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Please click here to access the November 2022 RRL SIG Newsletter


The AERA Special Interest Group 11: Reading and Literacy (SIG 11) is seeking contributions to our next newsletter. We invite members to introduce their own scholarly contributions, conference announcements, or any research that will enrich our SIG community. We hope, by providing this space, we can be academically nurtured and socially bonded together. See the newsletters linked above for submission guidelines.


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The AERA Special Interest Group 11: Reading and Literacy (SIG 11) is seeking your contributions to our fall 2022 newsletter. We invite members to introduce their own scholarly contributions, conference announcements, or any research that will enrich our SIG community. We hope, by providing this space, we can be academically nurtured and socially bonded together. 

Guidelines For Contributions

All writing articles must be submitted in Word format with a title. Graphic items such as photos or images or links (URLs) are encouraged. The submitted document should include APA-style reference page list and an abstract that introduce to audience a glimpse of what the work is about. 

Note: By submitting a contribution to our Newsletter, you are agreeing that the content submitted will be publicly available. Minor editorial changes or design formatting to fit the overall content and style will be made. 

Please send submissions to Mitzi Berryhill mberr32@lsu.edu

 
 
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Travel Opportunity: Introduction to Education Journey to Ireland

SIG members are invited to travel to Ireland on an education journey. View the intinerary HERE. You can register online HERE as they are ready.  If you have any additional questions, please use the link above or contact Nicola Balmain at nicola@nandajourneys.com

Call for Sumbissions

The Research in Reading and Literacy SIG is seeking contributions to our next newsletter. We invite members to introduce their own scholarly contributions, conference announcements, or any research that will enrich our sig community. We hope, by providing this space, we can be academically nurtured and socially bonded together. Read the Call for Submissions for more details.

 
 
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Assistant Professor in Literacy, with Social Studies Focus

The Elementary and Early Childhood Education Department at Queens College, City University of New York (CUNY), is currently conducting a search for a tenure-track Assistant Professor in literacy with a social studies disciplinary focus, beginning in September, 2023. Queens County, New York represents the most diverse county in the United States, and Queens College is considered “the jewel” of CUNY, the country’s largest urban public institution of higher education. We are seeking candidates who value urban public education, have in-depth knowledge of the New York State Culturally Responsive-Sustaining Education Framework, and a deep commitment to civics education and anti-bias, anti-racist, social justice pedagogy. We are seeking candidates with an emerging research agenda, strong teaching experiences, and effective interactions and collaborations with local schools, students, faculty, and staff.

This search is open until filled with application review starting 12/12/2022.

For more information about this full-time position, please visit https://cuny.jobs/queens-ny/assistant-professor-literacy-education/0D0DE741ECD64A7BA06B232CC722CC3C/job/.

 
 
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The Department of Teacher Education and Administration (TE&A) seeks an Assistant Professor of Early Childhood Education to begin Fall 2023. The successful candidate will join Curriculum & Instruction faculty in a dynamic undergraduate program leading to EC-6 certification. Early Childhood Education faculty are also active in the department’s Masters and PhD programs in Curriculum and Instruction, working closely alongside department colleagues to reshape and reimagine education from critical perspectives. This includes preparing and cultivating equity-oriented educators who are thinking about issues of racial equity, linguistic justice, ecological sustainability and disability rights, to name a few of the topics faculty members integrate into coursework and research. Of particular interest to the College of Education are candidates who are committed to improving people’s lives through powerful learning, social-emotional wellness, physical health, civic engagement, and equity-centered education.

The University of North Texas is a Tier One Research University in the Dallas-Fort Worth Metroplex the fourth-largest metropolitan area in the United States. This dynamic region is seeing explosive growth, demographically and economically, with several of the fastest-growing municipalities in the nation, and is host to countless excellent restaurants, parks and outdoor opportunities, cultural institutions of all types, and globally diverse populations. UNT is located only 26 miles north of DFW International Airport. At more than 40,000 students, UNT is one of the nation’s largest universities, is highly diverse and is ranked in the top 8% of USA universities based on racial, geographic, gender, and age diversity and among the nation’s top 100 universities for social mobility and ethnic diversity (U.S. News & World Report, 2020 College Rankings). UNT is among a very few universities to be a Research 1 University and also a Minority-Serving Institution (MSI) and a Hispanic-Serving Institution (HSI).

The University of North Texas System and its component institutions are committed to equal opportunity and comply with all applicable federal and state laws regarding nondiscrimination and affirmative action. The University of North Texas System and its component institutions do not discriminate on the basis of race, color, sex, sexual orientation, gender identity, gender expression, religion, national origin, age, disability, genetic information, or veteran status in its application and admission processes, educational programs and activities, and employment practices.

Responsibilities: The successful candidate will be expected to teach undergraduate and graduate courses in Early Childhood Education and Curriculum & Instruction; serve on and chair doctoral committees; maintain an active research agenda; secure grant funding; and provide service to the Department, College, University, community constituencies, and professional organizations. Summer teaching is contingent on student demand and funding.

Required Qualifications: (1) Earned doctorate with emphasis in Early Childhood Education (or a related field), with ABD candidates considered if the doctorate is successfully defended prior to the start date; (2) Research, teaching, and/or leadership experience with culturally and/or linguistically diverse populations; and (3) Evidence of a research agenda.

1155 Union Circle #310740 940.565.2920 Denton, Texas 76203-5017 www.coe.unt.edu/tea

Preferred Qualifications: (1) Teaching experience using multiple technologies and the ability to teach and develop courses for online instruction making use of new technologies to further support just, equitable and inclusive education; (2) A minimum of 3 years successful birth to 2 nd grade teaching experience; (3) Teaching experience and research agenda that focuses on and with Communities of Color; and (4) Evidence of successful or emerging grant procurement; and (5) Research agenda focused on topics of contemporary urgency (e.g., equity-oriented).

Application Instructions: All applications are accepted online at https://jobs.untsystem.edu/. Applicants will submit: (a) Cover letter that addresses required and preferred qualifications and description of stances on teaching and diversity, equity, and inclusivity; (b) Curriculum vitae; (c) List of names and contact information of three references; (d) Unofficial academic transcripts (official transcripts due upon hire).

Initial Review: Committee review of completed applications will begin immediately and will continue until the position is filled. Applications must include all required components to be considered. The search committee will contact references only after advanced stages of screening. Official transcripts will be required prior to employment along with a criminal background check.

Please apply at: https://jobs.untsystem.edu/postings/65554 

 
 
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Department of Language, Literacy, Educational Program Development, Exceptional Education, and Physical Education

The Department of Language, Literacy, Educational Program Development, Exceptional Education, and Physical Education (LLEEP) is a multi-campus academic unit, with faculty on all three campuses of the University of South Florida. The Department provides undergraduate, graduate, and in-service programs and learning experiences that reflect collaboration with stakeholders, incorporation of professional practice standards, and alignment with state, national, and international standards. The faculty and staff of the LLEEP Department are committed to preparing lifelong learners who are ready to consider multiple perspectives, embrace diversity, equity, and advocacy, think critically, and make informed, evidence-based decisions. The Department includes programs in exceptional student education, physical education, reading/literacy education, and TESOL/second language acquisition. 

The USF Reading Education/Literacy Studies programs are focused on the individual and collective navigation of complex social, textual, virtual, and global societies. The faculty value literacies for a participatory culture, promoting individual expression and community engagement in multiple ways and across disciplines. Teaching and learning of literacies across programs are centered around partnerships and community engagement for social justice with the goal of promoting social, environmental, and economic sustainability while emphasizing human rights.

The Reading Education/Literacy Studies programs offer degrees at the Master’s and Ph.D. levels, with the Masters in Reading program fully online and rated #2 in the country (https://thebestschools.org/rankings/best-online-masters-reading/). Our doctoral program in Literacy Studies prepares research scholars with expertise in literacy processes, literacy instruction, literacy teacher education with a focus on addressing a wide range of diverse student needs in the Tampa Bay region and beyond. In addition, the Reading/Literacy Studies faculty teach clinically rich undergraduate and MAT literacy courses with an emphasis on racial justice for students in the following programs: elementary education, special education, early childhood education, secondary education (e.g., social sciences, science, math), music education, physical education, and counselor education. The Literacy Studies faculty also teach general education courses in ecojustice literacies, critical global literacies, racial justice, diverse children’s literature, creative thinking, and multimodal composing. 

Position Responsibilities: 

The Reading Education/Literacy Studies program is seeking a tenure-track faculty member at the rank of Assistant Professor to enhance the development of our graduate and undergraduate literacy programs and to work with interdisciplinary faculty with a common interest in examining the diverse range of literacy challenges that youth experience. We seek a faculty member who will collaborate with our team to research, design, and implement diagnostic, instructional, and socially oriented practices that support our continuing commitment to inclusive and racially-just literacy learning and development. Research interests of the current faculty include a broad and diverse approach to literacy studies including: racially just literacy practices, sociolinguistic influences on literacy, multilingualism, global and immigrant literacies, critical literacy, ecojustice literacies, transdisciplinary perspectives in literacy studies, emergent literacy and language development, vocabulary, understanding classroom language environments, multimodal composing, writing development, digital literacies, and children’s literature. We have expertise in and appreciate a range of quantitative and qualitative methodologies.

The program is particularly interested in candidates who can build on and expand our research portfolio with a research agenda focused on reading processes of diverse students, global and/or immigrant literacies, justice-oriented and equity-focused literacies, critical literacy, and literacy theoretical models and processes. We particularly seek candidates who demonstrate previous experience interacting with communities of Color, experience in cultures other than their own, and/or who reflect demonstrated success in working with diverse populations of students. The successful candidate will be expected to actively advance the goals of the program by maintaining their own research agenda, conducting collaborative work to support USF preeminence, and contributing to graduate teaching and mentoring. The candidate will also be expected to demonstrate research innovation, seek partnerships with our diverse and inclusive community for local, national, and global impact, and work to maintain a sustainable and adaptable financial base at USF. Candidates are expected to reflect an emerging to outstanding record of research achievement commensurate with experience including record of publications and/or potential for publication in top and key professional literacy journals and the potential for or a record of securing and/or participating in externally funded grants. A strong candidate will have a demonstrated record of excellence in teaching and student success. Candidates should demonstrate verbal communication and interpersonal skills necessary for effective collaboration with a diverse community of students, faculty, staff, and external constituents. 

This is a 9-month, tenure-track position, effective August 7, 2023, with a typical teaching load of two courses per semester. Major responsibilities include (1) maintaining an outstanding record of research and publication in literacy; (2) teaching graduate and undergraduate courses in literacy education; (3) developing and teaching via online and face-to-face literacy pedagogies; (4) developing and teaching clinical literacy pedagogies; (5) advising and mentoring graduate students; (6) serving on doctoral committees; and (7) providing service to the department, institution, community, and profession. 

Required Qualifications: 

  • An earned doctorate in reading or literacy education (or closely related field) expected by the time of appointment, August 7, 2023; 
  • At least 18 graduate hours of reading or literacy coursework aligned to position responsibilities and sufficient for accreditation purposes; 
  • Evidence of teaching excellence; 
  • Experience working as a contributing member of a collaborative group; 
  • Evidence of established/emerging publication and professional presentation record in literacy, commensurate with experience. 

Preferred Qualifications: 

  • Potential for writing and securing externally funded grants to support a research agenda in literacy initiatives; 
  • Evidence of commitment to justice-oriented and equity-focused literacies; 
  • A focus on literacy for developing engaged global citizens; 
  • Willingness to contribute to school-based partnerships, clinical experiences, and other literacy research efforts in a variety of environments; 
  • Expertise in the use of digital literacies for teaching and learning, including developing advanced pedagogies for teaching online courses; 
  • Experience teaching youth in PK-12 schools and/or out-of-school settings; 
  • Excellence in teaching college-level reading or literacy courses; 
  • Evidence of interdisciplinary research and teaching; 
  • A commitment to student success, including the potential for mentoring graduate students. 

Application Process: 

USF welcomes applications from qualified applicants who have knowledge of and experience with individuals representing diverse backgrounds and cultures. All required documents must be uploaded in one PDF attachment.

  • a letter of interest specifying Position #13092 and describing qualifications for the position in each of the required/preferred areas; 
  • a current curriculum vita;
  • a research statement outlining current and projected research strands;
  • an inclusivity statement that explains your experience working with diverse populations and promoting inclusive excellence;
  • unofficial university transcripts for all graduate degrees earned;
  • names, addresses, telephone numbers and email addresses of three professional references; letters from references are not required at the time of application. 

Position finalists will be required to provide official university transcripts for all graduate degrees earned. Position finalists may be requested to provide letters of recommendation from professional references. References will be contacted for verification prior to any official campus visits. The candidate’s immediate supervisor will be contacted by the Department Chair in the College. USF conducts a full background check prior to employment. 

 Application Deadline:

Full consideration will be given to complete applications received by 5:00 PM EST on January 15, 2023. Applications will be considered until the position is filled.  Questions about the position may be directed to Dr. Patriann Smith, Search Committee Chair, at psmith4@usf.edu.

 About USF 

The University of South Florida is a high-impact global research university dedicated to student success. Over the past 10 years, no other public university in the country has risen faster in U.S. News and World Report's national university rankings than USF. Serving more than 50,000 students on campuses in Tampa, St. Petersburg and Sarasota-Manatee, USF is designated as a Preeminent State Research University by the Florida Board of Governors, placing it in the most elite category among the state's 12 public universities. USF is a member of the American Athletic Conference. 

About the College:

Home to more than 2,400 students and 125 faculty members, the University of South Florida College of Education values high-quality education and excellence in research, teaching, and learning. The college is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the educator preparation programs are fully approved by the Florida Department of Education. At a time when the skills and pedagogy of classroom teachers and school administrators are more important than ever, the USF College of Education offers state-of-the-art teacher preparation and collaborative and collegial graduate studies designed to empower educational leaders. Working closely with school district partners across the Tampa Bay region, the College seeks to join with the community to extend proven educational initiatives and discover new ways of preparing life-long learners. The College faculty engage in innovative, interdisciplinary research addressing some of the greatest challenges facing the education field.  Each year, our faculty publish hundreds of scholarly works showcasing our impact in local communities and throughout the world. 

Faculty in the College of Education were awarded over $28 million in internal and external funding in FY 2022. The USF College of Education is in the top 100 (#62 for 2022) in overall rankings for “America’s Best Education Schools.”

The USF College of Education is committed to promoting a diverse and inclusive community of faculty, staff, students, and alumni that honors differences, provides equitable opportunities, fosters mutual respect, challenges stereotyped preconceptions, and condemns all forms of discrimination and prejudice. We respect and appreciate the diversity of human experiences differentiated by, for example, age, ancestry, circumstance, citizenship, culture, disability, ethnicity, family status, gender, language, nationality, political beliefs, race, religion, sexuality, or socioeconomic circumstances.  For more information, please visit the College website at http://www.coedu.usf.edu. 

 
 
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Department of Language, Literacy, Educational Program Development, Exceptional Education, and Physical Education

The Department of Language, Literacy, Educational Program Development, Exceptional Education, and Physical Education (LLEEP) is a multi-campus academic unit, with faculty on all three campuses of the University of South Florida. The Department provides undergraduate, graduate, and in-service programs and learning experiences that reflect collaboration with stakeholders, incorporation of professional practice standards, and alignment with state, national, and international standards. The faculty and staff of the LLEEP Department are committed to preparing lifelong learners who are ready to consider multiple perspectives, embrace diversity, equity, and advocacy, think critically, and make informed, evidence-based decisions. The Department includes programs in exceptional student education, physical education, reading/literacy education, and TESOL/second language acquisition. 

The Literacy Studies program prepares community-engaged literacy scholars and educators through a commitment to socially just and anti-racist advocacy. We work to foster transdisciplinary approaches to research, teaching, and service for impact. Through the science of reading, local and global understanding of the literacy needs of our rapidly changing world, and equity-focused approaches to literacy, we partner with our communities to work towards access and justice for all. Literacy Studies offers degree programs at the Master’s and Ph.D. levels. In addition, the literacy faculty in the program support teacher preparation and certification programs in early childhood, music education, physical education, elementary education, and special education, counselor education, music education, physical education, and secondary education programs in math, social studies, and science. Literacy courses integrate state reading competencies and provide explicit content focused on Ecojustice Literacies, Critical Global Literacies, Disciplinary Literacies, Emergent Literacy, Intermediate Literacy, Children’s Literature, Teaching Print and Multimodal Texts, and a Practicum in Supporting Students with Literacy Difficulties.

The Literacy Studies program invites candidates to apply for the Assistant Professor of Instruction position, which includes teaching initial certification literacy courses for students across multiple programs. The selected candidate will be responsible for developing, organizing, and enhancing courses to support student success as literacy teachers and leaders. Other responsibilities include collaboratively working with literacy colleagues to improve program delivery and student success, leading courses to maintain high quality, and mentoring students. This is a 9-month, non-tenure track position, effective August 7, 2023, with a typical teaching load of 4 courses each semester. Major responsibilities include (1) teaching literacy courses in initial teacher preparation programs; (2) supporting high-quality practicum and field experiences for teacher candidates; and (3) serving as the course lead for initial teacher preparation courses.

We are especially interested in candidates who can 1) model deep, developmentally appropriate expertise in supporting K-12 children to become proficient readers and writers; 2) implement equitable solutions for literacy teaching and learning; and 3) work collaboratively with colleagues and students to address the range of literacy challenges that youth experience.

 Required Qualifications:

●       An earned doctorate in reading or literacy education (or closely related field) by the time of appointment;

●        Experience teaching college-level reading or literacy courses (or courses that are in a closely related field);

●         Experience teaching youth in K-12 school settings or equivalent;

●         Experience with program coordination at the masters or undergraduate level;

Preferred Qualifications:

●       Evidence of commitment to issues of equity for diverse learners;

●       Evidence of excellence in teaching;

●        Experience teaching youth in K-12 school settings or equivalent;

●        Willingness to contribute to school-based partnership efforts;

●         Expertise in the use of technology for teaching and learning, including developing advanced pedagogies for teaching online courses;

●          Evidence of working as a contributing member of a collaborative group;

●          Evidence of teaching diverse learners;

●          Evidence of a commitment to student success.

Application Process:

USF welcomes applications from qualified applicants who have knowledge of and experience with individuals representing diverse backgrounds and cultures. 

  • Applications should include a letter describing qualifications for the position in each of the required qualification areas,
  • current vita, 
  • unofficial university transcripts,
  • the names, addresses, telephone numbers and e-mail addresses of four professional references.

All required documents must be uploaded in one attachment.  Position finalists will be required to provide official university transcripts and letters of recommendation from professional references. Letters from references are not required at the time of application. References will not be contacted until the advanced stages of screening, and candidates will receive prior notification.  Please specify Position #16845 on all submitted documents.

 Application Deadline:

Full consideration will be given to complete applications received by 5:00 PM EST on January 15, 2023. Applications will be considered until the position is filled.  Questions about the position may be directed to Dr. Patriann Smith, Search Committee Chair, at psmith4@usf.edu.

 About USF 

The University of South Florida is a high-impact global research university dedicated to student success. Over the past 10 years, no other public university in the country has risen faster in U.S. News and World Report's national university rankings than USF. Serving more than 50,000 students on campuses in Tampa, St. Petersburg and Sarasota-Manatee, USF is designated as a Preeminent State Research University by the Florida Board of Governors, placing it in the most elite category among the state's 12 public universities. USF is a member of the American Athletic Conference. 

About the College:

Home to more than 2,400 students and 125 faculty members, the University of South Florida College of Education values high-quality education and excellence in research, teaching, and learning. The college is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the educator preparation programs are fully approved by the Florida Department of Education. At a time when the skills and pedagogy of classroom teachers and school administrators are more important than ever, the USF College of Education offers state-of-the-art teacher preparation and collaborative and collegial graduate studies designed to empower educational leaders. Working closely with school district partners across the Tampa Bay region, the College seeks to join with the community to extend proven educational initiatives and discover new ways of preparing life-long learners. The College faculty engage in innovative, interdisciplinary research addressing some of the greatest challenges facing the education field.  Each year, our faculty publish hundreds of scholarly works showcasing our impact in local communities and throughout the world. 

Faculty in the College of Education were awarded over $28 million in internal and external funding in FY 2022. The USF College of Education is in the top 100 (#62 for 2022) in overall rankings for “America’s Best Education Schools.”

The USF College of Education is committed to promoting a diverse and inclusive community of faculty, staff, students, and alumni that honors differences, provides equitable opportunities, fosters mutual respect, challenges stereotyped preconceptions, and condemns all forms of discrimination and prejudice. We respect and appreciate the diversity of human experiences differentiated by, for example, age, ancestry, circumstance, citizenship, culture, disability, ethnicity, family status, gender, language, nationality, political beliefs, race, religion, sexuality, or socioeconomic circumstances.  For more information, please visit the College website at http://www.coedu.usf.edu. 

 
 
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Elementary Literacy Position at University of Michigan

The department of Educational Studies at University of Michigan is accepting applications for a faculty member in Elementary Literacy at the associate or full rank.

Click here for the full job description: Job Description


Adult Literacy Postdoctoral Positions Available at Georgia State University

We are pleased to announce that through IES funding (R305B200007) we have postdoctoral positions available in adult literacy. Applicants from a variety of educational backgrounds are welcome to apply. We are particularly interested in training researchers who come from non-traditional pathways (e.g., doctorate-holders currently practicing in applied settings with an interest to return to research) and those who may bring a unique lens to adult literacy issues (e.g., researchers from traditionally under-represented communities or from alternative academic fields). Please go to: https://education.gsu.edu/alrc-postdoc for information regarding the fellowship and how to apply. If you have further questions, please email us at GPAL@gsu.edu 

 
 
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The School of Education in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati (UC) invites applicants for a full-time position of Assistant Professor tenure-track with responsibilities in the Literacy and Second Language Studies (LSLS) Program.  The position start date will be August 15, 2023. The appointment will serve in our graduate program with additional service and teaching in undergraduate courses such as disciplinary literacy, children’s literature, international literature for young people, and foundations of reading and writing for Middle Childhood Education. Additional possibilities include doctoral teaching in the Educational Studies program.

The University of Cincinnati serves over 46,000 students and is one of the two largest universities in Ohio.  The School of Education on-line graduate programs are ranked #38 in the country (U.S. News).  Our School of Education offers undergraduate, master’s, and doctoral degrees in 12 areas of concentration. Cincinnati is the third largest city in Ohio, with a metro area encompassing Northern Kentucky and Southeastern Indiana.  Home to beautiful parks, historical architecture, a world-class zoo, interesting museums, a dynamic symphony orchestra, ballet, major league sports, outdoor adventures, and a picturesque river valley, the area has received accolades for being a smart city with livable communities. Regional information can be found at http://cincinnatiusa.com

Essential Functions Associated with Position Include:

  • Establish and maintain an active research agenda
  • Actively apply for and receive external funds
  • Engage in research appropriate for the assistant/advanced assistant rank
  • Teach face-to-face or online courses at the undergraduate, master’s, and doctoral level
  • Engage in university, professional, and program service, including participation in continuous program improvement and new program development, as appropriate
  • Collaborate with other UC divisions and colleges to create graduate assistantships internship, and research opportunities for current and prospective student
  • Participate in other intellectual/scholarly activities in the area of literacy; and establish relationships in the university and professional organizations

Minimum Requirements 

An earned doctorate in in Literacy Education, or closely related field; at least one (1) academic year of P-12 teaching experience focused on middle grades education (grades 4-9 or equivalent); 1 - 3 publications in peer-reviewed journals or peer-reviewed book chapters; at least one (1) academic year of online teaching. For full Details and Application Information:https://jobs.uc.edu/job/Cincinnati-Assistant-Professor%2C-CECH-Literacy-Education%2C-Educ-Criminal-Justice-&-Human-Srvcs-OH-45201/946961500/

Application review begins November 15, 2022 and the position will remain open until filled.

Address inquiries to Search Committee Co-Chair:Susan Watts Taffe:taffesn@ucmail.uc.edu

The University of Cincinnati is an Affirmative Action / Equal Opportunity Employer / Minority / Female / Disability / Veteran.

 

 
 
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