Trent University invites applications for a tenure-track position in the Department of Gender & Women’s Studies at the rank of Assistant Professor to start July 1, 2019, or January 1, 2020, subject to budgetary approval.

The successful candidate must possess a PhD in an area of feminist scholarship, have an active research program with potential for external funding, and demonstrate superior ability and commitment to teaching at the undergraduate level. Applicants whose research deals with Critical Race and Gender Studies, Black Feminist Thought and/or History, Transnational Feminisms, and/or Gender, Migration and Borders will be given priority. An ability to teach interdisciplinary feminist theory and methodology courses will be considered an asset, as well.

A complete application package should include a cover letter, a statement of teaching experience and course evaluations, a curriculum vitae (including confirmation that you can legally work in Canada), a summary statement of current and prospective research interests, and copies of relevant recent publications. In addition, three letters of reference should be sent on your behalf.Ìý Applications and references are to be addressed to Dr. Kelly McGuire (Chair of the Department) and submitted by email to wmstjobs@trentu.ca. Please note that applications will only be accepted in PDF format via email.

The deadline for applications is May 5, 2019.

Gender & Women’s Studies is a dynamic and growing department in the Faculty of Arts & Science (Humanities Division). We offer a BA in Gender & Women’s Studies and a collaborative specialization in Feminist and Gender Studies at the graduate level. Applicants can learn more about the Department at

Trent University is actively committed to creating a diverse and inclusive campus community and encourages applications from all qualified candidates. Trent University offers accommodation for applicants with disabilities in its recruitment processes. If you require accommodation during the recruitment process or require an accessible version of a document/publication, please contact kellymcguire@trentu.ca.

All qualified candidates are encouraged to apply; however, Canadian citizens and permanent residents will be given priority.

CCEC is in the intense, messy and exciting phase of start-up. We seek a highly skilled manager to operationalize steering committee direction and to lead CCEC personnel.

This position will be hired and paid through ÐÓ°ÉÔ­´´ University while reporting to the CCEC Steering Committee. The successful candidate will be required to submit bi-weekly timesheets to initiate payment.

The Position

This is a part-time, term position as CCEC develops its capacity (with the possibility of extending the contract dependent upon funding): April 1 – June 30, 2019 (25 hours/week at $30.70/ hour x 13 weeks).

Responsibilities involve:

• Attending steering committee meetings
• Integrating board decisions into programming and network development
• Staff direction and oversight
• Budget management and oversight
• Preparation of reports, recommendations and documents for the steering committee
• Knowledge management and communications leadership
• Tracking outputs and beginning to develop an evaluation framework

Qualifications

• Bachelor’s degree (graduate degree advantageous)
• Experience with all facets of organizational development and management (budgets, HR, accountability, funding, evaluation)
• Experience working for and with committees/boards
• Familiarity with community-campus engagement
• Commitment to CCEC’s values: Community-first, student and youth engagement, asset-based development, collaboration and co-governance, social inclusion and access, Indigenous knowledge and communities, and knowledge diversity

Please submit applications including cover letter and resume to Michelle Nilson and Lisa Erickson at CFICE@carleton.ca by March 31, 2019.

Proposals Submission Deadline: March 16, 2019
Full Chapters Due: July 14, 2019
Submission Date: November 6, 2019

Community-engaged scholarship is an equitable and democratic approach to scholarship that seeks to identify and solve community-based problems. Community-engaged scholars aim to serve the public good by developing and sustaining community-campus partnerships built on trust, reciprocity, and mutual benefit. This is an ethical but nontrivial (and nontraditional) orientation towards scholarship. As universities orient themselves towards serving the public good, universities face a number of challenges: faculty and students may not possess the competencies or commitment to build fruitful community partnerships; graduate and undergraduate students may lack the necessary training and mentorship required to develop their identity as community-engaged scholars; and, institutional leaders may not know how to motivate faculty and students for this ambitious and challenging endeavor. These are endemic challenges related to the cultivation of a community-engaged campus, and, unless these challenges are addressed, universities will fail to prepare the next generation of community-engaged scholars.

Objective

This edited volume addresses the following question: How are undergraduate and graduate students in the context of higher education successfully preparedÌýfor participation in community-engaged scholarship? This publication will explore how faculty and academic leaders can create learning opportunities andÌýintellectual cultures that support the development of community-engaged scholars. This publication will explore how university coursework can helpÌýundergraduate and graduate students to develop the knowledge, skills, and commitments necessary for productive and responsible community-engagedÌýscholarship.

For more information, please .

Civic Engagement Officer, Office of the Vice President for External Relations

Specific Purpose Whole Time Post (Anticipated duration of 5 years)

UCC wishes to appoint an experienced administrator to the role of Civic Engagement Officer. Reporting to the VP for External Relations, the Civic Engagement Officer will provide the required expertise to support and coordinate activities to deliver on the commitments outlined in UCC’s Civic and Community Engagement plan and ensure these meet a very high standard.

Role Description

• Delivers and enacts the activities required to implement UCC’s Civic and Community Engagement plan in concert with the Civic and Community Engagement committee and various sub-committees and working groups and relevant Civic Engagement staff.
• Supports the ongoing delivery and development of civic engagement initiatives, and supports the development of new programmes, workshops, seminars etc.
• Supervises and directs key Civic Engagement staff (this will include, but is not limited to such matters as negotiating workloads and assigning tasks, ensuring that HR, health and safety are implemented).
• Fosters and leads a culture of collegiality within the core Civic Engagement team and in its interactions with external parties, including enabling the Civic Engagement staff in their professional development.
• Responsibility for financial management and control of the Civic Engagement budget and income streams.
• Researching for, and drafting, inputs to University-level reports, data collection and publications.

For an information package including full details of the post, selection criteria and application process see .

Informal enquiries can be made in confidence to Rónán Ó Dubhghaill Tel: 021 4903600, Email: r.odubhghaill@ucc.ie

Applications must be submitted online via the University College Cork vacancy portal. Queries relating to the online application process should be referred to recruitment@ucc.ie, quoting the job-title.

Candidates should apply, in confidence, before 12 noon (Irish Local Time) on Thursday 21st February 2019. No late applications will be accepted.

Gateways: International Journal of Community Research and Engagement is a refereed journal that responds to an emerging global movement of collaborative university-community research initiatives. It provides a forum for academics, practitioners and community representatives to explore issues and reflect on practices relating to the full range of engaged activity. Articles will not only transcend university-community, researcher-practitioner and scholar-activist boundaries, but also bridge disciplinary boundaries. Both refereed and non-refereed articles are published. The journal publishes in three article sections: research; practice-based; and snapshots. In every instance, the focus is on including only relevant and high-quality articles on university-community engagement. Clear and accessible language is essential – Gateways is an international journal with a broad audience, comprising academic and non-academic, English and multilingual readers. The Research articles (Refereed) section is essential for scholars working in the community engagement field to have their work institutionally recognised. The Practice-based articles (Non-refereed) section of the journal presents an opportunity for excellence in the reporting and reflection on engagement in practice. Snapshots is designed to showcase the rich variety of knowledge, experience and impressions by all stakeholders in community-university collaborations. All sections are published together as one volume of the journal.

For the upcoming themed volume, interested authors should submit their abstracts directly to the Managing Editor, Margaret.Malone@uts.edu.au, by 15 February 2019. For mor information, please read the full call for papers:Ìý

The Role

We are looking for a skilled and enthusiastic leader to serve as Program Director for this emergingÌýpolicy coalition. This exciting new role will be responsible for weaving 40+ service providers, advocacy
groups, and foundations into a functional coalition, supporting them to identify and pursue policy priorities, and securing resources to ensure the initiative’s ongoing success beyond 2019.

Read the full job description for more information. Apply by 10am, February 18, 2019.

The MJCSL is an international, peer-reviewed, open access journal with faculty and administrator readers all over the world. It publishes articles on research, theory, pedagogy, and other issues pertinent to (a) curriculum-based service-learning, (b) campus-community partnerships, (c) scholarship of engagement, and (d) scholarship on engagement.

COMMUNITY FIRST: IMPACTS OF COMMUNITY ENGAGEMENT

Community-campus engagement (CCE) has become a powerful tool for teaching and research on university and college campuses around the world. Community-based organizations have also recognized the value of partnering with faculty, students, and campus staff as a way to increase capacity, broaden reach, and accomplish goals. Acknowledging the opportunities and challenges of partnership-based work, researchers and community-based practitioners have called for ‘³¦´Ç³¾³¾³Ü²Ô¾±³Ù²â-´Ú¾±°ù²õ³Ù’ approaches that focus on generating meaningful impacts for community-based partners through collaboration (Andrée et al., 2014; Butcher et al., 2011; Cronley et al. 2015; Ward & Wolf-Wendel, 2000). This call was inspired by the Community First: Impacts of Community Engagement (CFICE) research project based at ÐÓ°ÉÔ­´´ University in Ottawa (/communityfirst/). CFICE, a partnership among academics and community groups across Canada established in 2012, is a collaborative action research project that aims to better understand the ways that community-campus partnerships can be designed and implemented to maximize the value for communities and community-based organizations.

CALL FOR PROPOSALS

For this special section, we seek research, pedagogy, and other articles that explore community first approaches to community-engaged research, teaching, and practice work, and how they can have greater community impact. We especially welcome articles that include and/or incorporate the perspectives and voices of non-academic partners. The editors invite abstracts for articles and rigorous case studies from academics, educators, and researchers that: (a) report research studies focused on community outcomes/impacts, (b) report on, comment on, and/or imagine a variety of ways of defining and measuring community impacts and valuation of CCE; (c) propose new approaches to research, teaching, and practice (in relation to historical and contemporary models, methods, processes, and ethos) intended to share power, resources, and control in CCE partnerships; (d) offer critical insights into the role of CCE and social movements as well as community-based (e.g., ‘collective impact’) processes; (e) provide perspectives on CCE cases that offer guidance to student, faculty, administrative staff, and community partners; or (f) explore innovative university, community, and funder policies and frameworks designed to encourage impactful CCE research, teaching, and practice.

We are particularly interested in contributions that build on the foundations of social justice and ecological sustainability and bring creativity, imagination, and experimentation. Articles should also be rooted in embodied, experiential modes of making, thinking, learning, and doing; oriented toward current and future cultural and social conditions; and concerned with ways that these can be integrated into developing modes of research, teaching, and practice.

The first step in the submission process is to submit a one-page abstract/précis by January 18, 2019Ìýthat adequately conveys the focus/plan for the article and includes the author(s)’ contact information, including email address. Invitations to submit an article will be made by email in early January, with invited articles due April 30, 2019.

Please consult general MJCSL submission guidelines at

Submissions and questions about the special issue may be directed to Charles Z. Levkoe (clevkoe@lakeheadu.ca) and Nadine Changfoot (nadinechangfoot@trentu.ca).

Reviewing recent past issues of the MJCSL to see the kinds of articles published in this journal will better position the prospective article submitter to receive a favorable reply to their abstract submission.

Thank you.

Charles Z. Levkoe
Canada Research Chair in Sustainable Food Systems
Assistant Professor, Health Sciences
Lakehead University

Nadine Changfoot
Associate Professor
Department of Political Studies
Trent University

Karen Schwartz
Associate Professor
Interim Associate Vice President (Research and International)
ÐÓ°ÉÔ­´´ University

Peter Andrée
Associate Professor and Associate Chair
Department of Political Science
ÐÓ°ÉÔ­´´ University

In partnership with:

Neeraja Aravamudan, Mary Jo Callan, Cecilia Morales, and Nick Tobier
Michigan Journal of Community Service LearningÌýEditorial Team

Edward Ginsberg Center at the University of Michigan

References

Andrée, P., Chapman, D., Hawkins, L., Kneen, C., Muehlberger, C., Nelson, C., et al. (2014). Building effective relationships for community-engaged scholarship in Canadian Food Studies. Canadian Food Studies / La Revue Canadienne Des Études Sur L’alimentation, 1(1), 27-27.

Butcher, J., Bezzina, M., & Moran, W. (2011). Transformational partnerships: A new agenda for higher education. Innovative Higher Education, 36(1), 29-40.

Cronley, C., Madden, E., & Davis, J.B. (2015). Making service-learning partnerships work: Listening and responding to community partners. Journal of Community Practice, 23(2), 274-289.

Ward, K., & Wolf-Wendel, L. (2000). Community-centered service learning: Moving from doing for to doing with. American Behavioral Scientist, 43(5), 767-780.

More recently, the focus on EL across the educational sector has resulted in institutional commitments to increase the variety and quantity of EL opportunities. These commitments have sparked creative and unique collaborations within institutions to make EL opportunities rich and meaningful experiences for our students and partners. As our efforts continue to evolve, a variety of critical questions have emerged on how best to create, deliver, support and sustain EL opportunities.

We invite post-secondary students, instructors, administrators, staff, researchers, and EL partners and practitioners to participate in the Ìýat the University of Guelph.

We will discuss critical questions and perspectives on the following conference themes:

*ÌýÌý The Student Voice: Exploring the Experiences of Our Students
*ÌýÌý Designing, Teaching and Assessing EL
*ÌýÌý Making Partnerships Matter: From Industry to Community
*ÌýÌý Institutional Practices Supporting EL
*ÌýÌý Overcoming Barriers and Increasing Access
*ÌýÌý From Policy to Practice in EL: Balancing Political- and Institution-Driven Approaches to Experiential Learning

Learn more and . Proposals due by Monday, January 14, 2019.

Job Summary:

Responsible to lead the implementation of the Access Strategy, including the oversight of the project budget, evaluation of progress, and reporting to the various Committees, community stakeholders, Colleges and Universities. Facilitate action in the following primary activities: policy development and implementation, outreach to community organizations and local school boards, supporting the admission process for potential students, coordinating existing efforts, and ensuring students are successful through use of retention services. Act as an expert and main point of contact for community groups, Faculties, student support departments, students, applicants and their parents on issues related to access for underrepresented groups.

by December 7, 2018.

The conference will be held in Halifax, Nova Scotia from Monday, May 27th – Wednesday, May 29th, 2019 at the Westin Nova Scotian, with pre-conference workshops taking place on Sunday, May 26, 2019.

Presentation and Workshop proposal submission details can now be found on the conference site:

The application deadline is December 14^th, 2018.

Should you have any questions after reviewing the call for submission package(s), please direct your questions to the committee at: conference@c2019evaluationcanada.ca