News & Announcements
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JOB ANNOUNCEMENT: ASSISTANT PROFESSOR IN LITERACY (ADULT & COLLEGE LITERACY)

Salisbury University

The Department of Doctoral Studies in Literacy in the Seidel School of Education is accepting applications for the position of Assistant Professor of Literacy.This is a 12-month, tenure track position. Summer teaching is required.

Area of Specialization: Adult and college literacy

Primary Job Duties: Responsibilities include teaching doctoral-level courses, mentoring doctoral students and chairing dissertations, serving on committees, conducting research, and collaborating with community, state, and national constituents to foster effective literacy learning for diverse pre-k to adult learners.

Minimum Qualifications: Ph.D. or Ed. D. in literacy.If ABD, doctoral degree must be completed before hire date. Experience with Ed. D. programs. Evidence of established research agenda in college and adult literacy. Experience working with linguistically and culturally diverse students.

Preferred Qualifications: Minimum three years full-time professional experience in higher education. Experience with disciplinary literacy. Experience with higher education administration in student affairs, academic support, or student advising. Experience collaborating with prek-12 educators in research and professional contexts.Experience teaching doctoral-level courses.

Applications received by April 7, 2019 will be given first consideration.The position will remain open until filled.Salary is competitive and commensurate with qualifications and experience.Appointment will be contingent upon verification of eligibility to work in the U.S. and is expected to begin July 1, 2019.Please visit our website http://www.salisbury.edu/HR/careers/ to apply online.See the FAQs of the Online Employment Application System for more information and instructions.

To be considered an applicant, you must apply online and submit the following: 1) A letter of interest outlining qualifications for the position; 2) curriculum vitae; 3) unofficial transcripts; 4) the names and contact information of at least three (3) professional references. If you have any questions about the position, please contact the Search Committee Co-Chair, Dr. Koomi Kim at kjkim@salisbury.edu

This position is based in Salisbury, MD.Salisbury University, a member of the University System of Maryland, is a regionally accredited four-year comprehensive institution offering 62 distinct graduate and undergraduate programs. Founded in 1925, Salisbury University features a beautiful campus close to ocean beaches and the Chesapeake Bay and 2-3 hours from the metropolitan areas of Washington, Baltimore, Philadelphia, and Norfolk.SU is consistently ranked among the nation’s top colleges and ‘best values’ by U.S. News and World Report, The Princeton Review, and other publications.SU has 416 full-time faculty members serving a student population of approximately 8700.

Diversity and inclusion are core values of Salisbury University. We strive to create a truly diverse and inclusive environment where the richness of ideas, backgrounds, and perspectives of our community is harnessed to create value for our University community to include students, faculty, and staff, today and in the future.To this end, the University recruits exceptional and diverse faculty, staff, and students from across Maryland, the United States, and around the world, supporting all members of the University community as they work together to achieve institutional goals and vision. To learn more about the University’s commitment to fostering a diverse and inclusive campus, please visit http://www.salisbury.edu/equity/.

Salisbury University has a strong institutional commitment to diversity and equal employment opportunities to all qualified people.The University prohibits discrimination on the basis of sex, gender, marital status, pregnancy, race, color, ethnicity, national origin, age, disability, genetic information, religion, sexual orientation, gender identity or expression, veteran status or other legally protected characteristics.Direct all inquiries regarding the nondiscrimination policy to: Humberto Aristizabal, Associate Vice President, Institutional Equity, Title IX Coordinator, 100 Holloway Hall; Tel. (410) 548-3508.


Volunteer to be an AERA Reviewer! (AERA Call for Volunteer Reviewers Deadline extended AM18 (4).pdf)

Get involved in our SIG

The current SIG officers’ term is ending in April 2018.  AERA will have elections in January-February and hence we need a slate of candidates by November.  Please start thinking about possible candidates, you can nominate yourself  or a colleague to be placed on the ballot. Per AERA rules, we need at least two nominations for each position.

These are the elected open positions:

Chair,   Secretary/Treasurer,  Program Chair

These are the appointed positions:

Member-at-large, Webmaster; Awards Chair and Awards Committee members 

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AERA GRANTS COMPETITION


Dear AERA Member,
 
AERA announces its Winter 2017 AERA Grants Program competition, which is currently accepting proposals for both Dissertation and Research Grants until Wednesday, January 25, 2017. The AERA Grants Program, with support from the National Science Foundation, provides small grants for conducting studies of education policy and practice using federally-funded, large-scale data sets. Proposals are encouraged from a variety of disciplines, such as but not limited to, education, sociology, economics, psychology, demography, statistics, and psychometrics.
 
Below are short descriptions of each competition, along with links to the respective Calls for Proposals.
 
AERA Grants Program
 
AERA Dissertation Grants. AERA provides dissertation support for advanced doctoral students to undertake doctoral dissertations using data from the large-scale national or international data sets supported by the NCES, NSF, and/or other federal agencies. The selection process is competitive. AERA Dissertation Grants are awarded for one-year for an amount of up to $20,000.
 
AERA Research Grants. AERA provides small grants for faculty members, postdoctoral researchers, and other doctoral-level scholars to undertake quantitative research using data from the large-scale national or international data sets supported by the NCES, NSF, and/or other federal agencies. The selection process is competitive. AERA Research Grants are awarded for one or two years, for an amount of up to $35,000.
 
The next proposal deadline is Wednesday, January 25, 2017. Please do not hesitate to contact me via email (grantsprogram@aera.net) or phone (202-238-3200) if you have any questions regarding our program.
 
 



Online Certificate in Adult Basic Education

Spring 2017:  January 9 to April 28, 2017

 The Adult Basic Education (ABE) Certificate is geared toward professionals working with adults or out-of-school youth who struggle with reading, writing, numeracy, and/or English language proficiency. Penn State is one of the first universities to offer a fully online certificate in adult basic education.


Key features of PSU’s 12-credit Post-Baccalaureate Certificate in Adult Basic Education (ABE):

Offered online through Penn State’s nationally recognized World Campus.

Three required courses and one elective tailored to student interests.

Approved Act 48 provider for Pennsylvania educators; m! ay count toward professional development hours.

Helps professionals gain high-quality, research based knowledge about ABE, especially literacy and numeracy instruction.

Use credits to fulfill requirements for the M.Ed. in Lifelong Learning and Adult Education.

 

Other ABE Certificate courses available in spring 2017:

-ADTED 460:  Introduction to Adult Education (required) 

-ADTED 470:  Introduction to Distance Education (elective)

-ADTED 575:  Administration of Adult Education (elective)

-APLNG 804:   Focus on Learners:  Identify, Community and Language Learning (elective)

-APLNG 806:   Focus on Classrooms:  Planning and Supporting Language Learning (elective)

The required course ADTED 560 (Teaching Reading to College Students and Adults) is under development and will be offered in summer 2017.

To learn more about applying for the Certificate, contact World Campus admissions at 800-252-3592.

For information about the Certificate, contact Beth Grinder at elg6@psu.edu or 717-432-3498 or link to http://www.worldcampus.psu.edu/degrees-and-! certificates/penn-state-online-adult-basic-education-! certificate/overview




Penn State Family Literacy Certificate

Spring 2017 Online Course Offering

(January 9 to April 28, 2017)

Interactive Literacy and Parental Involvement: Supporting Academic Success (ADTED 459)

This course examines research and practice pertaining to parent involvement, interactions with schools, and building literacy and language interactions between parents and their young children (including English language learners). 

Key features of PSU’s 12-credit Post-Baccalaureate Certificate in Family Literacy:

•Offered online through Penn State’s nationally recognized World Campus.

•3-credit post-baccalaureate courses.

•Helps professionals gain high quality, research-based knowledge about family literacy.

•Act 48 approved provider for PA educators; may count toward professional development hours.

•Use credits toward electives for other World Campus online programs, including master of education programs in adult education and curriculum and instruction.

 

To learn more about applying for the Certificate, contact World Campus admissions at 800-252-3592.

For information about the Certificate, contact Beth Grinder at elg6@psu.edu or 717-432-3498 or link to http://www.worldcampus.psu.edu/degrees-and-certificates/family-literacy-certificate/overview

 


Adult Education and Family Literacy Week 2016

Today marks the beginning of Adult Education and Family Literacy (AEFL) Week! Stakeholders around the country are using the week of Sept. 26 – Oct. 1 to promote awareness about the need for and value of adult education and family literacy.

The goal of #AEFLWeek is to increase access to adult education and family literacy programs for the 36 million U.S. adults with low literacy skills. As shared a few days ago, the LINCS Learner Center is a great tool to accomplish just that: it connects adult learners to resources to improve their literacy levels, math and English competency, and job skills, among others. It even helps adult learners locate educational programs in their communities. Don’t be shy: Tell your friends and colleagues about it!< /a>

Be sure to follow along with the LINCS Community and weigh in on ways to enhance adult education and family literacy:

For more information and to follow events in real time, use the hashtag #AEFLWeek and follow us @LINCS_ED.

Happy Monday!

The LINCS Team



Announcing:

Dr. Eugene Owen Scholarship for Research on the International Assessment of Student Achievement 

This scholarship honors the memory of Dr. Eugene Owen, who devoted his career to understanding international differences in student educational achievement. During his 30 years at the National Center for Education Statistics, he made seminal contributions to the development of cross-national surveys, such as the Program for International Student Assessment. APPLICANTS The Owen Scholarship will be awarded to senior graduate students or outstanding pre-tenure scholars (less than five years since award of the PhD). Applicants can come from any academic discipline, but they should have professional interests in one or more of the following areas of research: • Advancing cross-national research on K-12 student achievement • Advancing cross-national research on college- or university-level achievement • Understanding the role of teaching from a cross-national perspective AWARD The Owen Scholarship provides a waiver of ICPSR Summer Program registration fees for one (1) four-week session or a single 3- to 5-day workshop. Recipients who choose to attend a 3- to 5-day workshop will also receive a travel stipend. The stipend is not available to attendees of a four-week session. APPLICATION MATERIALS Applicants must sign up for the courses they wish to take through the ICPSR Summer Program registration portal at icpsr.umich.edu/SummerProgram and send the following materials to sumprog@icpsr.umich.edu: 1. A current curriculum vita 2. A cover letter detailing scholarly interests, background, research plans, and how participation in the ICPSR Summer Program will contribute toward achievement of professional objectives 3. Two letters of recommendation 4. An official course transcript (for graduate student applicants only) APPLICATION DEADLINE: April 30, 2016 ADDITIONAL INFORMATION Visit icpsr.umich.edu/sumprog or contact the ICPSR Summer Program at sumprog@icpsr.umich.edu for additional criteria regarding application materials, as well as a list of courses.




Congratulations to our AERA ALAE SIG 2015 Awardees!

EARLY SCHOLAR AWARD WINNERS: Allyson Kruper & Renata Horratek, Pennsylvania State University

Congratulations to co-authors Allyson Krupar and Renata Horratek (Pennsylvania State University) on their Award for Outstanding Paper by Early Career Scholars for their paper "Does Adult Education Increase Skills?  Literacy and Numeracy Outcomes of Adult Learners in Canada, Data from the Adult Literacy and Life Skills Survey." 


EXEMPLARY PAPER AWARD WINNER: Elizabeth Withers, Portland State University

Congratulations to author Elizabeth Withers (Portland State University) on her Award for Exemplary Paper by an Early Career Scholar for her paper "Operationalizing Success in a Digital Learning Environment Designed to Support Vulnerable Adults." 







Congratulations to Dr. Marguerite Lukes on the publication of her book (to be released in March)!

Latino Immigrant Youth and Interrupted Schooling Dropouts, Dreamers and Alternative Pathways to College

Author: Marguerite Lukes

Summary

This book offers an innovative look at the pre- and post-migration educational experiences of immigrant young adults with a particular focus on members of the Latino community. Combining quantitative data with original interviews, this book provides an engaging and nuanced look at a population that is both ubiquitous and overlooked, challenging existing assumptions about those categorized as 'dropouts' and closely examining the historical contexts for educational interruption in the chosen subgroup. The combination of accessible prose and compelling new statistical data appeals to a wide audience, particularly academic professionals, education practitioners and policy-makers.

Reviews

In this important new book Marguerite Lukes focuses on the educational needs and challenges faced by a population that is nearly invisible to the American mainstream: disenfranchised immigrant youth. Through her detailed analysis Lukes helps her readers to see beyond the one dimensional characterizations that typically appear in the media so that they can appreciate the grit and agency that many of them rely upon to survive. She also makes it clear why it is so important to their future and ours to address their educational needs. 
- Pedro Noguera, New York University, USA

Wise and compassionate, Lukes provides unique insights into the dreams, aspirations, and resiliency of young adult Latinos who attempt to persevere through the US educational system despite all odds. A stellar contribution to the field!
- Carola Suarez-Orozco, University of California, Los Angeles, USA

Lukes offers compelling evidence that the barriers that Latino immigrant youth face in the United States have nothing to do with cultural deficiencies and everything to do with institutional neglect. She then offers a comprehensive blueprint for addressing this institutional neglect that is a must-read for anybody who is serious about improving the educational outcomes of Latino immigrant youth.
- Nelson Flores, University of Pennsylvania, USA

Author Biography

Marguerite Lukes is the Director of National Initiatives for the Internationals Network for Public Schools and Assistant Professor at City University of New York's LaGuardia Community College. She is also Co-Chair of the Adult Literacy and Adult Education Special Interest Group of the American Educational Research Association and an Executive Board Member for the New York State Association for Bilingual Education. With almost thirty years of experience in the field, the primary focus of her research is education policy, particularly concerning the experiences of immigrant language learners from high school level and beyond.

Readership Level

Postgraduate Research / Professional

Table of Contents
View Table of Contents (PDF)

Spring 2015 Penn State Family Literacy Certificate Course Offering

Introduction to Family Literacy (ADTED 456) will be offered in spring 2015 through Penn State’s World Campus. This 3-credit, online post-baccalaureate course from Penn State’s College of Education, Goodling Institute for Research in Family Literacy, explores  the concept of family literacy and how it can contribute to the literacy growth of the parent (caregiver), children, and other family members. The course addresses serving diverse and vulnerable families, models of family literacy, the key components of family literacy (adult, early childhood, and parent education; interactive literacy), the role of case management and family support, professional development and program improvement, and advocacy.

ADTED 456 can be a valuable elective for graduate students in the World Campus Adult Education and Children’s Literature Master’s programs, as well as other postbaccalaureate programs.


For more information, contact Drucie Weirauch at 814 865-6686, dcw113@psu.edu.

For more information about this course & the Family Literacy Certificate, click here


PIAAC News

While it has been almost a year since the PIAAC 2012 data has been released, new data tools and resources have become available in recent months. Researchers, policymakers, and practitioners now have access to all of the PIAAC data, including the U.S.-specific background variables (such as those on race/ethnicity, English language ability, and preventive health practices). 

PIAAC Research Wiki
Portland State University, in association with the American Institutes for Research (AIR), has developed a Wiki website to encourage communication and collaboration among researchers working with PIAAC data and tools. The website is private and participation is limited to researchers using or planning to use the PIAAC data sets. To apply to become a member, please  click here

Research Papers
AIR, through a contract with NCES, has commissioned seven research papers based on PIAAC data. The researchers represent the fields of education, labor economics, health literacy, and sociology. See the announcement for more information and the list of abstracts. 

PIAAC Data Tools
National Center for Education Statistics (NCES)’ PIAAC Data Explorer
Use the PIAAC Data Explorer to produce custom PIAAC data tables. U.S.-specific background variables are available.

PIAAC Results Portal
With the PIAAC Results Portal, you can make pre-made data tables and graphs that are exportable into Microsoft Excel.

In addition, the U.S. National Public-Use File (which includes the U.S.-specific variables), the U.S. Restricted-Use File (which includes U.S.-specific variables and more details on age, occupation, and income), and the U.S. PIAAC Technical Report (which describes how the PIAAC data were collected) have been released. Click the links below for more information.

• U.S. National Public-Use File
• U.S. Restricted-Use File (requires a restricted-use license)
• U.S. PIAAC Technical Report

Stay up-to-date on all new PIAAC resources, tools, presentations and more by signing up for the PIAAC Buzz newsletter and visiting the PIAAC Gateway. 

Improving the Lives of Adults and Families: Identifying Individual and Systems-level Factors Relating Education, Health, Civic Engagement, and Economic Well-being

The title is intended to convey a critical goal for the research, practice, and policy community. Enhancing the research evidence base for both practice and policy constitutes a key component of any such effort. We are pleased to announce a new PLOS Collection, which is part of a much broader step in this direction.

In partnership, the U.S. National Institutes of Health (the Eunice Kennedy Shriver National Institute for Child and Human Development (NICHD) and the Office of Behavioral and Social Sciences Research (OBSSR)) and the U.S. Department of Education (Office of Career, Technical, and Adult Education (OCTAE)) are encouraging new analyses and thinking with the long-term goal of increasing overall education levels and promoting public health for adults and their families particularly for those most at-risk for poor educational, economic and health outcomes. The PLOS Collection, or virtual journal special issue, capitalizes on the recently released Organization of Economic Cooperation and Development ‘s (OECD) cross-national, population representative data set measuring adult competencies in literacy, mathematics, and problem solving. By encouraging analyses of this dataset, in concert with complementary data at the local, state, regional, or national level, we hope to hone in on issues of core interest to the U.S. and international adult education community by examining the intersection of adult competencies, health, educational attainment, civic engagement, and economic well-being.

This collaboration between agencies reflects a shared commitment to increasing the evidence base for the work that these agencies perform and to making that evidence freely available for all.

Detailed information about the call for papers is available at PLOS Collections website.