Faculty & Student Watch Party!
Please join us in watching the 19th annual Brown Lecture in Education Research event called Defending the Color Line: White Supremacy, Opportunity H
oarding, and the Legacy of Brown. By Dr. John Diamond on November 3rd from 3-4:30 in Lokey 119.
For more information click the link below:
When: Thursday, October 13, 1:00—2:00pm
Location: Zoom
Join to access a webinar-style session where presenters will
Who might attend: all instructors and staff are welcome (including, of course, those of us who are neurodivergent).
Who is presenting: This session is a collaboration between the Teaching Engagement Program (Laurel Bastian, Faculty Consultant, ADHDer), and UO Department of Special Education and Clinical Sciences students and researchers Alex Newson (Autistic Doctoral Student, Special Education, OSEP CO-LEAD Leadership Grantee) and Spencer Brower (Doctoral Student, School Psychology; Adv. Cert Special Education, Autism Focus; MA in Inclusive Education).
What if I want more information?
Discussion-based session and an application-based sessions to be offered in fall and winter terms on this topic.
Special Education Department
https://www.clemson.edu/degrees/special-education
The Department of Education and Human at Clemson University is recruiting an Assistant Professor of Special Education, nine-month, tenure-track faculty position, beginning Fall 2023. Clemson University is located on the shores of Lake Hartwell in Clemson, South Carolina. Review of applications begins 10/31/2022.
Areas of need include: applied behavior analysis and positive behavior interventions and supports, but all competitive applicants will be considered.
Requirement: • Doctorate in special education or a related field (awarded by August 2023) • Board Certified Behavior Analyst (BCBA) credential or meets ABAI Verified Course Instructor Qualifications • Background in applied behavior analysis (ABA) and special education. • At least 2 years of PK-12 teaching experience in special education or a related field
For the full job description, please visit here: http://apply.interfolio.com/114533
WANT MORE INFORMATION?
Contact Mary Boyles | Talent Acquisition 864.656.9860| mbc@clemson.edu
AERA Minority Dissertation Fellowship in Education Research
Application Deadline: Wednesday, December 1, 2021
AERA is currently accepting applications for the 2022–2023 AERA Minority Dissertation Fellowship in Education Research competition for advanced graduate students. Proposals should be submitted through the online application by December 1, 2021. The Fellowship Program seeks proposals from advanced graduate students who are from racial and ethnic groups that are underrepresented in higher education (e.g., African Americans, Alaskan Natives, American Indians, Asian Americans, Hispanics or Latinos, and Native Hawaiian or Pacific Islanders). This program provides mentoring and funding support to develop research skills and conduct studies in education related fields and topics.
Applicants can come from graduate programs and departments in education research, the humanities, or social or behavioral science disciplinary or interdisciplinary fields, such as cultural studies, economics, history, political science, psychology, public policy, or sociology.
Informational Webinar
Those interested in applying for the Minority Dissertation Fellowship are encouraged to watch the informational webinar, and work closely with their advisors, to prepare their proposals. Further information about the program, frequently asked questions, and application instructions are available in the Call for Proposals.
The application deadline is Wednesday, December 1, 2021. Contact George L. Wimberly, AERA Director of Professional Development; Diversity Officer at fellowships@aera.net or 202-238-3200 with any questions about this program.
The Augsburg University Education Department invites applications for a full-time, 9-month, tenure-track position beginning in August 2022. A successful candidate will have opportunities to teach and develop Special Education courses across Augsburg’s various education programs. The Education Department invites candidates to apply that are particularly poised to dismantle the institutionalized forms of bias and racism within the field. Follow the link below to learn more about and apply for the position.
Application for Augsburg University Assistant Professor of Special Education Tenure-Track Position
[embeddoc url=”https://blogs.uoregon.edu/speddoc/files/2021/10/ASR-Graduate-Rep.pdf” download=”all” viewer=”google”]
The University of Illinois at Chicago (UIC) is currently accepting applications for a two-year post-doctoral fellowship within the Department of Special Education. Successful postdocs in the Bridge to the Faculty program, with department approval, will have the opportunity to transition to Tenure-Track Assistant Professor position at UIC starting in the 2023-2024 academic year. Learn more and apply here: https://jobs.uic.edu/job-board/job-details?jobID=139521&job=post-doctoral-research-associate-bridge-to-faculty-scholars-program-special-education
Yá’át’ééh! (Hello!) I am Diné and I grew up on the Navajo reservation in northern Arizona. I am a fourth year doctoral student/candidate in the Special Education program. I graduated from Arizona State University (B.A.), Northern Arizona University (M.Ed.), and Penn State (M.Ed.) and gained more than 15 years of teaching and school leadership experience in indigenous and diverse communities in Arizona and South Dakota. I taught elementary-age students and English language learners with/without disabilities. I provided intense literacy instruction in a MTSS/RtI and identified students eligible for special education services. I coordinated out-of-school programs and district-level programming, contributed to state and district school curriculum, and advocated for students and families to improve educational outcomes for students from historically/current underrepresented and oppressed backgrounds.
I moved to Eugene in 2017 to attend the UO and love hiking, camping, traveling, and exploring the coast and the outdoors in the Pacific Northwest. I love how welcoming and generous the indigenous peoples of Oregon are to everyone. I love to carve, bake salmon, bead, harvest cedar, berries, and hazel sticks; make baskets, and exchange indigenous knowledge with them.
My work in indigenous communities sparked my research interest about the effects of trauma on students. My research is focused on developing and implementing effective, culturally responsive interventions to build capacity for trauma-informed instruction and practices in school systems and communities; redressing the effects of adverse events so that individuals have opportunities to experience academic, professional, and personal success and positively contribute to their community; and effecting educational policies and countering the effects of poverty and trauma (e.g., historical, generational, complex) experienced by indigenous and oppressed students.
My current research examines the role of stress on teacher burnout and stress reduction, especially as teachers transition to online teaching. I am interested in improving wellness and mental health for students and school staff in school settings. I am currently working on a study that is modifying a reflective practice to address secondary traumatic stress of teachers who work with students from disadvantaged backgrounds.
I plan to merge my experience with research activities, and apply and share this knowledge with educational stakeholders to positively engage staff and students in school and improve their wellness. I am committed to integrating anti-oppression and self-empowerment in my research and teaching practices to increase access, diversity, equity, inclusion, and opportunities for students who have been/are underrepresented and oppressed. Outside of school I spend time with my family and support my mother and indigenous communities by listening, taking action, and exchanging indigenous knowledge and wisdom.
