Lecturer positions in ESL at Miami University

Lecturer Positions (2) in American Culture & English at Miami University

College of Arts & Science:  Lecturer (two positions) to teach intermediate to advanced English language courses for international students enrolled in the American Culture and English (ACE) program, including courses in speaking/listening and reading/writing, for both undergraduate and graduate students; committee and program service; work with program faculty to expand the ESL curriculum, to plan and implement initiatives related to assessment, and to develop technology-enhanced curriculum.  Require:  MA with specialization in TESOL; college-level experience teaching ESL communication and writing courses; knowledge of research and/or graduate study in ESOL theory and practice.  Desire: PhD or EdD with specialization in TESOL; research credentials and publications in TESOL; experience with language testing (both written and oral); experience teaching graduate-level ESL courses; experience with technology-enhanced instruction.  The new lecturers will be joining a strong cohort of faculty in a developing and expanding English language program.  For more information, see www.miamoh.edu/ace.  Submit letter of application, curriculum vitae, evidence of teaching excellence and contact information for three references by email to James Porter, Director, American Culture & English, c/o Sara Pate at sara.pate@miamioh.edu.   Application materials must be submitted by email; hard copy submissions will not be considered.  Screening of applications begins May 14, 2013 and will continue until the positions are filled.  Miami University is an EOE/AA employer with smoke-free campuses. Right to Know – Consumer Information http://www.miami.muohio.edu/about-miami/publications-and-policies/student-consumer-info/.  Hard copy upon request.

Job Opening: Miami University of Ohio - Instructor/Visiting Assistant Professor position

Instructor/Visiting Assistant Professor in ESL Composition (two positions) to teach full load of introductory composition courses to international students; provide departmental committee and program service; opportunity to work with the Director of Composition, the ESL Committee, and other faculty members in shaping and developing the ESL composition curriculum and participate in activities related to instructor training, assessment, technology initiatives and program development. Require: PhD (for appointment as Visiting Assistant Professor), MA (for appointment as Instructor); specialization TESOL; knowledge of research and/or graduate study in ESOL theory and practice; college-level experience teaching ESL composition courses. Desire: experience with digital writing instruction and instructional technology. The faculty member will be joining a strong cohort of faculty in rhetoric/composition and ESL in a department with both MA and PhD program in rhetoric/composition and an expanding program in ESL composition. For more information, see www.miamoh.edu/composition/ESL_courses.html. 

Submit letter of application, curriculum vitae, evidence of teaching excellence and contact information for three references by email to LuMing Mao, Department of English, at English@miamioh.edu. (Hard copy submissions will not be considered.) Screening of applications begins April 25, 2013 and will continue until the positions are filled.

Miami University is an EOE/AA employer with smoke-free campuses. Right to Know – Consumer Information http://www.miami.muohio.edu/about-miami/publications-and-policies/student-consumer-info/. Hard copy upon request.

 

Job announcement: Writing Program Deputy Director, UMass Amherst

Deputy Director, Writing Program
University of Massachusetts Amherst

The University of Massachusetts Amherst Writing Program seeks applicants for the position of Deputy Director (non-tenure track, 52-week contract) to participate in a collaboratively administered nationally recognized program that includes first-year composition courses, a writing-across-the-curriculum program, a writing center, and experimental writing courses. Under the general supervision of the Director of the Writing Program, the Deputy Director serves as coordinator for the Basic Writing course (Englwrit111) and the placement exam.  The Deputy also performs administrative duties, including monitoring the budget, supervising the scheduling of courses, and coordinating with academic departments and programs across campus.  Teaching load is 1:1 of first-year writing courses as well as biweekly practica meetings for 15-20 Teaching Associates, who teach first-year writing. 

Qualifications: Ph.D. in relevant area (e.g., Composition Studies or English Education); research in or teaching experience with basic writing; experience with networked teaching environments; minimum three years experience in teaching composition; ability to supervise others, manage a program budget, teach faculty and students, and design and evaluate curriculum. 

Normal Starting Salary: $53,300-$60,400.  Salary range: $53,300-$67,500.  Send letter of application, vita, evidence of teaching strength, and three letters of recommendation to Search Committee #R46106, 167 Whitmore Administration Building, University of Massachusetts, Amherst, MA 01003-8170.  Priority deadline is May 6, 2013; application review will continue until position is filled.  The University of Massachusetts is an Affirmative Action/Equal Opportunity Employer. Women and members of minority groups are encouraged to apply.

--   Haivan V. Hoang  

Director, Writing Program  

Associate Professor, Department of English  

University of Massachusetts Amherst

CFP: Paper, Please: Theorizing Border Discourses

"Papers Please"

Theorizing Border Discourses after Arizona House Bill 2281 & Senate Bill 1070

Call for Papers

September 13, 2013

The University of Arizona in Tucson

Keynote speaker: Victor Villanueva

Submit proposal to Jose Cortéz at papers.please.cfp@gmail.com by May 30, 2013

"There is a borderland in which the exact delimitation of the obscene is a very complex matter, and the excessive zeal sometimes displayed by semi-official censorship in the suppression of 'borderland' literature has been often ludicrous, generally annoying and sometimes positively unjust." Publishers Weekly, 1916

In Arizona, recent immigration and education legislation has sparked national controversy. In the previous two years, the legislation of Arizona SB1070 and HB2281 have taken effect, and that leaders have acted upon them offer an especially kairotic moment for theorizing border rhetorics, identities, and discourses (the small section of SB1070 that was held, called the 'papers please' clause). While theorists from various disciplines have successfully begun to address the complexities and outlets of border theory, broader scholarly interest has yet to synthesize the discourses of Arizona SB1070 and HB2281 as an interdisciplinary enterprise.

We see this historical moment as a site rich with potential for explorations of border theories related to identity politics, pedagogy, educational policies, writing instruction and interdisciplinary cultural studies. In the wake of these controversies, which may or may not be mutually exclusive, scholars and educators are given an occasion to explore how the rhetoric of the borderland invites a sophisticated interrogation of difference. We wonder then, how can theorizing border discourse establish a foundation for sociopolitical and/or community activism? To that end we seek submissions that provoke perspectives better equipped to explore contemporary problems such as globalization, economic exploitation, contact zones, border issues, mestizaje consciousness, multiculturalism, heternormativity, anglonormativity, imperialism, and educational hegemony.

Some possible topic areas include:

• Legal approaches to either SB1070 and/or HB2281
• Rhetoric and democratic participation
• Critical Approaches to educational policies
• Literary Analyses of banned books
• Rhetorical Analyses of SB1070 and/or HB2281, banned books, or the discourse of Tom Horne, Huppenthal or, Janet Brewer
• Cultural Studies of popular representations of SB1070 and/or HB2281
• Historiographies of SB1070 and/or HB2281
• Pedagogical approaches to SB1070 and/or HB2281
• Historical or theoretical examinations of activist movements, strategies, and tactics
• Racial (in)equality, particularly in light of recent attempts to legislate racial bodies and discourses in the United States, as well as its instantiations in different local contexts abroad.
• Critical Pedagogy and its discontents
• Multimedia & Multimodal Composition
• Visual Rhetoric/Visual Communication

Our extended goal for this conference is to develop interest and direction for an edited collection.  Given the broad audience, we see several major purposes for a collection on Arizona SB1070 and HB2281

• To offer a view of Arizona that demonstrates the contested nature of rhetoric and history as an alternative to the Western trajectory of rhetorical studies
• To introduce researchers and educators to this historical moment.
• To enrich the historical and theoretical understanding of border rhetorics

Submit any questions and proposal to Jose Cortéz at papers.please.cfp@gmail.com

We are accepting proposals for individual 15-20 minute presentations or for 1-hour group panels. We prefer interactive presentations that encourage discussion.

Proposal due by May 30

http://paperspleasesymposium.wordpress.com