Marcy Migdal Fund for Educational Equality

Application deadline:   May 1, 2015

The Marcy Migdal Fund supports exceptional students engaged in activities aimed at enhancing access to education for vulnerable students, either locally or throughout the world, and helping them succeed in their education. The Marcy Migdal Scholarship provides two cash awards of $1,000 each per academic year.

Marcy Migdal was known throughout Washington State as a leading educator in the field of multicultural education and for her passionate commitment to social justice and advocacy for the most vulnerable members of our community. It is the intent of this endowment that Marcy’s selfless dedication and activist spirit live on in this award. Scholarships will be awarded based on the adherence of the proposed activities to the priorities of the Marcy Migdal Fund.

All undergraduate and graduate students at the University of Washington (Seattle, Bothell, Tacoma) are eligible to apply. Applicants must: be current UW students in good academic standing; complete the application process prior to the published deadline; and at the completion of the project write a short report on their project and how the funds were used. Recipients must be enrolled at UW during the quarter the award is received.

For complete information, including application instructions, see:  http://jsis.washington.edu/isp/funding/migdalfund.shtml

2015-2016 GSA Position & Hourly Employment Opportunities in the Q Center

Application deadline:   May 6, 2015

The Q Center is hiring undergraduate and graduate students for five positions beginning in fall 2015. Open positions include:

  • Queer Mentoring Program Coordinator
  • Outreach Coordinator
  • Library and Social Media Coordinator
  • Education & Safer Zone Coordinator
  • Graduate Assistantship (graduate students only) — see bolded description below

Undergraduates and Graduate/Professional students are eligible to apply for the following positions.  Appointments are typically 9 months (fall, winter, spring quarters).  Minimum pay is $11/hour.

Open Positions & Responsibilities

Minimum Qualifications

  • Punctual, reliable, professional, and fun
  • Excellent interpersonal skills
  • Excellent organizational skills
  • Works well in a team situation
  • Maintain an intersectional social justice perspective in all aspects of work
  • Experience working within and/ or knowledge of queer communities
  • Maintain a clean, organized work space/general center space
  • Participate in daily center operations, programs, and Safer Zone Training facilitation

Queer Mentoring Program Coordinator

  • Conduct campus and community outreach strategies to recruit and engage mentors and mentees and provide resources and referrals
  • Coordinate training in program policies and procedures, identity development theory, boundary setting, effective communication, and suicide prevention
  • Match mentors and mentees based on shared identities and interests and facilitate ongoing mentoring meetings
  • Provide ongoing support to mentors and mentees, including email contact, phone contact, and individual and group meetings
  • Conduct evaluation of mentoring program experiences and outcomes

Outreach Coordinator

  • Coordinate tabling events, presentations, and social media outreach to promote the Q Center
  • Foster and maintain a friendly, welcoming, supportive environment that encourages people to utilize the Q Center
  • Have knowledge of resources in and outside the Q Center
  • Plan events that outreach to the UW queer and trans* community and allies
  • Provide support in managing space reservations, events calendars, Q Center general email management, and newsletter production

Library & (Social) Media

  • Maintain a well organized library by cataloging books and media
  • Implement a check in/out system
  • Research new books and media to add to our resource library
  • Conduct campus outreach and engage community via social media to promote knowledge and utilization of the library resources
  • Coordinate events that promote the library resources and bring authors/artists to the Q Center
    Support the Q Center’s social media presence

Education/Saf(er) Zone Coordinator

  • Coordination, recruitment, and co-facilitation of Queer 101 course (CHID)
  • Marketing and coordination of Safer Zone Trainings for organizations and departments both on/off campus
  • Coordinate one campus-wide Safer Zone Training per quarter
  • Recruit and coordinate training of new facilitators on a quarterly basis
  • Maintaining and updating online education resources (website + social media)

Graduate Assistantship
(Graduate Student Only; earns tuition, health insurance, monthly stipend)

  • Work in partnership with the Queer Mentoring Program Coordinator to implement the program and duties as described above
  • Participate in evaluation of Q Center programs and services
  • Work closely with Director and Assistant Director on strategic planning, program development, and special projects as assigned
  • Safer Zone Training development and facilitation

The deadline for submission is Wednesday, May 6th by 11:59PM.  Applicants will be contacted on a rolling basis to schedule interviews, which will take place during the week of May 11-15th.

Visit http://tinyurl.com/qcenterhires (alternate link: http://goo.gl/forms/waH04LmJd9) for more information and to complete the application.

Please contact the Assistant Director, Jaimee Marsh, to ask questions or request accommodations:  jaimeem@uw.edu or 206-897-1430.

University of Michigan STEM Postdoctoral Research Associate

Application deadline:   Applications are reviewed on a rolling basis.

The Center for Research on Learning and Teaching (CRLT) at the University of Michigan has an opening for a one-year postdoctoral research associate with a focus on STEM teaching and learning.

The successful candidate will collaborate with CRLT staff on implementing programs for instructional improvement in STEM and the health sciences, consult with instructors about teaching, and contribute to assessment and evaluation projects. The postdoctoral research associate is a one-year fixed term staff position.

Required Qualifications

  • University or college teaching experience
  • PhD degree in STEM field or PhD degree in another field with extensive experience interacting with STEM or health science instructors
  • Strong organizational and administrative skills
  • Ability to take directions, assume independent responsibility and provide follow-up
  • Strong attention to detail and the ability to successfully plan and implement program details
  • Some flexibility in work schedule
  • Event planning and instructional consulting/mentoring

Desired Qualifications

  • Experience with educational research, educational measurement, assessment or evaluation
  • Experience with quantitative and qualitative analysis
  • Experience promoting the effective use of instructional technology in the classroom
  • Working knowledge of statistical, analytic and reporting software (e.g., SPSS)
  • Administrative experience in a higher education setting
  • Familiarity with the University of Michigan or a large research university context
  • Familiarity with the mission of CRLT

Applications are reviewed on a rolling basis.

For more about CRLT, the position’s requirements and how to apply, please see: http://www.crlt.umich.edu/node/81011

For questions, contact Mary Wright (mcwright@umich.edu).

Mary Wright, Ph.D.
Director of Assessment and Associate Research Scientist
Center for Research on Learning and Teaching (CRLT)
University of Michigan
Ann Arbor, MI.  48109-2218
Fax: 734-647-3600 (Attn: Mary Wright)

2015-2016 TA Position in the Elementary Teacher Education Program (ELTEP)

Application deadline:   May 4, 2015

Position Overview

The University of Washington hires doctoral students to serve as teaching assistants and coaches for the Elementary Teacher Education Program (ELTEP). The primary responsibility of individuals in this position involves supporting teacher candidates as they develop professional and practice-based understandings skills, expertise, prepared to be a culturally responsive elementary school-aged teacher.

Primary Responsibilities

General Expectations for Coach/TA Hours:

These are parameters that assume a Coaching Load of 6 +/- TCs.

Rough Hourly Parameters:

  • Fall: TA 12-15 hrs. in ELTEP courses and 5-8 in the field
  • Winter: 10 and 10 courses/field
  • Spring: 20 in the field

TA Responsibilities

During Fall and Winter quarters, the TA supports the planning, instruction, and assessment of assigned course(s). This involves working with the course instructor to determine specific tasks.

Coaching Responsibilities

Throughout the school year, coaches support the candidates’ learning as they prepare to enter the teaching profession. The goal is to not only ensure candidates are able to successfully plan, implement, and assess lessons, but also to ensure candidates integrate and implement learning from courses, their placement school, and the communities their placement school serves.

The key responsibilities include, but are not limited to the following.

  • Conduct both formal and informal observations aimed at:
    • Ensuring candidates and cooperating teachers are able to implement the co-teaching model.
    • Helping candidates understand their development along a continuum of learning,
    • Scaffolding and supporting candidates as they gain expertise in the learning cycle, continually deepening their understanding of successful planning, implementing, and assessing lessons.
    • Helping candidates integrate and implement learning from courses, school placements, and communities.
    • Communicating program expectations and responsibilities as they evolve each quarter.
    • Assist candidates in thinking through workload management, development as a professional educator and the work/life balance both as a graduate student and a novice teacher.
  • Collaborate with cooperating teachers and teacher candidates.
  • Communicate program expectations and seek feedback from cooperating teacher regarding how UW work is supporting candidate growth and learning for students.

Requirements

The basic requirements for this position are:

Must be registered for a minimum of 10 credit hours per quarter.

  • At least three years successful experience teaching at the elementary level in culturally, linguistically, and poverty impacted schools.
  • Commitment and interest in the preparation of beginning teachers and teacher education.
  • Commitment to developing as a coach and teacher educator from an “equity” and “inquiry” orientation.
  • Ability to closely collaborate, listen, and communicate proactively with a diverse population of faculty, staff and administration at UW and in partner schools.
  • Excellent oral and written communication skills.
  • Familiarity and ability to use computer software (e.g., EdThena, email, word, course management tools such as Canvas, Google Drive and Calendar).
  • Time Management and organizational skills: this position will require you to juggle competing demands in multiple settings.
  • Weekly participation in ELTEP coach Professional Learning Community (PLC).
  • Participation in quarterly ELTEP program-wide meetings.
  • Representing the TAs/Coaches at other gatherings of ELTEP constituents, and supporting special events the program hosts to support TC and CT development (e.g., Pizza & Pairs).
  • Ability to work independently.
  • Currently registered UW doctoral student in good standing and eligibility to hold a Graduate Research Assistantship.
  • Write letters of recommendation for TCs at the end of the year

How to Apply

Please send letter of interest that highlights your specific areas of interest and expertise in elementary teacher education including content taught in elementary schools, as well as socio-cultural foundation and CV to:

Office of Teacher Education
211 Miller Hall, Box 353600
Seattle WA 98195-3600
TEPinfo@uw.edu

Application inquiries may be made to:  Same as above.

Wenner-Gren Foundation Dissertation Fieldwork Grants

Application deadlines:   May 1, 2015  &  November 1, 2015

The Wenner-Gren Foundation’s Dissertation Fieldwork Grants are awarded to aid doctoral or thesis research. The program contributes to the Foundation’s overall mission to support basic research in anthropology and to ensure that the discipline continues to be a source of vibrant and significant work that furthers our understanding of humanity’s cultural and biological origins, development, and variation. The Foundation supports research that demonstrates a clear link to anthropological theory and debates, and promises to make a solid contribution to advancing these ideas. There is no preference for any methodology, research location, or subfield. The Foundation particularly welcomes proposals that employ a comparative perspective, can generate innovative approaches or ideas, and/or integrate two or more subfields.

The maximum amount of the Dissertation Fieldwork Grant is US $20,000. Grants are non-renewable.

Students must be enrolled in a doctoral program (or equivalent, if applying from outside the United States) at the time of application. Students of all nationalities are eligible to apply.  There is no time limit on the duration of the grant, and funding may be requested to cover distinct research phases (for example, two summers) if this is part of the research design. Application deadlines are May 1 and November 1. Final decisions are made six months later.

Applicants must submit application materials using the Foundation’s online application submission procedure as well as send printed copies to the Foundation by regular mail.

For more detailed information on program requirements, application procedures, and review criteria, see http://www.wennergren.org/programs/dissertation-fieldwork-grants or refer to the links below:

Simpson Center Spring Funding Round: Graduate Student Interest Groups

Application deadline:   May 1, 2015

The Simpson Center for the Humanities offers funding for the coming academic year. Categories considered in the spring funding round include Graduate Student Interest Groups. The Center is especially interested in promising proposals for Graduate Student Interest Groups, which bring together graduate students for crossdisciplinary inquiry in the form of cross-departmental reading, discussion groups, dissertation working groups, and other activities. Funding up to $1,000. See current projects and how to apply for more information.

Stay tuned for the Simpson Center’s Society of Scholars Graduate Fellowship and Summer Digital Humanities Dissertation Fellowships. Applications for those funding opportunities are considered in the Center’s fall funding round. For more information, see: http://simpsoncenter.org/apply/fellowship-grants

2015-2016 TA Positions in the School Psychology Program

Teaching Assistant, School Psychology Assessment and Counseling Practicum Courses

Application deadline:   May 9, 2015
Notification:   May 30, 2015
Start Date:   September 16, 2015

Under the supervision of School Psychology faculty, this TA will be responsible for providing instructional support and student supervision in the school psychology assessment and practicum courses.

Characteristics duties and responsibilities:   Provide instructional support to faculty who teach assessment and practicum courses in the Specialist level School Psychology Program. Assessment and counseling courses require a clinical practicum experience related to the professional practice of school psychology. The TA will be available during assessment course times and during times when clients are being seen. Expected workload will be 20 hours per week.

Required Qualifications:   Because the TA is supervising or teaching pre-educational specialist level students in the skills required for professional practice as a school psychologist, the TA must hold an Educational Specialist degree or Master’s degree in School Psychology and preferably is a student who received his/her degree from the UW School Psychology program. The TA must be well versed in administration and interpretation of standardized cognitive and academic abilities tests for children and adolescents. Evidence of these requirements will be shown by previous school psychology course work and sample report. Additionally, the TA must be well versed in cognitive-behavioral therapy and play therapy along with general working knowledge or experience in other types of counseling and behavioral interventions for children and adolescents. Preference will be given to applicants who also have prior experience as a school psychologist practicing these skills. School psychology experience will be evidenced on a current vita or resume and the requested work samples. The TA is expected to exhibit good interpersonal skills so that the TA can provide supervision to pre-specialist level school psychologists in training. School psychology professors who advise the prospective TA will assess interpersonal skills based on professional behavior.

Submit:    In applying for this position, please submit the following application materials: 1) letter of intent, 2) resume (vita), 3) a sample (redacted) assessment report, and 4) a sample (redacted) intervention plan for a child or adolescent. The letter of intent should explain why you should be chosen for this position.

Please submit your information to:

Janine Jones, Ph.D.
University of Washington
Box 353600
Seattle, WA 98195-3600
Jjones2@uw.edu


Teaching Assistant, School Psychology Assessment Practicum Courses

Application deadline:   May 9, 2015
Notification:   May 30, 2015
Start Date:   September 16, 2015

Basic Function:   Under the supervision of Educational Psychology faculty, this TA will be responsible for providing instructional support and student supervision in the school psychology assessment and practicum courses.

Characteristics duties and responsibilities:   Provide instructional support to faculty who teach assessment and practicum courses in the Specialist level School Psychology Program. Assessment courses are typified by requiring a clinical practicum experience related to the professional practice of school psychology. The TA will be available during assessment course times and during times when clients are being seen. Expected workload will be 20 hours per week.

Required Qualifications:   Because the TA is supervising or teaching pre-specialist level students in the skills required for professional practice as a school psychologist, the TA must hold an Educational Specialist degree or Master’s degree in School Psychology and preferably is a student who received his/her degree from the UW school psychology program. In addition, the TA must be well versed in administration and interpretation of standardized cognitive and academic abilities tests for children and adolescents. Evidence of these requirements will be shown by previous school psychology course work and the sample report. Preference will be given to applicants who also have prior experience as a school psychologist practicing these skills. School psychology experience will be evidenced on a current vita or resume and the requested work sample. The TA is expected to exhibit good interpersonal skills so that the TA can provide supervision to pre-specialist level school psychologists in training. School psychology professors who advise the prospective TA will assess interpersonal skills based on professional behavior.

Submit:   In applying for this position, please submit the following application materials: 1) letter of intent, 2) resume (vita), and 3) a sample (redacted) assessment report for a child or adolescent. The letter of intent should explain why you should be chosen for this position.

Please submit your information to:

Janine Jones, Ph.D.
University of Washington
Box 353600
Seattle, WA 98195-3600
Jjones2@uw.edu

Deadline extended: 2015-2016 GSA Position in the College of Education’s Office of Minority Recruitment & Retention

EXTENDED application deadline:   April 20, 2015 (5:00 pm)

College of Education, Office of Minority Recruitment and Retention
50% FTE Autumn Quarter 2015 – Spring Quarter 2016
Notification deadline: May 15, 2015

Basic Function

Under the supervision of the Student Services Specialist for Graduate Programs, this position is responsible for improving the recruitment and retention of underrepresented and marginalized populations (i.e. students of color, international students, 1st generation students, LGBTQ students and allies, etc.) by fostering a supportive learning environment and promoting a multicultural perspective throughout the College of Education.

The Office of Minority Recruitment and Retention (OMRR) is a dynamic and inclusive office that supports students in their graduate school application process and academic and personal experiences here at the College of Education. The OMRR works with prospective students from underrepresented and marginalized populations in learning more about program offerings, application options, and funding opportunities. Additionally, the OMRR supports current students by providing community building events and activities, cross-cultural learning and engagement, and opportunities for students’ intellectual and personal growth. This position works closely with other offices and entities in the College and elsewhere on campus to ensure that students may avail themselves of all existing services. The position has responsibility for cultivating contacts with on- and off-campus groups and building upon College and University relationships with these groups for the purpose of recruiting and retaining ethnically diverse, international, and other historically marginalized student populations.

This position will function as a member of a three-person Graduate Staff Assistant team that has collective responsibility for several functions, including outreach, recruitment, retention, event planning, and office coordination. Each team member will assume lead responsibility for one or more functions; however, any team member may be called up on to perform or assist with any of the following characteristic duties & responsibilities of staff in the Office of Minority Recruitment & Retention:

Characteristic Duties and Responsibilities

  • Establish and maintain campus connections (i.e. GO-MAP, OMAD, ECC, FIUTS) to facilitate outreach activities.
  • Provide support, assistance, and referrals to resources on campus and within the community.
  • Initiate and maintain contact with prospective students who are referred from College of Education recruiters; serve as an additional resource for diverse prospective students.
  • Attend college and information fairs at the UW and in the Seattle metropolitan area; make visits to local community colleges.
  • Make deliberate contacts with diverse prospective students once offers of admission have been made by the College’s academic programs.
  • Advertise and promote available scholarships, internship programs, and other financial assistance available to students.
  • Build effective and collaborative working relationships within and across diverse populations, including students, faculty and staff.
  • Plan and implement social, community-building, and professional development opportunities for ethnically diverse, international and other marginalized student populations; promote campus and community events and resources of interest.
  • Assist in the implementation of long-range student recruitment and retention programs and strategies; suggest improvements to those strategies.
  • Assist in the development of year-long plan with strategic goals and expected outcomes.
  • Assess on a regular basis the concerns and issues of diverse student populations; design and implement programming to anticipate and/or respond to those concerns and issues.
  • Hold meetings and interface with the OMRR Advisory Board regarding the concerns of diverse student populations.
  • Maintain and update OMRR Website on the College of Education website and social media accounts.
  • Seek ways to promote understanding and awareness of cultural and academic expectations for diverse student populations.
  • Serve as a liaison between OMRR and at least one College of Education standing committee (i.e. Student Support & Advancement Committee) or student organization (i.e. ASCE, IECE, or Students of Color)
  • Contribute as a member of the Office of Student Services team, including attending staff meetings, assisting with front desk coverage, and participating in the planning and execution of College-wide events such as orientation, Prospective Student Days, Education Day in the Quad, and the College of Education Graduation.
  • Plan for following year and prepare transition for successors.

Requirements

Candidates must be registered for a minimum of 10 credit hours per quarter. A demonstrated awareness and understanding of concerns and issues experienced by underrepresented and marginalized populations (i.e. students of color, international students, 1st generation students, LGBTQ students and allies, etc.). Prior experience in advising, recruitment, and/or research with ethnically diverse, international and other marginalized student populations is strongly preferred.

Desirable Qualifications

Admitted to a College of Education graduate program. Possess excellent interpersonal and communication skills, and aptitude to navigate sensitive situations. Ability to work with and relate to prospective students, current students, staff, and faculty.

How to Apply

Please send a cover letter and resume via email to: https://catalyst.uw.edu/collectit/dropbox/norahf/34943

Questions can be directed to: Norah Fisher (norahf@uw.edu) or Martin Howell (mthowell@uw.edu).

Review of applications will begin upon receipt. Late applications will not be reviewed. Application deadline is April 20, 2015 at 5:00 pm.

2015-2016 GSA Position in the Office of Minority Affairs & Diversity EIP & McNair Programs

Application deadline:   May 1, 2015

The Early Identification Program (EIP) for Graduate & Professional Study and the Ronald E. McNair Post-Baccalaureate Achievement Programs in the Office of Minority Affairs and Diversity is now accepting applications for a Graduate Student Advisor (GSA) position. The appointment will begin on or around September 10, 2015 and continue through the end of the academic year, June 15, 2016.

We give priority consideration to graduate students enrolled in Ph.D. programs with advanced standing. While we welcome applicants from any discipline, this year, we especially encourage students who are enrolled in STEM (Science, Technology, Engineering, and Mathematics) based disciplines. We are planning to hire 1 new GSA, with a possible 2nd position open as well (this will be determined by June 1st). The second position will be for a graduate student enrolled in social science or humanities programs, who possesses exceptionally strong writing, journal editing, and advising skills and experience.

The position requires a full academic year commitment, and compensation will be at the 50% FTE rate, ranging between $1,983 to $2,131 per month. This pay scale reflects the 2014-2015 regular Graduate Student Services Appointment Salary Schedule (http://www.grad.washington.edu/students/fa/salaries/salary-schedules.shtml) and may change with the new collective bargaining agreement. This job classification is governed by a negotiated labor contract and is subject to union shop provisions. For more information, visit: http://www.grad.washington.edu/students/fa/uawcontract.shtml

Overview of Program Philosophy
The Early Identification Program for Graduate & Professional Study (EIP) was established in 1985 by the Office of Minority Affairs/Diversity. The long-range goal of the program is to help address the lack of qualified minority, first generation and economically disadvantaged applicants to faculty positions in American colleges and universities. The program operates under the philosophy that this goal can be met by providing undergraduates who aspire to graduate or professional school with the level of guidance, resources, opportunities, and information necessary to make informed choices regarding their professional goals and the variety of post-baccalaureate options available to meet those goals.
The Ronald E. McNair Post-Baccalaureate Program serves twenty-seven undergraduate students each year. Students accepted into McNair must be low-income and first-generation or from an underrepresented group, and they must intend to pursue a PhD. The McNair Program
provides guidance, research opportunities, and services to prepare undergraduates for doctoral
study. In 1999, The University of Washington received funding for this program from the
Department of Education. Named for Challenger astronaut Dr. Ronald E. McNair, the program’s
goal is to increase the representation of economically and educationally disadvantaged groups
in academic and research positions.

Program Function
Together with the Directors of the two programs, the staff maintain ongoing counseling
relationships with over 200 students. In order to meet students’ needs for guidance in graduate
and professional school applications, the staff actively work to build and maintain professional
relationships with faculty, interact with programs and services both on and off campus that will
be beneficial to students. In addition, staff develop and teach workshops and seminars to inform
and guide students through the application process and maximize their graduate school
potential. The EIP and McNair programs also provides opportunities for students to learn about,
engage in and present original undergraduate research.

Working under the guidance of the Director and Assistant Director, and in coordination with the Program Coordinator will assume the following responsibilities:

  • Advise Students interested in and applying for graduate school
    • Primary advising duties include the 27 students who are part of the McNair Scholars Program.
    • Additional advising for students who are part of the Early Identification Program.
    • Meet (and follow-up) regularly with students to discuss their plans and options for graduate study.
    • Assume responsibility for advising students in areas of study that may be outside own area of specialty.
    • Establish contacts with programs (including their faculty and program assistants) in the areas of study for which the GSA is responsible.
    • Connect students with UW faculty or graduate students when appropriate.
    • Maintain the highest ethical and professional standards when working with students
  • Work as part of a team planning and implementing workshops, seminars, and programs.
    • Assist in creating and presenting workshops on relevant topics that are directed toward students interested in graduate school.
    • Assist with the organization and implementation of outreach and recruitment efforts for students interested in attending graduate school.
    • Serve as representative of program to outside constituents when necessary.
    • Attend regular staff meetings.
  • Instructional Duties
    • Serve as co-instructor for Senior Seminar with second Graduate Student Advisor. The senior seminar is focused on working with graduating seniors apply to graduate school.
    • Assist in preparation for Sophomore Seminar (Different Ways of Knowing).
  • Routine Duties
    • Regularly update electronic information systems which include an EIP list-serve, MS Excel, MS Access Database, and Catalyst survey information.
    • Weekly maintenance and updates of websites.
  • Additional McNair Program Duties
    • Routinely update electronic information systems which include webpage, listserv, MS Excel, MS Access
    • Database, and Catalyst survey information for the Annual Report (GSAs are responsible for updating the MS Excel Spreadsheet for the U.S. Department of Education Annual Performance Report)
    • Assistant McNair staff in planning and conducting the Spring Quarter University of Washington McNair Research Conference.
    • Gather information, edit, and compose online newsletter, The McNair Rocket, via computer software available.
    • Must gather research papers, edit, and compose online (and paper) UW McNair Journal via available computer software.
    • Be physically present/report for work 19.5 hours per week in the McNair/EIP Office.
  • Additional duties include:
    • Assist Director and Assistant Director in program assessment and evaluation activities.
    • Serve as representative of programs to outside constituents when necessary.
    • Participate in selection committees for EIP- and McNair-sponsored scholarships, as well as hiring.
    • Perform clerical duties assigned by the Assistant Director and Director.
    • Other duties as assigned by Director, Assistant Director and Program Coordinator.

The Graduate Student Advisor should have the following minimum qualifications:

  • Active matriculation in a UW graduate degree program Ph.D. or other doctorate preferred.
  • Demonstrated experience working with undergraduates in a teaching, counseling or advising setting.
  • Demonstrated experience with graduate/professional school admissions structures.
  • Experience working as part of a team on the planning and implementation of events and programs.
  • A broad knowledge of the numerous requirements for various graduate and professional programs and internships available to students, and a demonstrated ability to secure such knowledge.
  • Experience teaching undergraduates, and in particular, working with minority and/or economically-disadvantaged students in a college/university settings.
  • Demonstrated commitment to the academic success of minority and/or economically disadvantaged college students.
  • Experience working with faculty in a research university.
  • Strong verbal communication skills.
  • Strong writing and editing skills.
  • Superior office skills (including computer knowledge).
  • Experience or desire to train in basic data entry and analysis.
  • Experience or desire to train in web editing and/or composition skills.

Some exposure to STEM (Science, Technology, Engineering, and Mathematics) major preferred but not required.

Salary

This job classification is governed by a negotiated labor contract and is subject to union shop provisions. For more information about union shop provisions, visit: ( http://www.grad.washington.edu/students/fa/uawcontract.shtml)
The University of Washington is an equal opportunity employer. Salary commensurate with academic standing, qualification, and experience.

How to Apply

If you are interested in applying for this position, please submit your:
1) Curriculum vitae
2) Letter describing your interest in the position as well as any relevant experiences via email (uwmcnair@uw.edu).

All application materials must be received by 11:59pm on Friday, May 1st, 2015 via email (uwmcnair@uw.edu). Applicants should be available for an interview between June 1 – 5, 2014 if at all possible.
If you have any questions, please feel free to contact us at (206) 685-3643 or via email at uwmcnair@uw.edu.

2015-2016 GSA Position with the Genomics Outreach for Minorities (GenOM) Project

Application deadline:   April 22, 2015
Notification Deadline:  One week after application deadline
Acceptance Deadline:  One week after application deadline

The University of Washington Genomics Outreach for Minorities (GenOM) Project has an outstanding opportunity for a Graduate Staff Assistant/ALVA Coordinator. The GenOM Project is an outreach program that targets underrepresented, first-generation and low-income undergraduate students interested in life sciences and computer
engineering+ research.

The UW GenOM Project sponsors a series of Alliances for Learning and Vision for Underrepresented Americans (ALVA) programs for undergraduate and high school students. We are adding two additional programs to our ALVA Series; ALVA Computer Engineering for high school rising seniors and ALVA Engineering with NSF/REM (incoming freshmen).  Both programs will be a 9-week residential summer internship program that will provide students with academic support, hands-on research experience, and professional development opportunities.

The ALVA Coordinator would help plan and manage these two new summer programs in addition to providing support and guidance to current GenOM undergraduate students, and assisting the Director with communication, planning and reporting.

The position transitions from part-time during the academic year to full-time during the summer.  For Spring 2015, the position is 50% FTE, for Summer 2014 the position is 100% FTE.  Funding permitting, for the academic year of 2015-16, the position reverts back to 50% FTE as is customary with Graduate Student Assistantships.

Duties

  • Serve as first point of contact for rising high school seniors and incoming freshmen applicants, participants, and faculty mentors for the ALVA Computer Engineering for High Schoolers and the ALVA Engineering with NSF/REM summer programs.
  • Facilitate the ALVA application and review process from outreach and recruitment to final selection and placement of students
  • With the GenOM Director and current GSA, plan and manage both new ALVA summer programs
  • Coordinate and/or lead Java and pre-calculus workshops for the high school senior ALVA program
  • Coordinate and maintain the program website and social networking sites to better facilitate communication with students
  • Assist in developing and maintaining student files and data
  • Assist with annual reporting
  • Arrange, plan, and organize meetings, seminars, and events with current GenOM undergraduate students
  • Coordinate and prioritize workload to meet all timelines and deadlines
  • Other duties as assigned

Requirements

  • Currently registered UW Graduate Student in good standing and eligibility to hold a Graduate Student Assistantship
  • Experience working with undergraduates
  • Established and demonstrated commitment to diversity and serving diverse students
  • Excellent verbal and written communication skills, including experience writing informational texts for use with the general public
  • Demonstrated working knowledge of social media tools and web communication platforms (blogs, twitter, electronic newsletters, websites) and experience with Word, Excel, Access, PowerPoint
  • Experience and background in Java and calculus
  • Excellent customer service skills and demonstrated interpersonal communication skills
  • Ability to maintain confidential student and program information
  • Ability to work varying schedule with some evening and weekend hours, particularly during the summer months.  Must be available full-time during summer program
  • Ability to work both collaboratively and independently

Equivalent education/experience will substitute for all minimum qualifications except when there are legal requirements, such as a license/certification/registration.

Condition of Employment / Terms

Candidates are hired through graduate appointments; applicants must therefore be enrolled at the UW and be in good standing with ten credits or more of graduate coursework during autumn, winter, and spring quarters. Applicants in state-funded programs will be eligible for the standard tuition waiver if these conditions are met.  Applicants in fee-based programs are eligible for quarterly payments towards their course fees that are equivalent to Graduate Tier 1 resident full-time tuition. Applicants must also be able to work 20 hours from Monday through Friday between the hours of 8am and 5pm. The appointment carries a stipend, tuition waiver, and health benefits.

Salary information: http://www.grad.washington.edu/students/fa/salaries/salary-schedules.shtml

This job classification is governed by a negotiated labor contract and is subject to union shop provisions. For more information about union shop provisions, visit: UW/UAW Contract Preamble.
http://www.washington.edu/admin/hr/laborrel/contracts/uaw/contract/preamble.html

Application Process

The application process for UW positions may include completion of a variety of online assessments to obtain additional information that will be used in the evaluation process.  These assessments may include Work Authorization, Criminal Conviction History, Cover Letter and/or others.  Any assessments that you need to complete will appear on your screen as soon as you select “Apply to this position”. Once you begin an assessment, it must be completed at that time; if you do not complete the assessment you will be prompted to do so the next time you access your “My Jobs” page. If you select to take it later, it will appear on your “My Jobs” page to take when you are ready. Please note that your application will not be reviewed, and you will not be considered for this position until all required assessments have been completed.

The position transitions from part-time during the academic year to full-time during the summer.  For Spring 2015, the position is 50% FTE, for Summer 2015 the position is 100% FTE, and for the academic year of 2015-16, the position is 50% FTE as is customary with Graduate Student Assistantships, depending on funding

Application Timeline

Application review begins immediately.  Applications will be reviewed as they are received.
Notification Deadline: One week after application deadline
Acceptance Deadline: One week after application deadline

For complete position information, see UW Hires Req # 118403