The person in this newly created position will help further cultivate and promote a campus culture that respects human dignity and encourages and recognizes service, diversity, and social justice through expanded opportunities for student learning, leadership, and civic engagement. The Assistant Director will report to the Director of the Department of Service, Diversity and Social Justice, be an active member of the Student Affairs Division, and collaborate with campus and community constituencies.

The Assistant Director will help:

• Identify service and social justice resources and opportunities for integration into campus activities and coursework
• Assist faculty in incorporating service learning into the curriculum
• Coordinate campus-wide service projects
• Establish/strengthen community partnerships
• Coordinate local, national, and international service trips
• Organize informational, analytical, and reflective discussion series on social justice topics and issues

Additional administrative duties may include, but are not limited to, advising selected student organizations and generating departmental reports.

Qualifications:

Master’s degree required in one of the following, or a closely related field: Social Justice, Higher Education Administration, Student Affairs, Social Work, Sociology, Education, Counseling, Psychology or Cultural/Ethnic Studies. Knowledge of program models for service, service learning, and civic engagement. Experience implementing dynamic social justice education and advocacy programs, preferably in a college or university setting, as well as building and maintaining effective coalitions and collaborative partnerships. Experience coordinating, planning, promoting and leading service projects and trips, preferably in a college or university setting. Excellent interpersonal, oral and written communication skills; group facilitation and conflict management skills; organizational skills. Demonstrated ability to work effectively with individuals and groups from a variety of identities, cultures, backgrounds and ideologies.

This is a full-time, 11 month position, with a start date of July 1, 2010. Some evening and weekend hours required. Application deadline is March 8, 2010. Please send a cover letter, resume, and the names and contact information of three professional references to:

Linda Pipitone
Director, Human Resources
Fontbonne University
6800 Wydown Blvd.
St. Louis, MO 63105

Electronic resumes may be submitted to lpipitone {at} fontbonne(.)edu. If applying via email, please indicate the position in the subject line of the email.

EOE

Purpose of this Position:

Direct and manage both the Northfield Reads and Counts tutoring program in Northfield Public Schools and the work study program through community non-profit organizations for St. Olaf and Carleton. This is a .830 FTE position working 10 months of the year from mid-August until mid-June.

Responsibilities:

Manage the Northfield Reads and Counts Program

• Manage relationships with Northfield School District.Lead monthly site specialist meetings to facilitate tutoring placements within the schools. Collaborate with Northfield Community Services Division for after-school tutor programming. Partner with the Youth Coordinator from Community Services to provide strategic vision and direction for program, ensuring educational workshops and logistics are outlined for academic year. Attend Teacher Appreciation Breakfast at five schools with St. Olaf and Carleton Educational Studies departments.
• Manage placement of tutors. Develop and deliver annual tutor orientation and provide ongoing individual and small group orientation sessions. Receive and review tutoring needs from 5 schools; post positions and provide necessary information as students select tutor assignments. Develop and coordinate support systems to manage administrative aspects of the tutoring program.
• Develop programming to enhance and enrich students’ experiences within the program. Work with the Northfield Community Services Division to develop meaningful training opportunities to enhance tutors’ understanding of the Northfield system’s philosophical approach to education and hands-on training for tutoring in specific content areas. Partner with Healthy Community Initiative to support tutor training and to offer other educational opportunities related to youth issues.
• Gather feedback from teachers through semester evaluations and/or surveys to ensure that district needs are being met. Gather feedback from tutors through various means: on-going communications, required meetings, and evaluations/surveys.

Manage the work study in nonprofits component of the program

• Create new partnerships and maintain existing ones with local non-profit organizations. Reach out to community organizations to introduce the program. Collaborate with organizations to identify their needs and specific ways to fulfill them through the CBWS program. Introduce various work study position models to stimulate thinking about various ways to structure CBWS positions.
• Facilitate ongoing communication with sites through check-ins, site visits, and updates. Represent all ACT and St. Olaf department programs appropriately to ensure that community partner needs are being met.
• Introduce and orient students to the work-study program in nonprofits. Supervise all off-campus work study students, conduct periodic check-ins and advising with work-place issues that arise.
• Facilitate the learning and development of students working in nonprofit settings. Partner with Career Connections at St. Olaf and the Career Center at Carleton to facilitate workshops (2-4 per academic year), providing a forum for students to reflect on their community work experience and how it enhances their college experience and impacts personal and professional goals.
• Gather feedback from site supervisors and students using various forms of evaluation, including surveys, to ensure effectiveness of program.

Manage administrative and procedural components of the Community-Based Work Study Program

• Work in collaboration with the financial aid offices on both campuses to standardize and complete mandatory institutional forms and documents for program eligibility. Identify policy changes to enhance the program and work with financial aid to implement.
• Work with business/payroll offices on both campuses to review and administer policies relevant to CBWS payroll. Manage time sheet collection and reporting.
• Advise and guide students as to their roles and responsibilities as participants of the program.
• Implement new technology-based services/procedures as appropriate. Identify and develop improvements to the CBWS website, facilitating effective and efficient dispersal of information through attention to structure and content, and enhancing interest in the program through creative additions, such as students’ stories of off-campus work experiences.

Contribute to the goals of both the ACT Center at Carleton and the offices of Financial Aid and Student Activities at St. Olaf College

• Collaborate with staff at both campuses when appropriate.
• Participate in weekly staff meetings and annual retreats as appropriate.
• Act as liaison between ACT and St. Olaf.
• Attend professional development workshops and conferences both on and off-campus.
• Participate in community events related to ACT and service programs.

Minimum Qualifications

• Bachelors Degree in a related field
• Understanding of and commitment to liberal arts education and to the role of experiential learning in a liberal arts environment
• At least one year of significant experience with educational programming and/or community work
• Clear evidence of program planning and implementation
• Excellent individual and group interpersonal communication skills; well-developed written communication and oral presentation skills
• Strong organizational skills and detail-orientation
• Excellent time management skills; ability to prioritize multiple responsibilities
• Self-motivated and able to work independently
• Able to adapt to changing work environments; flexibility
• Willing to work as a member of a team

To apply, please submit an application please apply online through St. Olaf’s employment website, https://jobs.stolaf.edu.

The Grant Manager will work as part of the senior staff of Washington Campus Compact (WACC). The Manager will develop, design, and oversee their grant and other community engagement programs; develop all program policies and procedures; and develop and implement strategies for campus partner and national service member recruitment and retention. They are responsible for interpreting and developing programmatic systems to comply with funding agencies’ regulations; providing training and technical support to campus partners to build sustainable campus-based community engagement programs; and document and disseminate best practices for the programs.

About the Department
Washington Campus Compact (WACC) is a statewide coalition of college and university presidents (hosted at Western Washington University) who have united to:

• Support students to become engaged leaders in their communities through service and community engagement activities
• Further the civic and public purposes of higher education
• Strengthen communities

Position Responsibilities

• Oversee community engagement programs
• Develop and manage program operational systems including program policies and procedures
• Supervise staff (number will fluctuate depending on the needs of the different programs)
• Ensure that participating sites receive sufficient training and technical assistance to comply with federal policies and to meet program objectives
• Be accountable for reaching federal recruitment, retention, and program goals
• Respond to each campus partner’s unique needs in the manner most appropriate to that campus or organization
• Work as part of the senior management team to write and submit all program grant proposals, continuation proposals, and progress reports in accordance with funding agency guidelines
• Manage budgets and prepare fiscal reports including itemizing grant expenditures and documenting match
• Work with the Training Manager to develop and implement program training modules for VISTA and community engagement programs
• Develop all program written resources; work with technical support staff to maintain/enhance program website
• Work with campus partners, regional partners, external stakeholders, and WACC staff to create relevant future programming based on identified regional, statewide, and local needs and priorities
• Serve as an advocate and expert in the area of poverty elimination and other community engagement initiatives at the state, regional, and national levels
• Work with other national service programs in the region and within the Campus Compact national network to strengthen the national service network
• Participate in program specific trainings at the federal, regional, and state levels; this includes presenting WACC program models and impacts at a minimum of one conference annually
• Conduct public outreach to further develop anti-poverty programming and build regional infrastructure; educate public audiences about the positive impact of programs
• Attend Professional Mediation Training

Required Qualifications

• BA/BS degree
• Minimum 3 years experience and demonstrated skills in program management in community engagement related fields
• Demonstrated experience designing and presenting trainings
• Demonstrated experience and skills supervising others
• Demonstrated excellent written, oral, and interpersonal communication skills

Condition of Employment

• Travel and work some evenings and weekends

Preferred Qualifications

• Demonstrated experience in team-building
• Demonstrated experience working in national service programs
• Demonstrated experience in higher education
• Demonstrated excellent organizational and time management skills
• Demonstrated strong computer skills

Academic Emphasis

• N/A

Job Location

• Western Washington University, Bellingham, WA

Salary

• Commensurate with qualifications and experience

Bargaining Union

• Not applicable

Application Instructions and Requested Documents
Please log in and submit your application via WWU’s Electronic Application System for Employment (EASE). Note: You will need to be using Internet Explorer to utilize our online application system.

A cover letter, resume, and contact information for three references are required and should address your experience related to the position responsibilities and the required and preferred qualifications. You may cut and paste or upload your materials as noted on the EASE application.

Other Information: N/A

Job Posted: 2/17/10

Closing Date: 3/10/10

Recruitment #: 100066

WWU is an equal opportunity/affirmative action employer, committed to assembling a diverse, broadly trained faculty and staff. Women, minorities, persons with disabilities, Vietnam-era and disabled veterans are encouraged to apply. All new employees must comply with the immunization policy and show employment eligibility verification as required by the U.S. Citizen and Immigration Service before beginning work at WWU. A thorough background check will be conducted on all new hires. For disability accommodation, call (360) 650-3774.

Overview

Founded in 1983, the Center is an academic institute at Notre Dame that fosters student and faculty engagement in relation to issues of social concern and justice. Each year, approximately 1,000 undergraduate students enroll in over 25 Center-facilitated courses built on community engagement. Students are placed at sites in the local community, across the United States, and internationally. To enhance such efforts across the University, the Center offers course-development grants, research awards, and consultation to faculty and graduate students in each College.

The Center conducts research on the impact of such initiatives on students’ personal, ethical, and professional development.* It is also interested in investigating the impact of such educational efforts in communities that receive Notre Dame students. The Center is seeking a postdoctoral fellow to further this research agenda in higher education.

*http://socialconcerns.nd.edu/faculty/research/research.shtml

Responsibilities

• To strengthen the Center’s capacity to fulfill its research agenda.
• To make use of existing Center data and collect new data assessing the impact of its community-based learning efforts on students and/or in the local community. The fellow’s research will result in the publication of scholarly manuscripts and research articles.
• To offer one course each year that is consistent with the Center’s mission and builds on the Fellow’s area of expertise; for example, a course that helps students learn how to use research skills to assist a community organization, or one that examines the role of higher education in social change.
• To assist the Center with the development and writing of reports and the creation of instruments for the assessment of programs and student learning. The Center is developing university-wide assessment tools for undergraduate research and community-based research, to which the Fellow may contribute.

Requirements

• Strong research skills, quantitative methods preferred
• Record of publication
• Experience/interest in higher education, engaged pedagogies, and/or applied research
• Ph.D. in field consistent with research and teaching at the Center (e.g., anthropology, education, psychology, sociology, statistics). Degrees from interdisciplinary programs welcome.
• Salary: $35,000/year, plus benefits

Review process will begin February 25th and continue until the position is filled. To ensure consideration, please send the following items electronically to Meredith Nelson at cntrres {at} nd(.)edu:

• letter of interest describing experience, goals, and project interests
• curriculum vitae
• sample of work (scholarly publication or professional writing sample); you may also send a relevant course syllabus
• current contact information for three professional references

The University of Notre Dame is an Equal Employment Opportunity/Affirmative Action employer and does not discriminate on the basis of race, color, sex, age, national or ethnic origin, disability or veteran status. Members of under-represented groups as well as women and minorities are strongly encouraged to apply.

Spring & Summer Programs:
CEP offers week-long immersion programs for 9th-12th graders during the academic year, and intensive, three-week service-learning courses for 7th-12th graders during the summer. CEP programs explore complex social issues through academic study, meaningful service work, and meetings with community leaders, and help teach young people how to apply their skills and abilities to pressing social issues in their own communities. This year, CEP will offer programs in Chicago, Baltimore, New York, San Francisco, and Washington, DC, covering a wide variety of topics, including poverty, homelessness, education, public health, law, politics, leadership, and social change.

Job Opportunities:
We are looking for outstanding teachers and administrators from public and private schools and universities, service-learning practitioners, other education, nonprofit and youth development professionals, and graduate and undergraduate students. Instructional, residential, and administrative positions are available, ranging from one-week to seven-week sessions in the spring or summer. Staff generally receive a cash stipend, room and board, and training in service-learning and experiential education. However, the biggest payoff comes from the opportunity to work with bright, motivated students, build community with passionate, dynamic colleagues, and gain valuable experience educating young people about civic engagement and social responsibility.

How to Apply:
To learn more about CEP programs and staff positions or to apply online, visit our website at:
http://www.civiceducationproject.com/jobs

Spring staff consideration begins NOW, and summer staff consideration begins February 15, 2010. Applications are accepted at any time, but are reviewed on a rolling basis as they are received, so candidates are encouraged to apply early to ensure full consideration.

You can be part of creating “eye-opening,” “mind-blowing,” “life-changing” experiences for young student leaders.

Apply Now!
http://www.civiceducationproject.com/jobs

The ideal academic candidate will be eligible for a tenured academic appointment at the rank of associate professor or above. The ideal practitioner candidate will have demonstrated the qualities of leadership, vision, and innovation that will be required of the Sacks Chair.

The Sacks Endowed Distinguished Chair in Civic Engagement and Social Entrepreneurship will benefit from and capitalize on the elevation of public service and civic engagement as a centerpiece of Tulane’s mission post-Katrina, including the creation of the nation’s first and only undergraduate major in social entrepreneurship at a major research university. Tulane’s President, Scott Cowen, for example, recently won the prestigious Carnegie’s Academic Leadership Award for a “commitment to excellence” in the areas of civic engagement and social entrepreneurship in the New Orleans community.

(See http://tulane.edu/news/releases/pr_092109.cfm and http://tulane.edu/news/releases/pr_090809.cfm.)The Sacks Chair will also lead efforts to stimulate and draw young entrepreneurs to Louisiana, help coordinate the efforts of socially-focused enterprises, and leverage extensive public and private social program funding, as well as philanthropy, throughout the Gulf Coast region.

Please send nominations and applications to Professor Charles R. Figley, Chair, Sacks Endowed Distinguished Chair in Civic Engagement and Social Entrepreneurship, c/o Melissa Bender, Tulane University, 200 Gibson Hall, 6823 St. Charles Avenue, New Orleans, LA 70118 or to mbender {at} tulane(.)edu. Applicants should submit a letter detailing their qualifications for, and interest in, the position, along with a curriculum vitae and the names of four references.

Tulane University is committed to diversity and especially encourages applications and nominations from women and minorities. No candidate names will be disclosed save for those ultimately invited as finalists for on-campus visits. Salary and benefits are competitive and negotiable.

Review of applications will begin November 1 and will continue until the position is filled.

Tulane University is an Affirmative Action/Equal Opportunity Employer

Responsibilities:
Review and analyze federal regulations, state laws and AmeriCorps administrative requirements to advise and/or formulate appropriate policies, procedures and interpretation to guide successful implementation of the commission’s AmeriCorps programs.

Ensure all components of the AmeriCorps Programs are implemented in compliance with the Corporation for National and Community Service.

Create and maintain tracking/monitoring system, in concert with Grants Officer, to meet federal grant compliance requirements; communicate commission policy and procedures to program organizations and community.

Design, modify and implement commission’s risk-based monitoring strategy to ensure consistent oversight of state’s AmeriCorps programs; assess AmeriCorps program goals and accomplishments to determine effectiveness.

Write commission’s Requests for Proposals (RFP) for AmeriCorps, coordinate and manage each grant review process, communicate and assist applicants.

Conduct research on best commission practice.  Collect data, analyze and write CNCS progress reports.  Maintain information on sub-grantee performance and communicate data to stakeholders.  Manage ongoing AmeriCorps evaluation and system improvement processes. Act as main point of contact for CNCS reporting site, eGrants.

Develop and manage annual training plan calendar based on needs assessments from AmeriCorps program staff and members.  Recruit trainers for the courses and trainings requested.  Evaluate, analyze, and report findings to stake holders for all trainings and workshops.

Provide one-on-one technical assistance and compliance guidance to AmeriCorps sub-grantees and potential applicants.  Provide guidance to sub-grantees on their pre-service training member development plans.  Facilitate and lead monthly Program Director meetings, InterCorps Council meetings and RI AC Alumni Association meetings.

Assess the commission’s disability inclusion program goals and accomplishments to determine their effectiveness.  Develop partnerships within the community of agencies and organizations providing services to people with disabilities.  Inform/ create recruitment materials focusing on the needs of applicants with disabilities and the state agencies that serve the population.

Facilitate and process sub-grantee requests for reasonable accommodations for AmeriCorps members who are disabled.

Monitor/ assess AmeriCorps staff and member needs and coordinate appropriate trainings on topics pertaining to disability, inclusion, or recruitment.

Coordinate and manage logistics for AmeriCorps specific retreats, trainings, events, and meetings, including: Opening Day, MLK Day, Justice Talks, Citizenship and Civic Engagement, Disaster Preparedness, Closing Day, National AmeriCorps Week, etc.

This position minimally requires:
Bachelor’s of Arts/Science Degree.

Experience in program administration, supervision, grant writing and reviewing, grants administration, budget management.

Excellence in communications, human relations, planning/management and customer service.

How to Apply:
Mail resume and application letter to:
Bernard Beaudreau, Executive Director
Serve Rhode Island
655 Broad St., Suite 202
Providence, RI 02907

Or email to: bbeaudreau {at} ServeRhodeIsland(.)org

Application Deadline:  Friday, January 22, 2010

Serve Rhode Island is an Equal Opportunity Employer.

The Coordinator for Community Service cultivates student leadership and student learning through community service opportunities that foster positive community impact and a life-long ethic of civic engagement. As an advisor and mentor, the coordinator works closely with students as they develop, implement, evaluate, and reflect on their community service initiatives. The coordinator frequently engages students and student groups in critical conversations about social justice and demonstrates enthusiasm for the wide variety of causes and passions brought forward by students.

ESSENTIAL RESPONSIBILITIES

Oversee key community service initiatives. (30%)

• Service Trips: Support effective and safe implementation of over 25 service trips annually, through student leader training and advising, participant training, and chairing the Service Trip Advisory Council.
• Social Change Grants: Recruit and advise applicants for social entrepreneurship grants of $5000 and $6000 to develop and implement innovative community projects.
• University-Wide Blood Drives: Collaborate with two area blood banks and student-led Blood Drive Leadership Team to implement four, day-long drives at 10 locations across the University, collecting over 1800 units of blood annually.

Advise student-led community service groups with attention to student learning and organizational development. Groups include: Dance Marathon, Alpha Phi Omega, Mr. Wash U, and Habitat for Humanity. (30%)

Supervise student interns, including Blood Drive Coordinator, Blood Drive Team Leader, and three Marketing & Communications interns. (10%)

Provide training and consultation to student leaders and staff advisors of community service and philanthropy efforts. Training and discussion topics include effective and responsible practices in community service and fundraising, community partnerships, peer education around social issues, reflection, and program planning. (20%)

Contribute to initiatives, meetings, and events of the Community Service Office, units within Campus Life, and the Gephardt Institute for Public Service, including: Service First, Public Service Fair, Faces of Hope, Gerry and Bob Virgil Ethic of Service Award, Community Service Connection email newsletter, student staff training & development, and outreach efforts to undergraduate, graduate, and professional students. (10%)

ABOUT US

Washington University in St. Louis is a premier, highly selective, independent research university, serving approximately 6000 full-time undergraduates and 5000 full-time graduate/professional students. Approximately 33% of undergraduates identify as multicultural or international, and 75% of undergraduates live in University housing.

Our mission for the undergraduate experience is to build and sustain an undergraduate experience of exceptional quality where students, known by name and story, prepare themselves for lives of purpose and meaning.

The Gephardt Institute for Public Service promotes life-long civic engagement and sustained community impact of students, staff, faculty, and alumni/ae through five key areas: international service, community-based teaching and learning, co-curricular service, civic life & public service careers, and alumni/ae involvement in service.

The Community Service Office serves as a catalyst for students to connect with, build, and sustain meaningful service initiatives in partnership with communities in and outside of St. Louis. Our office is uniquely situated within both the department of Campus Life (which focuses on student involvement, engagement, and leadership) and the Gephardt Institute for Public Service. Our efforts are led by three professional staff and nine student interns.

Student involvement in community service is motivated by genuine passion for social justice. All community service opportunities are led by students with staff support and advising. Student participation in community service is voluntary. 73% of our undergraduates participate in community service (an average of 12 points higher than our top seven comparison schools), and 86% of our seniors participate in community service.

REQUIRED QUALIFICATIONS

• Master’s degree in Higher Education and Student Affairs, Social Work, or related field.
• Excellent interpersonal, organizational, and communication skills. Energy, vision, initiative, creativity, ability to collaborate, tolerance for ambiguity, ability to embrace and navigate change, and sense of humor.
• Demonstrated professional experience and passion for working with college students in co-curricular settings. Working knowledge of student development and effective practices to enhance student learning.
• Comprehension of social issues addressed by community service and subtleties of building programs that are respectful, meaningful, effective and sustainable.
• Ability to collaborate and build relationships with a culturally diverse and broad range of stakeholders, including student leaders, campus colleagues, non-profit agency partners, and senior-level administrators and external advisors.
• Ability to work frequent evening and weekend hours.

PREFERRED QUALIFICATIONS

• Master’s degree in Higher Education and Student Affairs.
• 1-3 years professional experience in Student Affairs or higher education.
• Past domestic and/or international volunteer experience.

TO APPLY

Interested candidates should submit a cover letter, resume, and a list of at least three references electronically on the Human Resources website: http://hr.wustl.edu. We will be conducting interviews at the NASPA conference in Chicago; please indicate if you are planning to attend (position number: P-5118). Please learn more about the office at www.communityservice.wustl.edu, and direct questions to communityservice {at} wustl(.)edu.

IUPUI is the home of the Center on Philanthropy, a part of the School of Liberal Arts, and it also collaborates closely with the IU School of Public and Environmental Affairs. The faculty is made up of more than 50 active faculty members from 21 disciplines that teach and conduct research in the fields of philanthropic and nonprofit studies. Philanthropic Studies offers a traditional-format Ph.D. program and an MA in regular and executive formats.  Recently, an undergraduate BA degree in Philanthropic Studies was approved.

IUPUI is an Affirmative Action/Equal Opportunity Institution M/F/D. The School of Liberal Arts has endorsed efforts to increase the diversity of its ranks, and accordingly, candidates from under-represented groups in the school are encouraged to apply. Philanthropic Studies is particularly interested in and values candidates who have experience working with students from diverse backgrounds, and a demonstrated commitment to improving access and the conditions in higher education for under-represented students.

The review of applications will begin on February 15, 2010 and the search will remain open until the position is filed.

Description: The Director of NCSP manages the $3.4 million AmeriCorps State federal grant program including planning, organization, implementation and evaluation of all program components; provides technical assistance and expertise; directs the technical operations and activities necessary to implement the program; coordinates services with local, State and Federal agencies, and service agencies; plans and supports disability inclusion strategies.

Responsibilities

Review and analyze federal regulations, state laws and AmeriCorps administrative requirements to advise and/or formulate appropriate policies, procedures and interpretation to guide successful implementation of the commission’s AmeriCorps programs.

Ensure all components of the AmeriCorps Programs are implemented in compliance with the Corporation for National and Community Service.

Create and maintain tracking/monitoring system, in concert with Grants Officer, to meet federal grant compliance requirements; communicate commission policy and procedures to program organizations and community.

Design, modify and implement commission’s risk-based monitoring strategy to ensure consistent oversight of state’s AmeriCorps programs; assess AmeriCorps program goals and accomplishments to determine effectiveness.

Write commission’s Requests for Proposals (RFP) for AmeriCorps, coordinate and manage each grant review process, communicate and assist applicants.

Conduct research on best commission practice. Collect data, analyze and write CNCS progress reports. Maintain information on sub-grantee performance and communicate data to stakeholders. Manage ongoing AmeriCorps evaluation and system improvement processes. Act as main point of contact for CNCS reporting site, eGrants.

Develop and manage annual training plan calendar based on needs assessments from AmeriCorps program staff and members. Recruit trainers for the courses and trainings requested. Evaluate, analyze, and report findings to stake holders for all trainings and workshops.

Provide one-on-one technical assistance and compliance guidance to AmeriCorps sub-grantees and potential applicants. Provide guidance to sub-grantees on their pre-service training member development plans. Facilitate and lead monthly Program Director meetings, InterCorps Council meetings and RI AC Alumni Association meetings.

Assess the commission’s disability inclusion program goals and accomplishments to determine their effectiveness. Develop partnerships within the community of agencies and organizations providing services to people with disabilities. Inform/ create recruitment materials focusing on the needs of applicants with disabilities and the state agencies that serve the population.

Facilitate and process sub-grantee requests for reasonable accommodations for AmeriCorps members who are disabled. Monitor/ assess AmeriCorps staff and member needs and coordinate appropriate trainings on topics pertaining to disability, inclusion, or recruitment.

Coordinate and manage logistics for AmeriCorps specific retreats, trainings, events, and meetings, including: Opening Day, MLK Day, Justice Talks, Citizenship and Civic Engagement, Disaster Preparedness, Closing Day, National AmeriCorps Week, etc.

This position minimally requires:
Bachelor’s of Arts/Science Degree.
Experience in program administration, supervision, grant writing and reviewing, grants administration, budget management.
Excellence in communications, human relations, planning/management and customer service.

Salary & Benefits: $45,000 to 50,000 range depending on experience, with full health, dental & pension benefit package

Application Deadline: Friday, January 22, 2010

Mail resume and application letter to:
Bernard Beaudreau, Executive Director
Serve Rhode Island
655 Broad St., Suite 202
Providence, RI 02907

Or email to: bbeaudreau {at} ServeRhodeIsland(.)org

Serve Rhode Island is an Equal Opportunity Employer.

The successful applicant will utilize his/her skill set in many areas:

• Office Support – Serve as primary receptionist; assist with data entry, file updates, recording meeting minutes, and daily mail preparation and distribution. Other projects to include logistical support to Executive Director and mailing fulfillment.
• Program Support – Provide general logistical and administrative support for HECUA’s Director of Programs across a range of programs, committees, and projects. Duties will include coordinating the logistics of student and faculty contract programs and committees, documenting the work or teaching faculty and staff, documenting credit relationships between HECUA and higher ed institutions, managing end-of-program evaluation compilation, and library/resource management.

HECUA is an organization of 18 liberal arts colleges, universities and associations dedicated to education for social justice. Together we shape academically rigorous, study-abroad and off-campus study programs that address the most pressing issues in our neighborhoods, nations and world. This unique educational collaboration engages students, faculty and community members in learning that generates knowledge and tools for social transformation and community building. Our international program sites are in Bangladesh, Ecuador, Northern Ireland and Norway. Programs based in Minnesota focus on issues of poverty and inequality; writing, art and social change; and environmental sustainability. For more information about HECUA, visit the Web site at www.hecua.org.

Qualifications: Required: B.A., strong attention to detail, data entry experience, communication & organizational skills, initiative, and the ability to work on with multiple project supervisors/teams and independently. Strong proficiency in Microsoft Word and Excel.
Preferred: Familiarity with HECUA, experiential education, higher education, and/or nonprofits. Proficiency in web-based applications (Moodle & Salesforce). Familiarity and interest in social justice pedagogy. Interest in higher ed curricula, policy, academic department structures, HECUA programs, and issues related to them.

Terms: This is part-time ongoing. Approx. 20 hours/week. $12.15/hour with full benefits. We offer a flexible schedule, stimulating work environment and opportunity for growth in responsibilities. Will require attendance at monthly staff meeting and some evening hours monthly Sept – May.

To Apply: Send cover letter of interest with résumé. Application deadline is January 27, 2010. Send print materials via USPS to:
HECUA Search Committee – Office & Program Assistant
2233 University Ave W, Suite 210
Saint Paul, MN 55114
Direct questions (no applications please) to: search {at} hecua(.)org. No phone calls, please.

The posting and job description are available at: http://www.hecua.org/jobs.php

HECUA is an Equal Opportunity Employer. Candidates of color are encouraged to apply.

Impact Alabama Regional Coordinator

Job description

Individuals who work with Impact Alabama spend a year of service after graduation at a unique, nationally recognized organization fighting poverty in Alabama. Impact seeks highly motivated, talented graduates to fill full-time staff positions that implement and oversee three nationally unique initiatives based upon a collaboration with twenty colleges across the state of Alabama: FocusFirst, SaveFirst, and CollegeFirst. FocusFirst trains college students to provide high-tech vision screenings and follow-up care to preschool-age children in Head Starts and day cares in low-income rural and urban areas throughout Alabama. SaveFirst trains college students to provide free tax preparation services and opportunities for economic improvement to working families in Alabama. CollegeFirst trains college and graduate students to provide academic tutoring and mentoring to high school students pursuing Advanced Placement coursework and help implement a Pre-AP summer academic enrichment program for rising ninth graders.

Skills required

Successful candidates will exhibit a commitment to improving the lives of economically disadvantaged families in Alabama; a record of community service and/or civic engagement; demonstrated student leadership; the ability to work well with a diverse group of individuals, including college students, children, the elderly, working families, and community-based partners; the ability to multi-task; and a positive attitude.

This full-time position combines service with FocusFirst, SaveFirst, and CollegeFirst. Each initiative will allow you to work directly on college campuses and in communities statewide. When you work with FocusFirst, you will (1) coordinate the expansion of FocusFirst to reach a greater number of children statewide; (2) organize and plan training seminars for students at participating campuses; (3) lead trained students to screen low-income, preschool children for vision problems. When you work with SaveFirst, you will (1) work with campuses and community partners to establish the initiative as a service-learning opportunity at campuses across Alabama; (2) recruit and train college students to prepare taxes and manage their service at community-based tax preparation sites. When you work with CollegeFirst, you will (1) coordinate tutoring and mentoring services provided by college students, especially those proficient in math and science; (2) provide in-classroom support to AP teachers during prep sessions; (3) develop curriculum for and coordinate summer academic enrichment program for rising ninth graders.

Start Date: July 2010

End Date: July 2011

Application Instructions: Please send a resume and an unofficial academic transcript to sblack {at} impactalabama(.)org.

Contact Information:

Stephen F. Black, President
1901 6th Ave N Suite 2400
Birmingham, AL 35203
Phone: (205) 934-0664
Fax: (205) 934-0271
Email: sblack {at} impactalabama(.)org

The Center for Community Engagement and Learning (CCEL)
The Center is the primary entity promoting and supporting service-learning and community-engaged research at UAA. The CCEL enables the university to effectively carry out its community engagement mission to connect academic programs with community need, and use scholarship and action for the mutual benefit of the University and the State, its communities, and its diverse peoples. It mentors faculty as they develop courses and projects incorporating engagement between academia and the community, and evaluates the community engagement activities at UAA. The Center also provides the development and support for UAA’s Certificate in Civic Engagement, The Center for Community Engagement & Learning was established by the University of Alaska Board of Regents in 2000. It resides within the UAA Office of Academic Affairs and is accountable to the Senior Vice Provost.

CCEL Director Job Description
The Director will lead the Center in the development and expansion of its mission, provide administrative oversight of its activities, programs, and staff, and will direct activities associated with the evaluation of community engagement. Responsibilities include working with the Senior Vice Provost, faculty, and the advisory board to identify, develop, and support service-learning and community-engaged research courses, projects, and curricula; supervising personnel; managing fiscal and other resources; and working with colleagues within the university and public and private sector partners. The successful candidate will devote time to teaching, research, and service in their discipline.

Applicants must have experience with service-learning courses and/or community-engaged research in a higher education environment, as well as demonstrated experience in (1) forging and maintaining community connections, (2) program development, management and assessment, (3) successful proposal writing for external funding, and (4) faculty development, student mentoring, interdisciplinary teaching, program and curriculum development. Competitive candidates will demonstrate successful partnerships with diverse community agencies, and possess excellent oral and written communication skills.

Specific responsibilities include:

• Assist faculty through consultation, mentoring, and facilitation to integrate community-engaged learning and research into existing courses and the development of new courses;
• Develop campus awareness of principles and best practices of effective and ethical university-community partnerships and the scholarship of engagement;
• Manage, coordinate, and monitor a network of Center relationships and partnerships;
• Oversee, plan, and serve as primary representative for UAA’s community-engaged learning and research at local, national, and international levels;
• Develop, write, and administer grants from public and private sources to support the advancement of community-university partnerships and community-engaged learning;
• Allocate resources to faculty and students involved in community-engaged learning;
• Increase campus-wide community-engaged learning and research activities;
• Assess the impact of community-engaged activities on students, faculty, and community partners;
• Teach and develop curriculum within the undergraduate Certificate for Civic Engagement.

This is a ten-month appointment. Option for fixed term or tenure track faculty appointment commensurate with candidate’s qualifications.

A master’s degree is required, with terminal degree or PhD preferred (discipline open). UAA is an equal opportunity/affirmative action employer. Candidates with diverse racial and ethnic backgrounds are strongly encouraged to apply.

Information about UAA may be found at www.uaa.alaska.edu. Information about the CCEL may be found at www.uaa.alaska.edu/engage. To apply, go to http://www.uaa.alaska.edu/humanresources/employment/index.cfm

Interested candidates should send a cover letter including a statement regarding the candidate’s commitment to and experience with service learning/servant leadership programs, resume, and three references to:

Search Committee Chair

c/o the Office of Academic Affairs

PO Box 40

Athens, Tennessee 37371

Qualifications
The Department of Social Responsibility at Northland College seeks an Assistant Professor of Sustainable Community Development beginning Fall Semester, 2010. A Ph.D. in Community Development, Economics, Sociology, Political Science or a related subject, plus teaching experience at the college level, and a record of scholarly activity are required.

Responsibilities
Northland College features an integrated Liberal Arts program and an environmental focus. The Department of Social Responsibility has majors in Business and Sustainability, Sociology and Social Justice, and Sustainable Community Development. Teaching load is 3-3-1 (seven courses in two fifteen-week semesters and one four-week semester). Northland College has 620 students and 40 faculty and is located in Ashland, Wisconsin on Lake Superior’s south shore.

Position Description
To Apply:
A completed application includes 1) a letter of application, 2) a teaching statement on experience in, or work with, diverse communities, and 3) a curriculum vitae which includes contact information for three professional references in PDF format.

Northland College
1411 Ellis Avenue
Ashland, Wisconsin 54806-3999
(715) 682-1699

Qualifications
Ph.D. required. Preference will be given candidates whose training enables them to support the environmental liberal arts mission of the college. Candidates must have outstanding communication and organizational skills and the ability to extend the boundaries of the campus into community relationships that enhance sustainable regional development. A proven track record of establishing experientially-based outreach courses and programs with successful outcomes assessment is strongly preferred. Evidence of success in matching students with opportunities for skills development, managing logistics and risk management of learning contracts, tracking and assessment of student and partnership outcomes, and grant writing is sought.

Responsibilities
The Bro Professor for Sustainable Regional Development will:

• teach four courses or course equivalents per year, to be determined in consultation with the Provost of the College
• extend the outreach of the Sigurd Olson Environmental Institute in the human dimensions of natural resources and in sustainable community development
• provide new experiential opportunities for students to be determined in consultation with the Director of the Sigurd Olson Environmental Institute and the Provost of the College
• identify, initiate, and develop opportunities for the support of collaborations that advance combinations of the following priorities: personal research program, Sigurd Olson Environmental outreach goals, expansion of student experiential opportunities, and sustainable regional development
• participate in college and Institute governance as determined in consultation with the Director of the Sigurd Olson Environmental Institute and the Provost of the College

Position Description
To Apply:
A completed application includes 1) a letter of application, 2) a teaching statement on experience in, or work with, diverse communities, and 3) a curriculum vitae which includes contact information for three professional references in PDF format.

Northland College
1411 Ellis Avenue
Ashland, Wisconsin 54806-3999
(715) 682-1699

SALARY: Competitive

THE ORGANIZATION:

The University of Baltimore (UB) invites applications and nominations for the position of Associate Vice President for Student Affairs. UB may consider Vice President level depending upon the candidate’s background and experience.

UB is a Carnegie Master’s I metropolitan university with an enrollment in Fall 2009 of 6279 students. The University has led the Maryland system in growth for the last three years with average increases of 7% each year. This fall, the University achieved the highest enrollment figures in its history with an undergraduate student population of just over 3000 (an increase of 42% since 2006), a graduate student population of over 2100 including professional-degree students and over 1100 law students. Of the total student body in fall 2009, 53 percent was full-time and 47 percent part-time; 57 percent was female and 43 percent male; 34.3 percent of the student body was minority and 3.9 percent international; 87.2 percent was Maryland resident. UB’s undergraduate student average age is 28.8, and its graduate student average age is 31.4.

UB was founded in 1925 as a private institution. Its founders, a group of Baltimore civic leaders, wanted to provide low-cost, part-time evening study in business and law to working adults. Its first class had 62 law students and 114 business students (fall 2009 attendance for the law school is over 1100 students, the business school enrolled 1198 full and part time students for the same period). UB became a state institution in 1975, and in 1988, it joined the University System of Maryland. It serves the city and county of Baltimore, the state and beyond. In the fall of 2007, UB enrolled its first freshman class in over 30 years. Over 200 full-time traditional age freshmen entered the University this fall and there are now over 800 traditional age undergraduates at the institution. UB’s remarkable growth is projected to continue over the next several years.

UB’s three schools (Yale Gordon College of Liberal Arts, Merrick School of Business, and the School of Law) offer majors in business, management, marketing and related disciplines; corporate communication, publications design and related programs; computer and information sciences and support services; English language and literature/letters; health management and related programs; history; legal professions and studies; liberal arts and sciences; general studies and humanities; multi- and interdisciplinary studies; psychology; public administration and social service professions; criminal justice and forensic studies; and social sciences.

Langsdale Library, UB’s principal library, houses a collection of 258,747 titles and 10,738 serial subscriptions. The University of Baltimore Foundation has total assets of about $50 million; it supports various programs throughout the University, including scholarship initiatives, capital improvements and academic programming.

UB employs 363 faculty members, 45 percent of whom work full time and 86.5 percent of whom have terminal degrees. The student-faculty ratio is 16-to-1.

The University is accredited by the Middle States Association of Colleges and Schools Commission on Higher Education (MSACHE), the Association to Advance Collegiate Schools of Business (AACSB International), the National Association of Schools of Public Affairs and Administration (NASPAA), the American Bar Association (ABA) and the Association of American Law Schools (AALS). For more information, visit www.ubalt.edu.

Division of Student Affairs:
The Division of Student Affairs is the catalyst for student development by engaging students in transformative, wholistic learning experiences that support their discovery and achievement of personal and academic excellence. Through these experiences, students will develop the knowledge and skills necessary to succeed personally and professionally, and to embrace their role as contributing members of the University and civic communities.
The Division of Student Affairs fosters student learning by delivering quality programs and services that support the growth and development of the University’s diverse student population. Through a myriad of learning experiences designed to develop students who are self-aware and productive members of society, the Division partners with the academic and administrative divisions of the University to enrich student life on campus for both traditional and non-traditional students. The ultimate goal is to ENGAGE students in meaningful ways to promote their personal and professional success.

The student development professionals:
Educate…….focus on student learning
Nurture…….respect students’ unique differences and support their development
Grow………..encourage self-reliance personally, academically, and professionally
Advocate…..keep the needs of students in the forefront of university dialogues
Give back….model good campus citizenship through leadership and stewardship
Empower…..give students the tools and resources needed to achieve their goals
The following values guide the work of the Division:
Student-Centered:
Students are at the center of what we do and are our reason for existing; we put students first in all that we do. We meet students where they are developmentally and work with them to meet and attain realistic life, education, and career goals. As student advocates, we proactively educate the university community about the needs of our diverse student population and serve as a central resource for students, faculty, and staff on student issues. We actively assess the student experience and act on data that is obtained. We promote co-curricular learning and develop programs and services to help students achieve their potential.

Embracing Diversity:
The diversity of thought, values, and approach that comes from differences in ethnicity, culture, age, gender, sexual orientation, and other personal dimensions enriches the learning environment for students, staff, and faculty. The Division of Student Affairs incorporates diversity into hiring practices, policies and procedures, curricula, program offerings, and general campus dialogue in order to create an inclusive campus community where all students feel valued and respected. A part of this value includes promoting social responsibility among our students.

Acting with Integrity:
Building trust through open, honest, and direct communication is at the core of what we do. As student affairs professionals, we must model respect and be accountable for our actions. Operating with integrity will build trust with students, staff, and faculty and establish credibility for the Division.

Working Collaboratively:
Staff and faculty must work together to create a stimulating and engaging learning environment outside of the classroom. Developing partnerships within and external to the University community is key to our mission and will often extend limited resources and improve the quality of the student experience.

Forward-Thinking Excellence:
In a time of constant change, the Division strives to be on the cutting edge of student affairs practice and strives to be a national model of best practices. We must be innovative and creative in our approach to providing quality programs and services, and must think proactively about the best ways to serve the needs of tomorrow’s college student.

CAMPUS SETTING:

UB’s dynamic and diverse urban campus distinguishes itself from other University of Maryland system universities. In the heart of Baltimore’s Mount Vernon Cultural District, UB operates within the city’s most creative and energetic neighborhood and home to the Meyerhoff Symphony Hall, the Lyric Opera House, CENTERSTAGE and the Walters Art Museum. The University is also conveniently located at the center of Baltimore’s most well-connected transportation hub, one block away from Penn Station—served by Amtrak and MARC trains—and the city’s Light Rail system. Close to the green, well-kept residential area of Bolton Hill, UB’s community boasts some of the most impressive 19th-century architecture on the East Coast. Students, faculty and staff enjoy the energy and inspiration that comes from working, studying and living in midtown Baltimore. Through its central location, the University contributes to the economic and cultural vitality of the city’s midtown. The Carnegie Foundation has designated UB as a “Community Engaged University,” and the University has launched the UB Midtown development initiative to contribute to the continued revitalization of its community.

UB’s campus includes numerous buildings along the Mt. Royal Avenue corridor. Among the recent expansion activities are the award winning Student Center, renovation of architectural landmarks such as the Liberal Arts and Policy building, new facilities for bookstore, parking, and housing, and ambitious plans for the design and construction of a new law school facility. UB leads the community with its focus on environmental initiatives and sustainability efforts which are included in the University’s strategic plan. The campus’ green commitment can be seen in tangible ways throughout the community, including campus-wide landscape improvement projects, a green roof project on the law school, and numerous programs focused on reducing greenhouse emissions. As expansion continues in the form of off-campus residential units, attention to environment and architectural preservation will continue.

CHALLENGES AND OPPORTUNITIES FOR STUDENT AFFAIRS:

At University of Baltimore, faculty, staff and administration have joined together to build high quality programs so that the needs of students and the community may be served. UB’s Strategic 2008 – 2012 Strategic Plan includes objectives focused on increasing student enrollment in response to state and regional demand and strengthening retention efforts in all program areas. The evolution of what was predominately a commuter campus to a 24/7 world class learning institution will occur through the expansion of co-curricular offerings that enrich students’ educational, cultural, and social experiences. UB’s student population, richly diverse in age, ethnicity, sexual orientation, and cultures, is excited to be part of a campus community prepared to grow beyond its historic mission while the University continues to strengthen its long term commitment to community involvement. At the University of Baltimore, students are equally engaged outside the classroom as they are within. With a wide array of activities ranging from academic clubs to advocacy and public interest groups, student involvement takes on many forms.

The Associate Vice President for Student Affairs will facilitate initiatives focused on the evaluation of our current programs and will lead in the design and implementation of new, dynamic programs that address the current and future needs and interests of our diverse, and expanding, student body. The Associate Vice President will closely partner with the Senior Vice President Enrollment Management and Student Affairs to balance multiple objectives while ensuring that the culture, environment, and program offerings of the Student Affairs organization are contributing towards the continuing expansion of the University. The creative expansion of co-curricular offerings that enrich students’ educational, cultural, and social experiences, goals articulated in the Strategic Plan, will shape the primary focus of the Vice President’s role upon joining the UB community.

THE POSITION AND RESPONSIBILITIES:

The Associate Vice President for Student Affairs reports to the Senior Vice President for Enrollment Management and Student Affairs. The selected candidate will manage an experienced leadership team responsible for overseeing and directing the efforts of several student development units including Academic Resource Center, Campus Recreation and Wellness Services, Career Center, Counseling Services , Dean of Students, Disability Services , Student Diversity and International Education, and the Rosenberg Center for Student Involvement. A core responsibility for the near term will be the establishment of a Student Residential Life office which will provide various levels of residential support to students interested in living within the campus community. The Associate Vice President will ensure that all units focus on ongoing policy and program evaluation and new program development, student services assessment, communications, and operations including finances, budgets, and quality initiatives. As the chief student affairs officer, the Associate Vice President for Student Affairs must balance two roles: on the one hand, serving as an advocate and providing a voice for students among senior administrators in the shaping and implementation of University policy; on the other hand, interpreting and applying University policies to students, holding them accountable as responsible members of the campus community.

• The Associate Vice President for Student Affairs will bring creative and innovative ideas that reflect the nature of UB’s dynamic student community. The alignment of the student affairs organization and the key initiatives with the University’s strategic goals to provide a supportive learning environment for individuals to advance in their careers and be engaged in their communities will be a critical priority for the new Associate Vice President.
• The position requires a creative leader who articulates a student-centered philosophy and vision of student affairs that promotes excellence, innovation, synergy and creativity among the staff within the division to meet the changing demand of a highly diverse student body.
• The Associate Vice President will maintain the quality of the division by fostering an energized and team-based environment that attracts and retains outstanding staff and students necessary to support and grow strong education, multicultural, global, and creative programs.
• The Associate Vice President will ensure that student affairs policies balance the interests of all constituencies and reflect an accurate and reasonable view of university and system-wide expectations.
• The Associate Vice President will work across organizational boundaries to coordinate and implement student retention initiatives that sustain and support an environment where students thrive, achieve academic excellence, and develop as future leaders for the community.

QUALIFICATIONS:

The ideal candidate will have a master’s degree and a minimum of ten years progressively responsible experience in a higher education institution, with at least five to seven years supervisory leadership; a terminal degree in a related field is preferred. In addition, the position requires evidence of success working with a diverse student population; demonstrated knowledge of student development theory and best practices; ability to multi-task in face of competing demands, and a commitment to enhance student learning and preparation for success in a multicultural, global society.

Additional Qualifications:

• The ability to create a vision, lead change when necessary, and a commitment to continuous improvement;
• Demonstrated capacity to work collaboratively and maintain open dialogue with faculty, staff and students and an ability to build strong connections between student life and academic programs as well as the ability to nurture an atmosphere of collegiality, inclusiveness, shared inquiry, shared responsibility, and collective accomplishment;
• Demonstrated knowledge and experience within and/or across the array of content areas generally associated with Student Affairs work; an understanding or familiarity of enrollment management practices is desirable.
• Documented evidence of success working with diverse undergraduate and graduate (i.e. identities, thoughts, experiences, and involvement) student populations;
• Collaborative leadership style with well-developed communication skills;
• A commitment to diversity with a record of hiring talented and diverse staff, delegating appropriate work to them and holding them accountable for their work;
• The ability to establish and oversee procedures to maintain quality, equity and accountability, including selecting and promoting staff, and developing and managing human, financial and physical resources;
• An appreciation or understanding of urban campus dynamics;
• Experience with facilities management;
• A commitment to building and maintaining a welcoming, inclusive university community in which all students feel safe and protected from harm and harassment;
• The intellectual, analytical, and ethical qualities that will drive work and command respect;
• Respect for the University’s history and achievements;
• Demonstrated achievement in creating innovative and distinctive student life programs, with a particular focus on student learning;
• A demonstrated commitment to integrating student life outcomes with academic outcomes; and
• A sense of humor.

HOW TO APPLY:

Greenwood/Asher& Associates, Inc. is assisting the University of Baltimore in the search. Initial screening of applications will begin immediately and continue until an appointment is made. For best consideration, materials should be provided by December 14, 2009. Nominations should include the name, position, address, and telephone number. Application materials should include a letter addressing how the candidate’s experiences match the position requirements, a resume and contact information for at least five references. Submission of materials as MS Word attachments is strongly encouraged.

Confidential inquiries, nominations, and application materials should be directed to:
Jan Greenwood or Betty Turner Asher
Greenwood/Asher & Associates, Inc.
42 Business Center Drive, Suite 206
Miramar Beach, FL 32550
Phone: 850.650.2277Fax: 850.650.2272
E-mail: jangreenwood {at} greenwoodsearch(.)com
bettyasher {at} greenwoodsearch(.)com

The University of Baltimore is an Affirmative Action, Equal Opportunity Employer.

Amherst College is a private, co-educational, liberal arts institution with over 1700 students and 190 faculty located in the Connecticut River Valley of western Massachusetts. Amherst participates with Hampshire, Mount Holyoke, and Smith Colleges and the University of Massachusetts in the Five-College Consortium.

Specific duties will include the management of the newly created Amherst Select Internship Program and continued development of a public service internship program. Position will provide individual and group advising, create and deliver skill development workshops, and identify and implement panels, events and programs. Provide general career advising to students/alumni; host weekly drop-in hours; and engage in other activities (e.g. orientation, homecoming, alumni events) as deemed necessary. The position requires occasional evening and weekend responsibilities.

Qualifications: Master’s degree and professional experience in program development and management of domestic/international internship programs strongly preferred. A Bachelor’s degree and a minimum of three years’ professional experience in higher education, counseling, career advising or human resources required. Excellent communication, project and relationship management, presentation and organizational skills. Experience developing and facilitating panels, programs and events. Must be team-oriented with the ability to work well with other staff members in the development and administration of programs with the Career Center, the Center for Community Engagement and throughout the college.

Interested candidates should submit a cover letter, resume, and the names and contact information of three professional references. A review of applications will commence immediately and continue until the position is filled.

To apply online, please visit our website at https://jobs.amherst.edu

Amherst College is an equal opportunity employer and encourages women, persons of color, and persons with disabilities to apply. The College is committed to enriching its educational experience and its culture through the diversity of its faculty, administration, and staff.

About CEP:
The Civic Education Project (CEP), at Northwestern University’s Center for Talent Development, is an award-winning leadership and citizenship program for outstanding high school and junior high school students. CEP combines traditional education and community service to promote civic responsibility among young people. Through innovative school year programs and summer courses, CEP offers promising young people opportunities to learn and serve in communities across the country, developing the knowledge, experience, and leadership skills they need to make a positive impact on society.

Assistant Coordinator Position:
The Assistant Coordinator is responsible for supporting the administration of CEP’s school-year and summer service-learning programs, with significant responsibility for day-to-day operations. Specific responsibilities include: designing programs and curricula; organizing service projects, community experiences, and speakers; overseeing student recruitment and outreach to families and educators; recruiting, hiring, training, and supervising temporary program staff; and working in on-site administrative roles at sites throughout the country during spring and summer program seasons.

To Learn More:
About CEP, visit http://www.CivicEducationProject.com

About the Assistant Coordinator position, including a complete job description, qualifications, and salary range, visit:
http://www.idealist.org/if/i/en/av/Job/356084-112/c

To Apply:
Visit http://www.northwestern.edu/hr/jobs

Click on Academic/Administrative Jobs
Click on Advanced Search
Search for Job Opening ID 15202
Click on Apply Now

You will need to register for Northwestern University’s eRecruit system. Please include a cover letter, resume, and references in your application.

Northwestern University is an equal opportunity, affirmative-action employer.

Desired knowledge and skills include:

• Bachelor’s degree required; Master’s degree preferred
• Three to five years experience in successful grants development, ideally in higher education or in the non-profit sector.
• A working knowledge and understanding of policies and procedures of the UW-Madison and the State of Wisconsin strongly preferred.
• Strong writing, analytical and strategic thinking abilities, self direction and initiative, and proven skill in research and writing (case studies, letters of inquiry, grant proposals, reports, etc).
• Effective communication and interpersonal skills with individuals and groups in diverse settings is essential, as is the ability to organize and prioritize work and manage multiple projects simultaneously.
• The ability to manage time and resources effectively to meet deadlines and maximize desired outcomes.

A detailed position and application requirements can be found at: http://www.morgridge.wisc.edu/aboutus/employment.html

This is a 50% Academic Staff renewable appointment with full fringe benefits

• Application deadline: Monday, November 16, 2009 at 5pm CST.
• Anticipated start date: January 1, 2010
• To apply, please email a detailed cover letter and resume along with at least one example of a successful proposal or report you have developed to:

Jonie Bonfield
School of Human Ecology
jbonfield {at} wisc(.)edu
608-262-0017

Questions about this position may be addressed to:

Randy Wallar
Associate Director
Morgridge Center for Public Service
jrwallar {at} wisc(.)edu
608-262-5781