all day conference at Metropolitan State University St. Paul Campus on the topic "Ethics and Multicultural Competency: Issues for Practitioners."

Please R.S.V.P. by Tuesday, Nov. 10. 2009 MPA President's Conference:
Ethics and Multicultural Competency: Issues for Practitioners
Friday, November 13, 2009
Location: Metropolitan State University, St. Paul Campus
Speaker: Melba Vasquez, Ph.D., ABPP

Co-sponsored by Metropolitan State University Department of Psychology
This all-day workshop will include key concepts from the "Guidelines on Multicultural Education, Training, Research, Practice and Organizational Change for Psychologists," (APA, 2003) which were developed because racial and ethnic diversity among clients/patients presents challenges for us all.

The presentation will include focus on the ethical imperatives that underlie the importance of multicultural competence in psychotherapy with members of racial/ethnic minority groups, including immigrant and international groups. Potential obstacles as well as positive strategies will be identified, especially those relevant for all practitioners wishing to provide competent ethical services to ethnic minority populations.
Students: Attend the Psychology Student Reception with Melba Vasquez
R.S.V.P. by November 10.
Register for the President's Conference today!
Registration fees:

Registration fees include conference materials, lunch, refreshment breaks, and continuing education certificate.
• MPA Member: $145
• Nonmember: $175
• Full-time Student: $65

Melba Vasquez, Ph.D., ABPP, is a psychologist in independent practice in Austin, Texas. Dr. Vasquez served as president of the Texas Psychological Association, president of APA Divisions 35 (Society of Psychology of Women), and 17 (Society of Counseling Psychology), and as the first Latina member-at-large, APA Board of Directors. She is a Fellow of the APA and holds the Diplomate of the American Board of Professional Psychology. She is a candidate for president-elect of APA.

Posted by rutka005 at 1:56 PM

Student Rep Minutes

Time: October 29th 2009, 7am-8am
Location: Education Science Building Room 330
Present: Dr. Sherri Turner, Dr. Caroline Burke, Joshua Klein, Sarah Chambers, Nicole Erspamer, Kangting Ji
Note Taking: Kangting Ji

1. Introduction of the Student Representative Meeting
Dr. Sherri Turner introduced the purposes and structure of the meeting. She also explained the topics that the meeting will or will not address. She also said everyone were welcome to attend the meetings.

2. Deciding future meeting time, location and note-taker
Next meeting will be held on December 3rd, 7:30am-8:30am at Education Science Building Room 330. Student representatives will take turns to take notes.
Further meeting time and location will be decided at the next meeting.

3. Questions, Answers and Discussions

Sarah Chambers for the Ph.D. program
1) Sarah asked whether the program could provide more workshops which address the topic students are interested in, such as counseling old adults, Medi-Care and counseling, insurance etc.
Response from faculty:
Dr. Turner and Dr. Burke agreed it was a great idea to hold more workshops. They will bring this to faculty meeting. They suggested sending emails to all students to request topics of interest. As soon as a list of topics is out, student representatives can look for speakers. The program will also look at alumni whose work is closely related to the topics.

2) Sarah mentioned some doctoral students had schedule conflicts with the elective classes they wanted to take.
Response from faculty:
The program understands it must be hard to accommodate the schedule. One possible solution is to look around and try to find other courses that will fulfill these requirements. Dr. Tuner and Dr. Burke will also talk to the other faculty to see if there were other options that might be included in the list of classes students could take.

3) Sarah also mentioned doctoral student were very interested in expanding their horizon, both academically and professional, by traveling abroad with faculty members.
Response from faculty:
Dr. Turner and Dr. Burke would bring this to faculty meeting. They also suggested students talk to professors who have plans to travel abroad. They thought it would also be helpful to contact our alumni who were living and working abroad. Dr. Burke suggested students look at The American Psychological Association of Graduate Students (APAGS) website. There could be studying or research opportunities abroad. Dr. Burke also recommended students talk to Christopher Johnston, the Director of International Initiatives of the CEHD Dean's Office; and that students also look at the Institute for Global Studies for opportunities for international studies (http://igs.cla.umn.edu/). Finally, it was recommended that students look for opportunities to attend and/or present at international conferences.


Joshua Klein
1) Joshua mentioned the cohort wants to know more about licensure (LPC, LPCC).
Response from faculty:
Dr. Kay Herting Wahl will be invited to talk about licensure in class. There will also be a cohort meeting where questions about licensure will be answered.

2) Joshua also mentioned the concerns around class schedule. Many of the first-year masters' classes are in the afternoon which land in some students' work time.
Response from faculty:
The program understands it is challenging for students to accommodate school and work. But class schedules are usually set a year ahead to accommodate both university requirement and faculty schedules, so it is hard to change class time. This is something that will be discussed with the entire faculty to see if changes might be made for classes for the coming years.

Kangting Ji
Kangting asked the following questions:
1) When is the graduation?
Response from faculty:
May 7th

2) What is on the comprehensive exam? How many questions are there?
Response from faculty:
There will be 200 multiple choices. Students are highly recommended to review everything discussed in classes, even though not everything will be on the exam. There is an informal review packet that has been passed down the years from other students - those preparing to take the MA exam would be wise to find that circulating packet and study in groups. CSPP does not guarantee the accuracy or completeness of the study packet.

3) What can school counseling students take away from the Assessment class next semester?
Response from faculty:
The program still thinks it is important for school counselors to have the assessment knowledge because it is possible that children have disorders of some kind. It is beneficial that school counselors could be aware of possible disorders and refer children to other professionals. Sometimes parents may have disorders too. School counselors need to be aware of that to be more helpful to children.

4) What are we expecting in the year ahead? Are we going to have cohort meetings of any kind like we did last year?
Response from faculty:
There will be some cohort meetings to answer students' questions, to get ready for graduation, and to prepare for practicums. Shawn will send out emails when the time and location is set.

Student Representative Meeting minutes from 11/05/2009.
Student Rep minutes 11-5-2009.doc

Posted by rutka005 at 11:13 AM

November 4, 2009

Student Info

GRAD RESEARCH DAY -- Proposals due January 8

Graduate Student Research Day will be held on Friday, February 19. The Educational Psychology Department instituted this annual event in 2001 in recognition of the abilities and talents of its students. This annual event has been designed with three purposes:

-- to provide a format for graduate students to present their research and be recognized locally by peers and faculty
-- to provide students an opportunity for professional development and practice for future state or national conferences, and
-- to promote a department-wide activity that brings faculty and graduate students together around a common goal of disciplined inquiry.

Proposal forms are available at http://www.cehd.umn.edu/edpsych/forms/default.html.
Submit proposals to Kathy Walter (kwalter@umn.edu) by Friday, January 8.

Posted by rutka005 at 11:23 AM

November 2, 2009

Employment Opportunities

GRA POSITION
POSTSECONDARY TEACHING AND LEARNING
COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT

A 25% GRA position is available to assist a faculty member in the Department of Post Secondary Teaching and Learning for Spring 2010 (January 16, 2010, through May 30, 2010). The salary is $16.75 per hour.

DUTIES
The research position involves exploring college student engagement issues, primarily the engagement of underserved student groups (e.g., students of color; immigrant students). Specific duties includes: analyzing quantitative data from national surveys; interviewing students; transcribing interview texts; and coding data. This is the first part of an ongoing study designed to explore within-group differences around student engagement, including gender differences. The GRA in this position will also help with the literature review process (e.g., locating scholarly articles; entering information into Endnote system; synthesizing and evaluating articles for potential use).

ESSENTIAL QUALIFICATIONS
• Enrollment in a CEHD graduate program in higher education or educational psychology
• Experience working with underserved student groups, particularly first-generation, low-income college students and students of color
• Ability to work independently
• Ability to use electronic databases to locate and analyze scholarly articles
• Coursework completed in research methods

DESIRED QUALIFICATIONS

• Experience conducting interviews
• Experience transcribing interviews
• Experience with coding qualitative data
• Prefer doctoral level candidate in CEHD program
• Familiarity with Endnote software
• Familiarity with college student development literature
• Familiarity with both quantitative and qualitative research methods
• Familiarity with NSSE (student engagement survey)

TO APPLY

Submit the following materials to Dr. Mike Stebleton, 253 Burton Hall, steb0004@umn.edu

• Letter of application detailing strengths in relation to the qualifications
• Current resume or vita
• Names, titles, and contact information of three references who can speak to the relevant qualifications of the applicant.

DEADLINE
The position will remain open until filled. Review of applications will begin on Nov 15th, 2009.

Posted by rutka005 at 3:48 PM