Hundreds of "Wanted" posters targeting members of the University of Rochester community were found glued to campus buildings and classrooms, according to the Department of Public Safety.

Event Begins: Thursday, November 14, 2024 9:00am
Location: Taubman Health Sciences Library 2955 (OGPS conference room)
Organized By: Sessions @ Michigan

The "Engaged Mentoring" series is for faculty mentors of research trainees at any stage of training. This program is an evidence-based, interactive approach designed to elevate mentoring skills for engaging in productive, culturally responsive research mentoring relationships. The program aims to accelerate the process of becoming an effective research mentor by providing mentors with an intellectual framework, an opportunity to experiment with various methods, and a forum in which to solve mentoring dilemmas with the help of their peers. By the end of the program, mentors will have articulated their style and philosophy of mentoring and have a toolbox of strategies for approaching difficult mentoring situations. These skills will support the success of both mentors and mentees, and it is responsive to the NIGMS guidelines regarding the preparation of mentors involved in training grants.

The OGPS Engaged Mentoring Series, focuses on the five themes below (all within the context of fostering diversity, equity, and inclusion). To learn more about the five themes, visit our Canvas Site:
1. Establishing Effective Mentoring/Mentee Relationships
2. Aligning Expectations Using Mentoring Plans
3. Managing Mental Health in the Mentoring Relationship
4. Approaching Difficult Conversations
5. Managing Tension and Conflict
The 5 themes are presented in two different formats:Option A: Two half-day Workshop series. Each session is 4hrs, and you must attend both sessions in order to receive a certificate of completion from OGPS.Option B: 1-day Retreat. The session is 8hrs, and you must attend the entire session to receive a certificate of completion from OGPS. 
We will continue to populate this site with more program offering dates throughout the year.

More than 80 New England Conservatory alumni and faculty have been honored with 41 Grammy nominations, maintaining a longstanding presence among the world's leading musicians. NEC-affiliated artists have been nominated across 27 categories for this year’s Grammy Awards, with winners to be announced at the Los Angeles ceremony on Sunday, February 2, 2025....

Peter Swan, associate professor emeritus of supply chain management at Penn State Harrisburg, will hold a presentation on Nov. 20 to discuss the findings of a Transportation Research Board study he helped compile on the impacts of long freight trains.

Conext Engages with Aviation Institute of Maintenance, Centura College, and Tidewater Tech Family of Schools for Improved Processes for Students, Faculty, and Administration

Aim/Purpose: The digital ecosystem has contributed to the acceleration of digital and mobile educational tools across institutions worldwide. The research displays educators’ perspectives on web applications on mobile devices that can be used to engage and challenge students while impacting their learning. Background: Explored are elements of technology in education and challenges and successes reported by instructors to shift learning from static to dynamic. Methodology: Insights for this study were gained through questionnaires and focus groups with university educators in the United Arab Emirates. Key questions addressed are (1) challenges/benefits, (2) types of mobile technology applications used by educators, and (3) strategies educators use to support student learning through apps. The research is assisted by focus groups and a sample of 42 completed questionnaires. Contribution: The work contributes to web/mobile strategic considerations in the classroom that can support student learning and outcomes. Findings: The results reported showcase apps that were successfully implemented in classrooms and provide a perspective for today’s learning environment that could be useful for instructors, course developers, or any educational institutions. Recommendations for Practitioners: Academics can integrate suggested tools and explore engagement and positive associations with tools and technologies. Recommendation for Researchers: Researchers can consider new learning applications, mobile devices, course design, learning strategies, and student engagement practices for future studies. Impact on Society: Digitization and global trends are changing how educators teach, and students learn; therefore, gaps need to be continually filled to keep up with the pace of ever-evolving digital technologies that can engage student learning. Future Research: Future research may focus on interactive approaches toward mobile devices in higher education learning and shorter learning activities to engage students.

Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White colleagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentorship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.

Aim/Purpose: The COVID-19 pandemic demanded an immediate and massive adaptation of higher education to distance learning. Teachers had to transform from face-to-face to distance teaching, with insufficient pedagogical and technological knowledge and resources. This study aims to capture higher education faculty experiences in the very early stages of the crisis-prompted transition into synchronous distance education in order to obtain a broader view on the faculty’s perspectives (benefits, challenges and insights) on distance teaching through synchronous online environments. Background: Although online teaching and learning have been part of higher education teaching for more than two decades, many instructors found themselves teaching remotely for the first time and facing new and unpredicted challenges. Methodology: This study explored and analyzed an e-mail thread discourse between teachers in a higher education institute, two months after “going online” due to the COVID-19 pandemic. A singular case study was conducted, and a retrospective and snapshot case study approach was used. Data analysis was an iterative exploratory process of going back and forth the empirical material, resulting in the construction of categories, then themes, and finally a conceptual framework was developed. Contribution: The findings contribute the knowledge domain of implementation of immediate and massive online teaching and learning from the faculty perspective. Findings: Two main focal points, students and teachers, were encountered. Three main recurring themes were identified associated with both students and teachers: Convenience, Ethical Issues, and Insights for the future. Two themes were identified associated with faculty: Pedagogy and Tools, and Resources. In addition, two themes were identified for students: Attendance and Responses. Each of the themes was decomposed into several aspects. Recommendations for Practitioners: Higher education institutions and stakeholders should build a campus wide e-learning agenda including appropriate infrastructure and professional development for the future. Recommendations for Researchers: The study presented a conceptual model based on qualitative case study methodology. The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies. Impact on Society: Understanding the benefits and challenges of distance learning from the faculty perspectives in order to implement better distance learning strategies. Future Research: The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies.

Aim/Purpose: This research study explores the challenges, successes, and supports de-sired in implementing virtual learning following a survey of faculty for their experiences and interests. Faculty in higher education need quick, practical tools and strategies to enhance teaching and learning in a virtual classroom. Background The sudden and ongoing COVID-19 pandemic had created an urgency to transition to a virtual learning environment, yet expectations for faculty to teach virtually may not have matched best practice and current research. Methodology: This qualitative research begins with an anonymous, emailed survey of higher education faculty designed to explore participant thoughts and experiences related to their virtual teaching in Fall 2020. The survey included a series of demographic questions related to what type of faculty they were (full-time or adjunct), which discipline they taught, which format they were teaching in, as well as 5 open-ended questions to elicit feedback to teaching in this format of their challenges, some positives, strategies used, how they assessed learning, and which workshops they would like offered to better support them. A full year after the pandemic began, we sent out a follow-up survey to check in with faculty and find out specifically new skills/mindsets they developed, new tools they may have tried, their level of stress as well as how they perceived their students’ stress and their students’ level of learning. We decided to broaden our population by sharing the follow-up survey via social media to capture a diverse audience, which included international participants. Contribution: Despite the different stress levels for most faculty and students during the pandemic of 2020-2021, our research highlights that it was also a time of growth and learning. Learning from past experiences can help us be pre-pared for future challenges related to virtual learning. Findings: We found that the emergency remote teaching caused faculty to explore new ways of teaching and learning and helped them to develop a mindset that embraced a variety of skills such as flexibility, creativity, and innovation. We also learned that being aware of the stress levels of both faculty and students is of great value to institutions and with a good infrastructure and support, virtual learning can be successful. Recommendations for Practitioners: Through our research, we have found faculty are lacking the tools necessary to engage their learners in a virtual setting. As such, best practices need to be shared and then embedded into the instructional approach. However, given the pandemic, faculty were forced to transition face to face classes to a virtual format without having been provided these best practices. Recommendations for Researchers: We recommend researchers explore the habits of minds of faculty and how they have developed and continue to develop due to challenges they experienced related to virtual learning and continue to experience. Impact on Society: Many of the skills that faculty developed due to this emergency shift to virtual teaching during 2020 and beyond are skills faculty will have for life. With support and ideas faculty can implement quickly, faculty will be better prepared to provide instruction and create settings that enhance teaching and learning in a virtual setting. Future Research: Future research could include providing a voice for students by distributing a survey to the student body for their views and perceptions on virtual learning during the pandemic and moving forward.

Aim/Purpose: This study investigates the issue of knowledge acquisition among faculty members. Background: The paper reports the use of knowledge acquisition tools and reading knowledge sources by faculty members. It also identifies demographic differ-ences among participants in using knowledge acquisition tools and reading knowledge sources. Methodology: The study used an online survey-based questionnaire tool for data collection. The participants consisted of 300 faculty members from 26 academic institu-tions in UAE. Statistical tests are used to verify and validate the hypotheses. Contribution: The paper represents one of the few empirical studies conducted on knowledge acquisition among faculty members in the GCC countries. Find-ings of the study may contribute to the theoretical and practical understanding of knowledge acquisition among faculty members. Findings: Findings of the study revealed that medical faculty members read knowledge acquisition sources more than other faculty members. Likewise, IT faculty members use knowledge acquisition tools more than other faculty members. Results of the study supported stage three of knowledge acquisition proposed in the “Stage Theory of Knowledge Consumption Growth” (Mathew, 1985). The study found that journals are the most sources read by the participants while web-based training (WBT) tools are the most used knowledge acquisition tools among faculty members. Results of the study indicated significant differ-ences among faculty members of different age groups, academic ranks, aca-demic specializations, and institutional affiliation in reading knowledge sources. Likewise, findings of the study revealed significant difference among partici-pants of different academic specializations in using knowledge acquisition tools. Recommendations for Practitioners: Results of the study could be extrapolated to other faculty members in the GCC countries. Recommendation for Researchers: More researches could be done to address different issues of knowledge acquisition among faculty members. Impact on Society: Faculty reading of knowledge sources and use of knowledge acquisition tools may have direct or indirect positive impacts on innovation, creativity, and re-search productivity in any society. Future Research: It will be interesting to apply more than one data collection method in the future research.

Aim/Purpose: The purpose of this study was to gain an understanding of faculty and student perceptions of the importance of resource, interpersonal, information, systems, and technology management competencies in the hospitality industry Background: The increasing complexity and technological dependency of the diverse hospitality and tourism sector raises the skill requirements needed, and expected, of new hires making education and competency development a strategic priority. Identifying the skills needed for hospitality graduates to succeed in a sector that is continuously being impacted by digitalization and globalization must be a continual process predicated on the desire to meet ever-changing industry needs. This study seeks to update and further explore an investigation started a decade ago that examined the skills and competencies valued by hiring managers in the hospitality industry. Methodology: The Secretary’s Commission on Achieving Necessary Skills (SCANS), comprised of representatives from business, labor, education, and government, developed the framework, of workplace competencies and foundation skills used in this study. This research used a survey methodology for data collection and descriptive and inferential statistical methods during the analyses. The data for this study were collected from faculty, staff, hospitality industry stakeholders, and students of a Department of Hospitality & Tourism Management located at a small eastern Historically Black University (HBU). An electronic survey was sent to169 respondents and a total of 100 completed surveys were received for an overall return rate of 59%. Contribution: This study provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports as being under-prepared for academic success. This paper is timely and relevant and can be used to inform hospitality educators so that they can best meet the needs of their students and the companies looking to hire skilled graduates. Findings: The findings of this study indicate there is inconsistent agreement among academicians and students regarding the importance of SCANS-specific competencies in hospitality graduates. At the same time, there is no argument that industry skills will be critical in the future of hospitality graduates. Overwhelmingly, participating students and faculty found all of the SCANS competencies important with the highest ranked competencies being interpersonal skills, which, given the importance of teamwork, customer service skills, leadership, and working with cultural diversity in the hospitality industry, was expected. Additionally, participating students indicated their strong agreement that internships are effective at building professional skills. Finally, the hospitality students included in this study who were enrolled in a skill-based curriculum were confident that their program is preparing them with the necessary skills and competencies that they will need for their future careers. Recommendations for Practitioners: Higher education hospitality programs should be exploring the skills valued by industry, teaching faculty, and the students to see if they are being satisfied. Recommendation for Researchers: This research should be expanded to additional institutions across the United States as well as abroad. This particular research protocol is easily replicated and can be duplicated at both minority and majority serving institutions enabling greater comparisons across groups. Impact on Society: Several reports identify gaps in the 21st century skills required for the workplace and the effectiveness of higher education in preparing graduates for the workforce. This study helps to propel this discussion forward with relevant findings and a research methodology that is easily replicable. Future Research: A follow-up study of employers is currently being conducted.

MCE2025: Titanium Faculty Coach Alumni Special - 3 Payments of $232.50 USD billed 30 days apart

Price: $232.50

Auer Hall, Simon Music Center
Wednesday, December 4, 2024, 8 – 10pm

Violinist James Ehnes is professor of practice in violin at the Indiana University Jacobs School of Music. A Grammy Award winner, Ehnes has established himself as one of the most sought-after musicians on the international stage as a concert soloist, recitalist and chamber musician.

One of the most sought-after soloists and chamber music collaborators of his generation, Orion Weiss is widely regarded as a “brilliant pianist” (The New York Times) with “powerful technique and exceptional insight” (The Washington Post). He has dazzled audiences with his passionate, lush sound and performed with dozens of orchestras in North America including the Chicago Symphony, Boston Symphony, Los Angeles Philharmonic, and New York Philharmonic.

More info: events.iu.edu…

Auer Hall, Simon Music Center
Sunday, November 10, 2024, 2 – 3:15pm

Peter Ellefson is professor of music in trombone at the Indiana University Jacobs School of Music, where he was previously chair of the Brass Department.

More info: events.iu.edu…

Author Ta-Nehisi Coates, seen here in 2019, will join the faculty of Howard University.; Credit: Mary Altaffer/AP

Less than a week after trustees at the University of North Carolina at Chapel Hill belatedly voted to grant tenure to New York Times reporter Nikole Hannah-Jones, Howard University announced Hannah-Jones will instead be joining its faculty.

Howard, the prestigious historically Black university in Washington, D.C., also announced it is hiring writer and Howard alumnus Ta-Nehisi Coates, author of Between the World and Me.

Their positions were funded by nearly $20 million in donations from the Knight Foundation, the John D. and Catherine T. MacArthur Foundation and the Ford Foundation, as well as an anonymous donor.

The funding establishes the Knight Chair in Race and Journalism, a tenured position to be held by Hannah-Jones.

Hannah-Jones, who won a Pulitzer Prize for her 1619 Project, will also establish the Center for Journalism and Democracy, which the university says will train aspiring journalists in "the investigative skills and historical and analytical expertise needed to cover the crisis our democracy is facing."

The news is a blow to UNC, which has had its reputation damaged by its handling of Hannah-Jones' appointment to an endowed professorship at its journalism school. For months, trustees declined to consider granting her tenure, a highly unusual move considering her tenure was backed by the relevant academic leaders.

Some of the opposition came from Walter Hussman, an Arkansas newspaper publisher and alumnus whose $25 million donation to the UNC's journalism school led to its being named for him.

As NPR's David Folkenflik reported, Hussman said "he was given pause by some prominent scholars' criticism that Hannah-Jones distorted the historical record in arguing that the protection of slavery was one of the Founding Fathers' primary motivations in seeking independence from the British."

Amid the turmoil, other Black faculty members at UNC said they were considering leaving the university, and students protested on behalf of Hannah-Jones.

The university's student body president Lamar Richard penned an open letter last month to the UNC community, saying the university is unprepared for the reckoning that's required, and "[u]ntil this rebirth occurs, Carolina is not deserving of your talents, aspirations, or successes."

Hannah-Jones had said she would not accept UNC's offer without tenure, which UNC's Trustees finally approved in a 9-4 vote.

But the messy and contentious process spoiled it for her.

"Look what it took to get tenure," Hannah-Jones said, noting that every other chair of the position dating to the 1980s had been granted tenure, and that all were white. Hannah-Jones received unanimous approval from the faculty during the tenure process.

"And so to be denied it, and to only have that vote occur on the last possible day, at the last possible moment, after threat of legal action, after weeks of protest, after it became a national scandal – it's just not something that I want anymore," she told CBS This Morning.

Hannah-Jones said she never wanted her hiring to become a public scandal — she was simply hoping to give back to her beloved alma mater. And instead, she said, it became "embarrassing" to be passed over for tenure. She said she was never told by UNC-Chapel Hill's chancellor, provost or trustees why her tenure was not taken up in November or January.

The veteran journalist reportedly had offers from a number of universities after the botched process at UNC. So how did she pick Howard?

She said one of her few regrets was not going to Howard as an undergraduate. And she traced her choice to join its faculty to her own story, beginning as a second-grader bused to a white school.

"I've spent my entire life proving that I belong in elite white spaces that were not built for Black people," she told CBS. "I decided I didn't want to do that anymore. That Black professionals should feel free, and actually perhaps an obligation, to go to our own institutions and bring our talents and resources to our own institutions and help to build them up as well."

She said she won her battle for fair treatment at UNC, "but it's not my job to heal the University of North Carolina. That's the job of the people in power who created this situation in the first place."

Hannah-Jones said she's trying to raise even more money for Howard, and that she's eager to join the faculty this summer.

"To be able to bring that type of resources to a university that always punches above its weight, I'm so excited," she said. "Something great came out of this."

This content is from Southern California Public Radio. View the original story at SCPR.org.

This perspective paper is a product of the Action Collaborative on Preventing Sexual Harassment in Higher Education of the National Academies of Sciences, Engineering, and Medicine. It is intended to identify and discuss a topic in need of research.

Dr. Bobb, Senior Director of the Constellations Center for Equity in Computing at Georgia Tech, says the Supreme Court failed to prioritize the true reason for affirmative action: racial justice.

Beginning January 2023 or August 2023   Game Art Department   Environment Artist/Modeler   Full-Time Faculty Appointment with Benefits    The Game Art (GA) Department is a nationally respected program with a highly collaborative teaching environment that merges the aesthetic of feature film with today’s most current interactive gaming hardware and software. Game students design, create and analyze the visual components of games.   Facilities: Ringling College’s GA Department has facilities designed to replicate a professional studio environment, and boasts the highest-end, state-of-the-art computers, graphics cards, and is complete with ergonomic furniture. Full-time Institutional Technology staff support the Department.   The Position: The Game Art Department is seeking an environment artist with Maya and Unreal Engine 4/5 (UE5) experience to join a dedicated faculty teaching Game Art. The primary responsibility of this position will focus on providing quality instruction, and teaching students to create the visual assets that make computer games.   Included among the duties and responsibilities, this position requires experience in world-building, modeling, texturing, and lighting in a 3D application as well as in Unreal Engine 4/5 (UE4/5). The successful candidate will be responsible for teaching three courses or nine credits per semester using high-end resources. Assignments include teaching introductory through advanced courses in creating level and environment art assets, and game engine integration of those assets. Ongoing commitment to creative work/scholarship in the profession is expected. Active participation with faculty, department, and college service is required.   This is a full-time appointment with benefits. The salary will be commensurate with the candidate’s qualifications and experience. The anticipated start date is January 2023 or August 2023. The College has a supportive, collegial faculty, a curriculum that strongly values excellence, and a robust support system dedicated to using the most current technology.   (Minimum Qualifications) Include evidence of: A Master’s degree in Animation, Illustration, or a related field, OR a 4-year professional degree in art or design and equivalent professional experience, training and expertise with an appropriate record of achievement in the field. Ability to teach introductory through advanced classes in creating levels, environment art assets, 3D modeling, lighting, and texturing. Experience with Autodesk Maya. Experience with Unreal Engine 4/5 (UE4/5). Strong interpersonal and collaborative skills.   (Preferred Qualifications) Include evidence of: A terminal degree in an appropriate discipline. Advanced experience with level design. Experience with Zbrush. Experience with Substance Designer and Substance Painter. Expertise with Unreal Engine 4/5 (UE4/5) or a comparable game engine. Ability to create visually-sophisticated environments in UE4/5 Experience with game design.   (Special Instructions to Applicants) Required materials include cover letter incorporating experiences that address the position requirements, resume or CV, employment history, contact information of three references (names, titles, email and telephone numbers), examples of personal work and an unofficial transcript copy of the most relevant degree. Official transcripts will be required upon hire. Student work examples may also be submitted, if available.  Candidates may be asked to submit additional materials if needed. Review of applications will begin immediately and continue until the position is filled.   For portfolio, you have the option to upload electronic documents/images, up to 5 MB, or a URL.   General questions regarding the job application process may be emailed to aamail@ringling.edu.   Apply on-line https://ringling.simplehire.com Ringling College of Art and Design is an Equal Opportunity Employer

This is Bob. We’re hiring It’s that time of year again and we’re hiring at all levels at the Center for Computational Mathematics (CCM) at Flatiron Institute (the in-house research arm of Simons Foundation). As they are listed, job ads … Continue reading →

Nov 13, 2024, 12pm EST

The Center for the Humanities at Tufts (CHAT) invites you to a special event on November 13 at noon. Professor Cathy Stanton will be sharing insights from her new book, Food Margins: Lessons from an Unlikely Grocer.

In a food industry shaped by the abundance, cheapness, and convenience that giant corporations can offer, small-­scale ventures struggle to survive, as anthropologist Cathy Stanton discovered when she joined the effort to save a small food co-­op in a former mill town in western Massachusetts. On the margins of the dominant system, Stanton found herself reckoning with its deep racial and class inequities, and learning that making real change requires a fierce commitment to community and a willingness to change herself as well.

Cathy Stanton is an interdisciplinary scholar and practitioner working at the intersection of cultural anthropology and public history. Her published work focuses largely on the uses of history, heritage, and culture in redevelopment projects, particularly in former industrial settings. Her research particularly highlights the presence and contributions of knowledge producers and cultural workers within processes of postindustrial transformation.

Building: Fung House 48 Professors Row
Campus Location: Medford/Somerville campus
City: Somerville, MA 02144
Campus: Medford/Somerville campus
Location Details: First floor conference room
Open to Public: Yes
Primary Audience(s): Faculty, Postdoctoral Fellows, Staff, Students (Graduate), Students (Postdoctoral), Students (Undergraduate)
Event Type: Lecture/Presentation/Seminar/Talk
Subject: Arts/Media, Politics/Policy/Law, Social Justice/Human Rights
Event Sponsor: School of Arts and Sciences
Event Sponsor Details: Center for Humanities at Tufts
Event Contact Name: Amanda Pepper
Event Contact Email: amanda.pepper@tufts.edu
Event Contact Phone: 2037639353
RSVP Information: No RSVP needed
Event Admission: Free
More info: humanities.tufts.edu…

During Election Day and in the days following, media have cited UCLA research and turned to UCLA faculty for expert insight on a range of election-related topics.

Toronto, ON – Current faculty members and a former doctoral student from the areas of accounting, organizational behaviour and strategic management have received awards for their research papers from academic associations and publications. A paper published in Administrative Science Quarterly was honoured with two top awards last month. Whitened Résumés: Race and Self-Presentation in the Labor […]

Toronto, ON – The presidents of Toronto’s four universities – the University of Toronto, OCAD University, York University and Ryerson University – have teamed up for a new initiative called StudentDwellTO to tackle one of the biggest issues facing post-secondary students in the Greater Toronto area: affordable housing. The initiative brings together nearly 100 faculty and […]

Toronto, ON – University of Toronto Professor Giovanni Grasselli, of the Department of Civil Engineering, has been named the inaugural holder of the Foundation CMG Industrial Research Chair in Fundamental Petroleum Rock Physics and Rock Mechanics. Professor Grasselli is joining 12 chairs at 12 universities, including Penn State and the University of Texas in Austin, […]

Leslie Dan Faculty of Pharmacy, in collaboration with Cancer Care Ontario, Launches New Oncology Program for Pharmacists Toronto, ON – The Office of Continuous Professional Development at the University of Toronto’s Leslie Dan Faculty of Pharmacy, in collaboration with Cancer Care Ontario, is introducing the first comprehensive program in the province for pharmacists focused on […]

Four of the six new inductees have U of T rootsToronto, ON – Members of University of Toronto’s faculty and alumni will be inducted into the Canadian Medical Hall of Fame at a ceremony taking place today at McMaster University, taking four of this year’s six spots. “This is something in which we can all […]

Toronto, ON – From Volkswagon to BP, from Blackberry to Bombardier, from United Airlines to Equifax, businesses — large and small — face threats to their survival. These worries keep corporate leaders awake and night. Is there anything businesses can do about it? This question and more is answered in new book, Survive and Thrive: […]

TORONTO, ON – The University of Toronto today announced the appointment of Professor Edward Iacobucci as dean of the Faculty of Law at the University of Toronto for a five-year term, beginning January 1, 2015, and ending December 31, 2019. “The Faculty of Law at the University of Toronto is a great Canadian institution, and […]

Events this fall include a sold-out conversation with Icelandic-Chinese recording artist Laufey.

Gilbert Harman, the James S. McDonnell Distinguished University Professor of Philosophy, Emeritus, died at his home in Princeton on Nov. 13 after a long illness with Alzheimer’s. He was 83.

Thirteen Princeton University faculty members were transferred to emeritus status in recent action by the Board of Trustees.

Two full professors and four assistant professors have been newly appointed to the Princeton University faculty.

The Princeton University Board of Trustees has approved the appointment of 14 faculty members, including two full professors, two associate professors and 10 assistant professors.

The Princeton University Board of Trustees has approved the appointment of 22 faculty members, including five full professors, one associate professor and 16 assistant professors.

All professors, postdocs and staff are invited to this interdenominational Christian Bible study and community. The meeting is available via Zoom also.

Forty-six mathematical scientists have been named recipients of AMS-Simons Research Enhancement Grants for Primarily Undergraduate Institution (PUI) Faculty. Each awardee will receive $3,000 per year for three years. 

The grants foster and support research collaboration by full-time mid-career mathematicians at US institutions that do not offer a mathematics doctoral degree.

This year’s grant recipients hail from 42 institutions across 21 US states. The grants will support their research in several different areas, from number theory to applied mathematics.

This is the grant program’s second cohort, said Sarah Bryant, associate vice president of programs. “Over the first two years, we’ve worked with faculty from 75 different institutions, including 19 minority-serving institutions, which shows just how much this program is expanding and making an impact,” Bryant said. She noted that “in the first year, the grants supported 87 trips, helped produce 70 publications and preprints, and gave awardees the resources needed to collaborate and advance their work.”

The grant allows for any activities that will further the awardee’s research program. Expenses include but are not limited to conference participation, institute visits, collaboration travel (awardee or collaborator), computer equipment or software, family-care expenses, and teaching assistants.

Administration of the award by the grantee’s institution is required; annual discretionary funds for a grantee’s department and administrative funds for a grantee's institution will be available at the end of each grant year.

The grants are made possible through funding from the Simons Foundation and the American Mathematical Society (AMS), as well as Eve, Kirsten, Lenore, and Ada of the Menger family.

Applications for the next cohort are anticipated to open on MathPrograms.org on January 9, 2025. Visit the AMS website to view an informational PowerPoint or sign up to receive email updates about the program. Faculty who applied for but did not receive the 2023 or 2024 awards are encouraged to reapply if they are still eligible for the grant. 

The Department of Psychology at the University of Michigan, Ann Arbor, invites applications for a full-time, tenure-track Assistant Professor in human decision science, broadly construed.

Penn State’s Schreyer Honors College welcomes John O’Neill, Jen Agans, and Michelle Sikes for its second cohort of Faculty Fellows.  

A pair of multidisciplinary faculty members at Penn State Shenango received an Advancing Equity and Inclusion Grant from the Schreyer Institute for Teaching Excellence to help fund a series of four online workshops focused on project-based learning. 

Matthew Caputo, associate teaching professor of engineering at Penn State Shenango, is exploring the fatigue behaviors of nickel-titanium shape memory alloys.

Teaching and Learning with Technology (TLT), part of Penn State University Libraries, has announced the Teaching and Learning Technologies Faculty Advisory Committee for the 2024-25 academic year. The committee is pivotal in guiding TLT on integrating technology within teaching and learning at Penn State.

Two Penn State Great Valley graduate students are collaborating with faculty — who received a University Presidential Public Impact Research Award — to conduct a research project that will use artificial intelligence and machine learning to analyze demographic data to help predict and prevent opioid deaths. 

Tina Marie Kline, associate professor of nursing at Pennsylvania College of Technology, recently completed a doctorate in nursing education and administration from William Carey University.