External Opportunities

This information is provided as a service to the Latinx community of scholars. Please see below for the latest opportunities external to the association. For enquiries, please contact the advertising organization directly.


 2022 ETS English Language Learning Virtual Summer Institute:

Paid Summer Associate Positions Available

 The English Language Learning (ELL) group in the Assessment and Learning Technology Research & Development Division of Educational Testing Service (ETS) expects to hire approximately 6 summer associates for the summer of 2022.

POSITION OVERVIEW: 
ELL summer associates will produce materials for use on large-scale, high-stakes standardized tests of English language proficiency. Each summer associate will work on one of the following: 

  • TOEIC® Tests 

The TOEIC tests are taken principally by people who need to communicate with both native and nonnative speakers of English in the context of the global workplace.

The test development work is intellectually challenging and rewarding. The work may include: 

  • writing items that test understanding of grammar, vocabulary, and listening comprehension 
  • creating conversations and talks that test listening comprehension in a variety of business contexts 
  • creating multiple choice items to test understanding of listening stimuli

PROGRAM DETAILS: 

The program runs from July 11th through August 19th (6 weeks) for all TOEIC® Listening test. Summer associates are expected to work 8:30–5:00, Monday through Friday, for the whole program, and will receive attractive compensation. All work is conducted remotely.

 JOB REQUIREMENTS: 

The TOEIC® Listening tests are global measures, so ETS actively seeks candidates who can bring diverse experiences and perspectives to the work. The ELL Summer Institute workforce includes people from a variety of backgrounds, such as undergraduate students, graduate students, teachers, professors, and professional writers. Applicants must have completed at least some undergraduate work to be considered.

All summer associates must have appropriate authorization to work in the United States. If you do not currently have U.S. work authorization, please note:
Some candidates who receive an offer to be a summer associate may be able to apply for a CPT or an OPT work authorization visa if enrolled at a U.S. university. Check with your university’s international student services office or program coordinator for eligibility before applying to the ELL Summer Institute. CPT visas can usually be acquired quickly, while OPT visas typically take longer. Candidates who receive an offer and who need a CPT or an OPT visa should apply for one of these visas immediately upon accepting our offer. Summer associates must have a very high degree of fluency in English but do not need to be native speakers. 

All summer associates must have excellent writing skills. The work requires: 

  • verbal precision and sensitivity to nuance 
  • analytic skill 
  • attention to detail 
  • receptiveness to instruction

Additionally, summer associates must be able to: 

  • work well individually and collaboratively 
  • carefully consider constructive feedback 
  • manage their time effectively to meet targets

APPLICATION PROCESS:
Each of the test sections hiring for the summer is associated with a specific work sample. Directions for completing and submitting your work sample(s), along with a cover letter and résumé, are posted on the Summer Institute Web site at https://www.ets.org/careers/summer-institute.

Applications are due Friday, January 31, 2022. Applicants are selected mainly on the basis of their performance on the work samples. Work samples will be evaluated in February and March, and you will be notified of your status by Friday, March 18, 2022. For questions, please contact Recruiting Consultant Dave Yanchuk at [email protected].

SCHEDULE OVERVIEW: 
January 31, 2022 - Application deadline
March 18, 2022 - Applicants notified of decisions
July 11, 2022 - First day of the ELL Summer Institute
August 19, 2022 - Last day of the ELL Summer Institute


Call for Papers

Journal of Education Human Resources
Special Issue: Pushing the Boundaries of Social Justice: Theoretical and Methodological Considerations of School Finance Equity for Human Resources.

For more information visit: https://www.utpjournals.press/journals/jehr/cfp1.  Submission Information: Those interested in contributing to this special issue should submit a 1000-word proposal by August 1, 2021. A proposed title, a list of keywords, and a list of references should accompany the proposal – please note these items are not included in the 1000-word limit. All submissions must be submitted electronically to the special issue editors via email (see contact information below).  After initial review, the guest editors will invite select authors to submit their original articles for peer review. Final papers should consist of roughly 6,000-7,000 words (Excluding Title, Abstract, References, Appendices).

Abstract submission deadline: August 1, 2021;  Invitations to submit manuscripts: September 1, 2021

Full-length manuscript submission: December 1, 2021; Special issue publication date: April 1, 2022

Editor's Contact Information: (Editor) Davíd G. Martínez, PhD, University of South Carolina [email protected]; (Associate Editor) Joshua Childs, PhD, University of Texas at Austin, [email protected]


American Foundation for the Blind – Career Opportunity
Part-Time Research Assistant – Fluent in Spanish
October 2021 – February 2022

About the American Foundation for the Blind

The American Foundation for the Blind (AFB) has a long, proud history of removing barriers, ensuring inclusion, and creating positive change in the world for millions of people with vision loss. Yet, despite nearly a century of progress, much work remains to ensure a level playing field for people who are blind or visually impaired. Today’s social and economic systems continue to produce and perpetuate staggering inequalities among people with vision loss, leading to higher levels of unemployment, increased isolation, lower graduation rates, and poverty.

AFB is committed to creating a more inclusive and just society by mobilizing leaders and influencers, championing impactful policies and practices, and promoting understanding of the most effective drivers of change. Our vision is a world without limits, where people who are blind or visually impaired are working, going to school and participating in community life, unhindered by barriers.  

Career Opportunity

AFB is seeking a Research Assistant who is fluent in Spanish to work in its Public Policy and Research Institute. This is a part-time (approximately 15 hours per week), four-month grant-funded position with the ability to telecommute. The successful candidate will be responsible for providing specialized knowledge and expertise in completing research tasks including conducting interviews and focus groups, taking notes, coding qualitative data, assisting in report writing, and other research related duties as assigned. This position reports to the Director of Research.

Duties and Responsibilities

  1. Recruit study participants from parents/guardians of school children who are visually impaired, who primarily speak Spanish.
  2. Screen and schedule focus group participants.
  3. Conduct approximately three focus groups of 4-6 individuals each.
  4. Disseminate survey in Spanish to reach potential participants both online and offline.
  5. Complete surveys over the phone for participants that opt not to complete the survey online.
  6. Analyze qualitative data collected from focus groups and long-answer narrative survey responses.
  7. Translate, proofread, and edit study materials, as needed.
  8. Contribute to drafting of the research report.
  9. Perform other research-related duties as assigned.

Qualifications

Master’s degree required. Must possess demonstrable professional/academic proficiency in quantitative and qualitative research methods, including prior experience conducting focus groups. Prefer experience working with families of children with disabilities, especially those with vision loss. CITI certification must be current or obtained prior to data collection (AFB can assist with this).

Compensation: $50/hour, approximately 15 hours per week.

How to Apply: Interested parties, please email a Cover Letter, Resume/CV to [email protected].

At AFB we do not just accept difference, we celebrate it.  AFB is proud to be an equal opportunity employer. We do not discriminate based upon race, religion, color, national origin, gender (including pregnancy, childbirth, or related medical conditions), sexual orientation, gender identity, gender expression, age, status as a protected veteran, status as an individual with a disability, or other applicable legally protected characteristics. 

If you need assistance or an accommodation due to a disability, you may contact Human Resources at [email protected].  


PLACE:SLR
Program For Local Adaptation to Climate Effects: Sea Level Rise
One-Year Fellowship (focus: justice, equity, diversity, and inclusion)

About the Position
The Program for Local Adaptation to Climate Effects: Sea Level Rise (PLACE:SLR) currently is working in close partnership with USFWS on several projects to which a Fellow would bring welcomed capacity. The first is a recently funded NOAA Regional Integrated Sciences and Assessment (RISA) planning grant to scope for a RISA focused on climate, health, and justice, equity, diversity, and inclusion issues. The U.S. Southeast, including the Caribbean, lacks a RISA and there is no RISA in the US with an explicit Justice, Equity, Diversity, and Inclusion focus. The Fellow would provide capacity to the project, have an opportunity to continue working on the RISA, if a full RISA is funded, and gain valuable exposure to both the issues at hand and a network that spans across a multitude of states, agencies, and focal areas. Another project to which the Fellow could contribute is to facilitate the maintenance of relationships with underserved communities in the northern Gulf. PLACE:SLR recently partnered on the development of a series of recommended best practices when engaging underserved communities on issues of chronic flood risk. We have since begun work to put the best practices into action so they may be further refined and enhanced. A critical component of this work is to maintain relationships and bring capacity across a variety of issues – not just flood risk; therefore, a fellow would have the opportunity to support and experience these kinds of relationships firsthand. They would both expand capacity for the effort, while receiving valuable learning opportunities. Additionally, we would encourage the Fellow, as they learn and grow in the issues, to consider their own projects or efforts to be pursued by the joint partnership between PLACE:SLR and the USFWS. Finally, the Fellow will also have the opportunity to participate in a variety of additional Extension, outreach, and educational activities around sea-level rise and climate communication with multiple audiences.

The fellow will also receive semi-structured mentorship throughout their programming, working closely with their primary mentors from PLACE: SLR and USFWS to identify other critical professional contacts from whom they would gain valuable guidance and leadership. This approach builds on the concepts that all professionals should have a network of mentors and not just one.

Fellows will be hired as one-year term, full-time employees at Mississippi State University and will be based in Biloxi, MS at the Coastal Research and Extension Center. This includes a $40,000 stipend and full health benefits. The fellowship runs from Jan 1 – Dec 1, 2022; however, there is some flexibility with start date and location.

Primary Responsibilities
The primary responsibilities of the selected applicant will be to lead and/or assist with the development, implementation, and evaluation of an applied science program. These duties will include activities such as, but not limited to:

  • Organizing meetings
  • Leading and assisting with trainings
  • Leading and assisting with the preparation and dissemination of outreach materials, Extension publications, and technical reports
  • Performing research activities, such as literature reviews and sample collection/processing
  • Documenting successes and conducting assessments of various activities in conjunction with the mentor
  • Other duties as assigned

Minimum Qualifications
Bachelor’s degree with major course work in a curriculum appropriate for the field of assignment.

Preferred Qualifications

  • Masters degree with major course work in a curriculum appropriate for the field of assignment
  • Extension, applied research, outreach, or education experience;
  • Experience and/or interest in working with underserved, frontline communities on issues related to health and/or climate change;
  • Experience communicating with a multitude of audiences in-person and online/virtually

Knowledge, Skills, and Abilities

  • Highly flexible: ability to adapt to a rapidly changing schedule
  • Ability to juggle multiple tasks and prioritize multiple demands
  • Strong oral and written communication skills
  • Knowledge and skills in using Microsoft Office Suites especially Word, Excel, PowerPoint; knowledge and skills in document/project management/sharing platforms (e.g. Google Drive, Basecamp, etc.)

Working Conditions and Physical Effort

  • Work is normally performed in a typical interior/office work environment.
  • Requires substantial routine travel, including some overnight trips
  • Valid Driver’s License
  • Working remotely may be allowed for this position.

Instructions for Applying
All applicants must apply online at https://explore.msujobs.msstate.edu/cw/en-us/job/503288?lApplicationSubSourceID= by submitting a professional staff application and attaching a cover letter, resume, and unofficial transcripts. Any social security numbers included on requested transcripts should be redacted prior to submitting online.

In addition to the online application, the same cover letter, resume, and unofficial transcript must be emailed to [email protected] In the cover letter, highlight relevant past experiences and provide examples of opportunities or experiences you have or hope to establish with the communities mentioned in the job description.

Contact:
Email: [email protected]

Phone: 228-388-4710
1815 Popps Ferry Rd.
Biloxi, MS 39532


LEAD Summit is Back!
Save the Date
New date: Wednesday, March 30, 2022
LEAD Summit XI to feature Chicano/Latino culture and history

8:00 am - 3:00 pm
Santos Manuel Student Union - California State University, San Bernardino (in-person & virtual)

The theme for the 11th annual summit, free and open to the public, is “Movimiento y Compromiso: 50 Years of Challenges, Possibilities, and the Quest for Educational Equity.” The summit panels and speakers will revisit and commemorate social movements from the last 50 years, including the birth of Chicano-ethnic studies, the school walkouts/blowouts, bilingual education and the Chicano Moratorium. For more information visit http://leadsummit.csusb.edu/.

LEAD Summit Registration Opening Soon

Location: SMSU Events Center - Cal State University, San Bernardino, and nearly 1700 Town Hall Viewing Events across the nation and globe.

Reaching 300 million+ via Media Partners, with Global Webcasts & On-Demand / FB - YouTube LIVE / Print Media / TV, Cable / Radio Broadcasts, Segments & Interviews


 Do you know of students or colleagues who work in intersectional qualitative research methods? Can you help us identify applicants in public health and the social and behavioral sciences for two critical week-long training institutes? As Directors of the Consortium on Race, Gender, and Ethnicity and the Latino Research Institute, we are deeply engaged in advancing the next generation of historically underrepresented minority scholars and committed to building pathways to successful research careers. You, too, can join us in this effort by helping spread the word. There are two options:     

For Early Career Faculty  

For Advanced Doctoral Students  

Location: University of Maryland, College Park  

Location: The University of Texas at Austin  

Dates: June 5-10, 2022  

Dates: June 26-July 1, 2022  

Focus:  

Improve methodological skills; write for publication; navigate the academic environment to ensure retention, tenure, and promotion.  

Focus:  

Develop critical race and intersectional perspectives; enhance qualitative research data analyses; prepare for a successful research career.    

Questions? Watch our Live Info Session:  HERE.  

Early career faculty apply here.  

Advanced doctoral students apply here.  

 

The application deadline is Friday, December 3, 2021.   

The Institutes are designed to provide an equity lift to successfully navigate the next critical transition in the applicant’s academic/research career pathway. Institute objectives are to enhance qualitative intersectional research skills, writing skills and scholarly practices, and to create a network of intersectional scholars. We also intend to strengthen the intellectual and social capital of these participants through tailored professional development.  

We are very grateful for your assistance in helping strengthen our scholarly community!     

Ruth Enid Zambrana, PhD
Director, Consortium of Race, Gender, and Ethnicity

Distinguished University Professor
Harriet Tubman Department of Women, Gender and Sexuality Studies 
University of Maryland  

Deborah Parra-Medina, MPH, PhD, FAAHB  
Director, Latino Research Institute  
Professor, Department of Mexican American and Latina/o Studies  
Faculty Affiliate, Department of Kinesiology and Health Education  
The University of Texas at Austin   

 


Call for Chapters
Tactics of Belonging in Higher Education
(working title)

Current scholarship on diversity and inclusion in higher education highlights the fact that  diversity initiatives do not necessarily lead to inclusion; fostering inclusion at the system level requires simultaneous attention to the matter of belonging. In this volume, we hope to document examples of on-going work that couple our knowledge about students’ experiences with changes in teaching and institutional practice. Highlighting the methods, strategies, and applied research around the work of belonging in different contexts, our emphasis will be on how institutional actors are doing what we do, and how we continue to learn from what we are doing. As such, the edited volume will highlight current pedagogies, programming, and campus initiatives that contribute to the development of students’ sense of belonging. With these goals in mind, we invite proposed contributions from faculty, student affairs professionals, and/or students that are animated by the questions: What are you doing to foster a sense of belonging in the curriculum, classrooms, departments, programs/offices, campus-wide, and/or inter-institutionally? How have your practices evolved in relation to student experiences and feedback? What efforts have failed and what have you learned about how your efforts are influencing the experiences of students?

We welcome chapters that are grounded in experience, practice, and research. Proposals for chapters can include traditional research papers, case studies, or reflexive essays. Contributions on failed attempts at fostering inclusion and belonging are also welcome. We hope to create a volume that represents a range of challenges, opportunities, and trajectories of work undertaken by faculty, student affairs professionals, and students, and to reflect on the implications of our failures and successes. 

To view the full call for chapters and information on how to submit an abstract, please click on this link: https://pages.vassar.edu/belonging-in-higher-education/call-for-proposals/.

Questions? Contact Eréndira Rueda ([email protected]) or Candice Lowe-Swift ([email protected]).  

 


New Funding Opportunity – Community Violence

Applications Due: March 4, 2022

On December 22, 2021, the Centers for Disease Control and Prevention’s (CDC) National Center for Injury Prevention and Control (NCIPC) released RFA-CE-22-005 Research Grants for Preventing Violence and Violence Related Injury (R01). NCIPC is soliciting investigator-initiated research that will help expand and advance understanding of approaches to prevent community violence and eliminate racial and ethnic inequities in risk for community violence.

Community violence is a critical public health issue that has significant short- and long-term negative impacts on individuals of all ages, families, and communities. Community violence happens between unrelated individuals, who may or may not know each other, generally outside the home. Examples include youth violence, such as assaults or fights among groups, and shootings in public places such as schools or on the streets.

This initiative is intended to support effectiveness research to evaluate innovative programs, practices, or policies among populations groups experiencing a high burden of community violence. Funds are available to conduct studies focused on preventing all forms of community violence involving youth or young adults (ages 10-34 years), including assaults, homicides, violence between groups, and threats/use of weapons.

The primary objectives we wish to achieve with this initiative are:

  • Objective One: Effectiveness research to evaluate innovative approaches with the potential for immediate or near immediate benefits (i.e., within 6 months) for reducing community violence and racial/ethnic inequities in risk for community violence.
  • Objective Two: Effectiveness research to evaluate place-based prevention approaches for reducing community violence and racial/ethnic inequities in risk for community violence.
  • Objective Three: Effectiveness research to evaluate approaches that improve the social or structural conditions that contribute to community violence and racial/ethnic inequities in risk for community violence.

For More Information:
The Notice of Funding Opportunity can be found on grants.gov at RFA-CE-22-005 Research Grants for Preventing Violence and Violence Related Injury (R01).

A pre-application teleconference call will be conducted on January 19, 2022, at 2 pm EST to address questions from prospective applicants regarding RFA-CE-22-005.

  • Toll-Free Number: 1-866-600-6035
  • Use Passcode 23198543# when prompted

 


NSF 22-025

Dear Colleague Letter: Opportunities for Research and Education in the Critical-Zone (ORE-CZ)
December 7, 2021

Dear Colleagues:
With this Dear Colleague Letter, the National Science Foundation (NSF) Division of Earth Sciences (EAR) within the Directorate for Geosciences (GEO) together with the Division of Human Resources Development (HRD) in the Directorate for Education and Human Resources (EHR) announce an intent to expand the breadth of researchers investigating the dynamics and processes within Earth’s Critical Zone (CZ), the region that ranges from the weathered bedrock beneath the soil profile up to the top of the vegetation canopy. The recent consensus study report from the National Academy of Science, Engineering and Mathematics (NASEM), A Vision for NSF EAR 2020-2030: Earth in Time, recommended that EAR encourage exploration of the Critical Zone "to advance knowledge of water, carbon, and nutrient cycles; landscape evolution and hazards prediction; and land-climate interactions." NSF currently supports these goals through several Thematic Clusters as part of the Critical-Zone Collaborative Network (CZNet; NSF 19-586); this announcement is intended to enable other investigators to develop complementary approaches to answer fundamental questions concerning Critical-Zone function. This same NASEM report recommends that the Division of Earth Sciences "enhance its existing efforts to provide leadership, investment, and centralized guidance to improve diversity, equity, and inclusion within the Earth science community." An increase in the community of Critical-Zone researchers provides an opportunity to advance this effort.

This DCL is intended to make significant progress in advancing the following goals:

  1. Encourage submission of proposals from minority-serving institutions (MSI), primarily undergraduate institutions (PUI), non-R1 institutions, early-career researchers or others who are not currently part of CZNet.

  2. Develop education or outreach programs that are oriented towards increasing the involvement of faculty and students from underserved communities.

  3. Enhance partnerships and collaboration with the current CZNet Thematic Clusters or leverage existing infrastructure of CZNet. Information about the current Critical-Zone awards can be found at the NSF Critical Zone Collaborative Network web site and at criticalzone.org.

Proposals submitted in response to this DCL should be prepared in accordance with the NSF Proposal and Award Policies and Procedures Guide (NSF 22-1) and submitted to a NSF disciplinary program in the Division of Earth Sciences (EAR): Programs | NSF - National Science Foundation. Please contact an NSF Program Officer, including those listed below, to identify the program(s) most germane to the proposed topics. Proposal titles should begin with "ORE-CZ:" followed by an appropriate descriptor; proposal budgets are limited to $200,000. EAR disciplinary programs have no deadlines and proposals may be submitted at any time, but proposals for this special opportunity must be submitted no later than April 30, 2022.

Sincerely,
Alexandra R. Isern, Assistant Director for Geosciences
Sylvia M. Butterfield, Assistant Director (Acting) for Education and Human

Program Officer Contacts:
Richard Yuretich, [email protected], 703-292-4744
Julie Pett-Ridge, [email protected], 703-292-2613
Jonathan Wynn, [email protected], 703-292-4725
Hendratta Ali, [email protected], 703-292-2468
Justin Lawrence, [email protected], 703-292-2425

 


Program Solicitation
NSF 22-545 Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program)

National Science Foundation
Directorate for Education and Human Resources
     Division of Human Resource Development
     Division of Undergraduate Education 

Full Proposal Deadline(s) (due by 5 p.m. submitter's local time):
     March 28, 2022

For additional information, please visit: https://www.nsf.gov/pubs/2022/nsf22545/nsf22545.htm 


 

 

 

Revised January 8, 2022