Day: September 12, 2014

Categories
Employment

 Graduate Student Research position in the Department of Educational Studies

Graduate Student Research Position Available

 

Department of Educational Studies – Faculty of Education

 

DESCRIPTION: Seeking one graduate student at the master’s or doctoral level to work on a research project that will investigate the pedagogical values, professional careers, and personal life courses of Canada’s earliest special education teachers.

 

The two-year Hampton Grant funded project is directed by Dr. Jason Ellis, Assistant professor, EDST, and is entitled “A Special Vocation: Teachers of Early Special Education Classes in Two Canadian City School Systems, 1910 to 1945.”

 

CONDITIONS: The Graduate student researchers will receive an hourly wage of $24.96 for a master’s student or $27.04 for a doctoral student with benefits.

 

 

POSITION: ARCHIVAL RESEARCHER.

 

The starting date for this position is approximately October 1, 2014, with an end date of November 15, 2014. The hours of work are 5 hours per week with the possibility of extension of the position from six to twelve weeks.

 

NATURE OF WORK: The archival researcher will conduct research in archives and libraries in the Greater Vancouver Area, likely including (but possibly not limited to) research at UBC Libraries and at the City of Vancouver Archives (1150 Chestnut Street, Vancouver, BC). The archival researcher will review and photograph archival documents and enter information from these documents into a database. The archival researcher will also consult with Dr. Ellis on research. There may be a possibility to participate in the preparation of conference presentations and scholarly publications based on the research to be conducted.

 

QUALIFICATIONS:

 

Education:

  • The applicant must currently be enrolled in a master’s or doctoral program in the Faculty of Education at the University of British Columbia.
  • A background in History (e.g. BA, MA or other degree or diploma, major or minor concentration, in History) would be an asset, but is not a requirement. Applicants with a background in any social science or humanities field are urged to apply.

Experience:

 

  • (Required.) Knowledge and experience conducting research in a social sciences or humanities field.

 

  • (Required.) Knowledge of basic database or spreadsheet desktop applications (e.g. MS Excel), or willingness to be trained in MS Excel and other applications.

 

  • (Not required, but would be an asset.) Knowledge and experience conducting research with primary historical sources.

 

  • (Not required, but would be an asset.) Experience working in a formal archives, e.g. provincial archives, local archives, historical society archives, etc.

 

Skills:

 

  • Attention to detail.

 

  • Ability to think and work independently, while following timelines and meeting deadlines.

 

  • Data entry and MS Excel skills.

 

 

Please submit:

 

  • a cover letter that is no more than one page in length and that speaks specifically to your qualifications for the position;

 

  • an up-to-date current Curriculum Vitae;

 

  • names, titles, and contact information for two academic or professional references.

 

Please submit all materials by email to Dr. Jason Ellis (j.ellis@ubc.ca) no later than 11:59 PM on September 22, 2014.

 

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Funding and Awards

Awards

Award Number Details
C. K. Choi Scholarship 664 A $10,000 scholarship has been endowed by the Choi family. The award is open to students entering the penultimate or final year of a baccalaureate program, the first year of Graduate Studies, or students in the Faculties of Medicine or Dentistry. The winner is selected by a special committee from among those candidates nominated by faculties and designated student organizations for the Sherwood Lett Memorial Scholarship. Candidates are expected to have good academic standing, and have demonstrated achievement in sports and participation in student and community activities. The award may be renewed for a second year provided the winner maintains scholarship standing.
Sherwood Lett Memorial Scholarship 551 To honour the memory of the late Chief Justice Sherwood Lett, C.B.E., D.S.O., M.C., E.D., Q.C., B.A., LL.D., a scholarship of $5,000, has been endowed by alumni, faculty and staff, students, colleagues, and friends. The scholarship pays tribute to an outstanding graduate who rendered distinguished service to the University, to his profession and, both in war and peace, to his country. It is awarded to the candidate who most fully displays the all-round qualities exemplified by the late Sherwood Lett. The selection is made by a special committee, from candidates nominated by Faculties. In assessing the merits of candidates, the committee is concerned with qualifications such as those for which Sherwood Lett was distinguished-high scholastic and literary attainments, physical vigour (through active interest in sports), moral force of character, and ability to serve, work with, and lead others. To be eligible, a candidate must have attended The University of British Columbia for at least two winter sessions and rank academically in the top 10% of students in his or her year and Faculty. The award is open to students entering the penultimate or final year of a baccalaureate program, the first year of graduate studies, or students in the Faculties of Medicine, Dentistry or Law. The award may be renewed for a second year provided the winner maintains scholarship standing.
John H. Mitchell Memorial Scholarship 655 A $10,000 scholarship was established by his family, as a tribute to John Hardie Mitchell, a 1924 graduate in Faculty of Arts. He devoted sixty-five years to developing the stevedoring business in British Columbia and was the owner and Chairman of the Board of Canadian Stevedoring Company Ltd. and Casco Terminals. The award is open to students entering the penultimate or final year of a baccalaureate program, the first year of Graduate Studies, or students in the Faculties of Medicine, Dentistry or Law. The selection is made by a special committee from among those candidates nominated by faculties for the Sherwood Lett Memorial Scholarship. Candidates are expected to have good academic standing, and have demonstrated achievement in sports and participation in student and community activities.
Carl Bradford Robertson Scholarship 1441 Scholarships totalling $36,400 (or four scholarships of $9,100 each) have been endowed through a bequest from Edna Mary Robertson as a memorial to her late son. The scholarships are open to students entering the penultimate or final year of a baccalaureate program, the first year of a graduate program, or in any year of an MD, DMD, or JD program. The winners are selected by a special committee from among those candidates nominated by faculties and designated student organizations for the Sherwood Lett Memorial Scholarship. Candidates are expected to have good academic standing, and have demonstrated achievement in sports and participation in student and community activities.
Harry Logan Memorial Scholarship and Harold B. & Nellie Boyes Memorial Scholarship 574 and 674 574: Harry Tremaine Logan (1887-1971), a graduate of McGill University, Rhodes Scholar, a graduate of Oxford University, and recipient in 1965 of the honorary degree of LL.D. from the University of B.C., joined the original Faculty of this University in 1915 after two years of teaching at McGill College. He taught in the Department of Classics, of which he was Head from 1949 to 1954, until his final retirement in 1967 at the age of eighty. His long career at the University was twice interrupted, first when he served in the 72nd Seaforth Highlanders of Canada and the Canadian Machine Gun Corps (1915-1919), second when he became Principal of Prince of Wales Fairbridge Farm School at Duncan, B.C. (1936- 1946), and Secretary of the Fairbridge Society (1946-1949). His was a remarkable career: he held each academic rank, he helped to draw up the constitution of the Alma Mater Society, he participated in the Great Trek (1922), he sat as a member of Senate for twenty-four years and of the Board of Governors for five, he edited The Alumni Chronicle, he wrote the official history of the University (Tuum Est, 1958) and was named a Great Trekker by the Students in 1960. He was one of the outstanding teachers and to thousands of men and women he was teacher and adviser and friend. His interest in the affairs of the University remained all-encompassing until the day of his death. His many students and friends have contributed from all over the world to a fund that will produce a scholarship in honour of a teacher and a gentleman. A $1,150 scholarship is awarded by the Committee to a student with a good academic standing, achievement in sport, and participation in other student activities. The award is open to students entering the penultimate or final year of a baccalaureate program, the first year of Graduate Studies, or students in the Faculties of Medicine, Dentistry or Law. The winner will normally be selected from candidates nominated for the Sherwood Lett Memorial Scholarship and will also receive the Harold B. and Nellie Boyes Memorial Scholarship of $2,050. 

674: Scholarships have been endowed by Winnifred E. Boyes to honour her parents Harold B. and Nellie Boyes. The awards are offered to students in any year or Faculty. Each year up to $6,100 is designated as an award for the recipient of the Harry Logan Memorial Scholarship.
Thelma Sharp Cook Scholarship 1419 A $5,500 scholarship has been endowed for a student entering the penultimate or final year of a baccalaureate program, the first year of Graduate Studies, or enrolled in the Faculties of Medicine, Dentistry or Law. The selection is made by a special committee from those candidates nominated by faculties for the Sherwood Lett Memorial Scholarship. Nominees are expected to have good academic standing, have demonstrated achievement in athletics, and have shown leadership through participation in student, community and service activities. Preference is given to aboriginal candidates or to those planning a career involving work with children or youth.
HSBC Emerging Leader Scholarship 1404 Five (5) scholarships valued at $5,000 each have been endowed by HSBC Bank Canada and The University of British Columbia for continuing students in any discipline.  The criteria for selection of these scholarships include leadership, community service, participation in local and/or global communities, and high academic achievement.
Amy E. Sauder Scholarship and Jean Craig Smith Scholarship 595 and 531 595: A scholarship of $1,500 is awarded to a student entering the penultimate or final year of a baccalaureate program, the first year of Graduate Studies, or students in the Faculties of Medicine or Dentistry. The candidate chosen will combine good academic standing with participation in student activities. The award has been made possible by a bequest from the late Amy E. Sauder and by contributions from the Sauder Foundation. The recipient of the Amy E. Sauder Scholarship will also receive the Jean Craig Smith Scholarship. 

531: A scholarship of $675 endowed through a bequest from the late Jean Mclntosh Smith, is awarded to a student in any year and faculty. Selection of the winner is made on the basis of academic ability, character and personal qualities, participation in community and student affairs, and evidence of leadership. The winner will normally be selected from candidates nominated for the Sherwood Lett Memorial Scholarship.
Categories
Funding and Awards

SSHRC/CIHR/NSERC/Affiliated Fellowship Tech Help

  • Are you a graduate student in the Faculty of Education applying for a SSHRC/CIHR/ NSERC/ Affiliated Fellowship? 
  • Would you like some technical advice on navigating the application web forms?

 

 

If so, the Office of Graduate Programs and Research (OGPR) is pleased to offer you support in this area.

 

Starting September 2 until September 19, 2014, Victoria Surtees, a graduate student in LLED, will be available: Monday: 2-4pm; Tuesday: 2-4pm; Wednesday: 12-2pm; Thursday: 9-11am; and Friday: 10am-12pm in the OGPR Office to meet with you and provide advice on navigating the SSHRC/CIHR/NSERC/Affiliated web forms.  Victoria will be available to meet with you for up to half an hour.  Space is limited! Please fill out the online appointment request form here: http://ogpr.educ.ubc.ca/technical-help

If you have a draft proposal ready and need help with the web application forms, please save it to a CD/USB and bring it along to your meeting.

 

Please note that the consultation is for technical help, and for basic editing/ proofreading feedback on your research proposal.   For more complex questions, or evaluative feedback on your proposal etc., please consult with your Research Advisor or your Departmental Graduate Advisor.  Please note that all appointments must be attended in person and that we are not able to accommodate virtual meetings (eg. via Skype etc.).

 

The OGPR is located on the 3th floor of the Lecture Block (above the Education Library) in the Scarfe Building, room 309.

 

Categories
Courses

Special Course in Curriculum and Pedagogy: Narrativity, Indigeneity and Ecoliteracy

EDCP 585E (032)                                                                                                                                               Instructor: Peter Cole

Special Course in Curriculum and Pedagogy: Narrativity, Indigeneity and Ecoliteracy

Mon (16:30 – 19:30)
This seminar examines the coming together of narrativity, Indigeneity, and ecoliteracy. For Indigenous peoples, ecological ethnicities and others intimately connected with the land, stories are linked rhizomatically with their sources and with one another as a way of acknowledging inter-relationality, locality and interdependency. Being able to ‘read’ the land, the sky, the currents of the waters, how a raven flies, how a fish swims, the presence or not of insects, moss, lichen, bark, accustomed sounds, the signs of presence or absence, the freshness of tracks and traces, the weather, changing seasons and the predicative ‘meanings’ inscribed within storying have always been key aspects of Indigenous pedagogies. Readings and other course material will draw on primarily indigenous knowings and practices. Field trips will encourage students to engage their visual, auditory, olfactory, tactile, gustatory, intuitional and spiritual senses. The experiential offers an opportunity to connect, resituate, and regenerate connections with the human, non-human and more-than-human worlds not just as concepts, but as intra-actions of mutuality and reciprocity.Students will respond critically to the stories, films and other course materials, and will be encouraged to create their own ecoliteracy narratives grounded in their own interests, experiences, cultural knowings, histories, geographies and ecologies.
Categories
Employment

Graduate Academic Assistant opportunities at CIRS

The Centre for Interactive Research on Sustainability is offering six 4-month Graduate Academic Assistant opportunities with $10,000 stipends.

 

Students with knowledge of or experience in:

  • sustainable buildings
  • urban design
  • public transit/transportation
  • infrastructure systems
  • environmental assessment
  • regenerative design
  • sustainability assessment methodologies

are invited to apply.

I would greatly appreciate if you could distribute the attached PDF to your graduate students.

 

The closing date is 9am September 22nd.

 

Categories
Courses

UBC DEPARTMENT OF SOCIOLOGY Graduate Course Offerings for 2014-15

UBC DEPARTMENT OF SOCIOLOGY

Graduate Course Offerings for 2014-15

For further information about any specific course listed below, please contact the instructor.

TERM 1

SOCI 500 (3 credits): Foundations of Sociological Thought

Mondays 2:00-5:00pm; Dr. Ralph Matthews, ralph.matthews@ubc.ca
This course focuses on analyzing (a) the underlying questions that the early sociologists were grappling with in the years leading to the middle of the twentieth century, (b) the relative traditions of social thought and where individual sociologists fit into those traditions, (c) the substantive and the epistemological concerns of sociological theorists, and (d) a sociology of knowledge perspective to social thought.

SOCI 502 (3 credits): Research Design and Techniques (Quantitative)

Fridays 9:00-12:00pm; Dr. Gerry Veenstra, gerry.veenstra@ubc.ca
This course focuses on the process of conducting a survey and analyzing the data obtained from the process. It includes consideration of philosophical and ethical issues; causality; research questions; research design; measurement; survey questions; indices and scales; questionnaire formats; sampling; kinds of surveys; transferring data into a statistical software package; and basic analysis of survey data. Upon completion of the course, students should be able to read and constructively critique survey research results, demonstrate the applicability and limitations of various survey administration strategies and undertake a survey project of her/his own.

 

SOCI 503 (3 credits): Research Design and Techniques (Qualitative)

Tuesdays, 1:30-4:30pm; Dr. Wendy Roth, wendy.roth@ubc.ca
This course is designed for sociology students in the first year of their graduate program or who have little previous experience with qualitative research methods. It focuses on research design issues, data collection, and building skills as a qualitative researcher. The class is intended to be the first in a two-course sequence together with SOCI 515, which focuses on qualitative data analysis. The present course is intended to give students an understanding of several qualitative methodological approaches, but with special emphasis on interview-based research and ethnography/participant observation, with which students will gain hands-on experience. The course will provide an overview of other common qualitative methods used in sociology, including focus groups and case studies.

 

SOCI 560A (3 credits): Culture and Knowledge

Tuesdays 2:00-5:00pm; Dr. Renisa Mawani, renisa@mail.ubc.caWhat is “Culture” and how does it influence the social world? Is culture divisible from social relations or is it a foundation and condition of social life? In the contemporary moment, “culture” has become a ubiquitous term, one that carries a wide range of meanings. Culture is described and defined through symbols, language, institutional discourses and practices that are materialized in the social world through identities, nationalisms, and tastes. This graduate seminar offers a critical and historical foray into the sociology of culture. The course begins by evaluating classical and foundational texts in the field (including Marx, Adorno and Horkheimer, Durkheim, Mauss, Veblen, Bourdieu, and others) and places them into conversation with critical race, postcolonial, and anticolonial thinkers (such as Fanon, Said, Gilroy, Hall, Gikandi and others). Please note that the course readings overlap, albeit not entirely, with the Sociology of Culture Comprehensive Exam readings.

SOCI 599A 003 (3 credits): Urban Sociology

Wednesdays 2:00-5:00pm; Dr. Nathan Lauster, nlauster@mail.ubc.ca

Course Description: This course is meant to provide students with a broad survey of urban sociology as a field, providing theoretical grounding and support for research and fieldwork set within or otherwise concerning cities.  Central questions include: How do cities generate difference, and how do people deal with the consequences?  How are cities built and regulated?  How can they be variously understood as places, arenas, habitats, networks, and actors?  Vancouver and other North American cities provide ready laboratories for investigating research questions, but historical and international breadth of discussion will be encouraged.

TERM 2

SOCI 501 (3 credits): Contemporary Sociological Theory

Wednesdays 1:00-4:00pm; Dr. James White, blanco@mail.ubc.ca
This is a survey course reviewing most of the contemporary theories used in the sociology and social science. There will be some special emphasis on the rational choice theory of James Coleman, Pierre Bourdieu’s cultural conflict theory, and the recent work on inequality and capital by Thomas Picketty. A major text is used as well as assigned readings.

SOCI 509A (3 credits): Sociology of the Environment

Mondays 2:00-5:00pm; Dr. Ralph Matthews, ralph.matthews@ubc.caAll action is situated, and where things happen is often as important in determining the social behaviour and social organization that develops, as the other people in the situation. Simply put, environment matters. Yet, while we may know the environment through our senses, we understand and explain the environment through the meanings that we give to it. This seminar course focuses on (a) how these socially meaningful aspects of environment develop, and how these socially constructed environments come to influence us in turn and (b) how sociological frameworks of explanation can help us to understand the environment and to understand environmental issues in ways that are different from those perspectives found in other disciplines. Among the many topics to be covered are issues of environment change and regulation occurring in British Columbia and Canada – particularly around issues of resource management and environmental impacts.

 

SOCI 514 (3 credits): Analyzing Quantitative Data in Sociology

Monday 10:00-1:00pm; Dr. Elizabeth Hirsh, ehirsh@mail.ubc.ca
Sociology 514 covers quantitative data analysis techniques used in the social sciences, with a focus on linear modeling. We begin by reviewing the basics of descriptive and inferential statistics and then cover ordinary least squares regression and generalized linear models. While we spend some time discussing statistical motivation, the focus of the class is applied data analysis and interpretation using the statistical software package Stata.

SOCI 584A (3 credits): Health, Illness and Society

Tuesdays 2:00-5:00pm; Dr. Richard Carpiano, richard.carpiano@ubc.caThe sociological study of health and illness (also known as medical sociology) is a longstanding intellectual tradition that emerged from and has informed not only the discipline of sociology, but also the fields of medicine, public health, and population health. This seminar course provides an introduction to medical sociology, covering a variety of focal areas in this broad subfield, including: professional and public conceptions of health, illness, disease, and risk; the experience of living with an illness, the medicalization of personal and social problems; how institutions shape the practices of and care provided by health care professionals; and the mechanisms through which various social factors (e.g., socioeconomic status, race/ethnicity, gender, and community) influence mental and physical health throughout the lifespan.

SOCI 599A 004 (3 credits): Special Topics Seminar on Work and Economic Sociology

Thursdays 9:30-12:30pm; Dr. Sylvia Fuller, sylvia.fuller@ubc.ca

In this course we explore work and labour markets, with particular attention to the ways that the contemporary organization of work reflects and shapes broader social relations of inequality including intersections of class, migration, “race/ethnicity”, and gender. We will consider dynamics operating at varying levels, from broad policy regimes through organizational structures and practices down through to intimate interactions. Throughout, the course considers the implications of key changes in the organization of work occurring in recent decades, including changing gendered divisions of paid and unpaid work, organizational restructuring, and increasingly globalized labour markets.

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Employment Uncategorized

Academic Guide Job Posting

Job Posting IGSPP Academic Guides Fall 2014

Categories
Employment

Illinois State University-Assistant/Associate Professor in Chemical Education

The Department of Chemistry at Illinois State University is seeking applications for a tenure-track position in CHEMICAL EDUCATION to begin August 16, 2015. Applications and nominations of individuals at the Assistant/Associate Professor level are welcome. The successful candidate will be expected to build on the highly-regarded chemical education program through research, outreach, and/or curricular development activities, and to attract external funding at the level needed to build and sustain their research program. A commitment to, and effectiveness in, classroom instruction is expected. Teaching responsibilities will be primarily secondary teacher education courses (at the bachelor’s and master’s level), with opportunities to contribute to the general chemistry program. An earned doctorate in a related field is required, and postdoctoral experience is highly preferred. To assure full consideration, please attach an online faculty application to posting number 0706464 at www.IllinoisState.edu/jobs. Further, candidates should send a CV, a statement of teaching philosophy and interests, and a research plan to the search committee at ChemEd_Search@IllinoisState.edu. Please direct questions to ChemEd Search Committee Chair Richard Nagorski (rnagor@ilstu.edu).

Candidates should also arrange to have three letters of reference sent directly to the search committee at ChemEd_Search@IllinoisState.edu. Reference letters that lack a signature or those sent from the candidates will not be accepted. Review of applications will begin on November 3, 2014 and will continue until the position is filled.

Illinois State University, the first public university in Illinois, has a full-time enrollment of 21,000. Initially chartered as a teacher college, Illinois State University is now a comprehensive university but still one of the nation’s top ten producers of teachers. The university, located in the central Illinois community of Bloomington-Normal, midway between Chicago and St. Louis, serves both the rural and urban areas of Illinois. With a rapidly growing population of over 125,000, the community has numerous cultural, educational and economic opportunities.

The Chemistry Education program at Illinois State University enjoys a reputation as a leader in innovative programs and educational methods. Currently, there are fifty chemistry majors seeking teacher certification out of 200 chemistry majors in the Chemistry Department. All graduates of the Chemistry Teacher Education program are ACS-certified chemists, and are also endorsed to teach at the secondary level in biology, physics, and earth sciences. At the graduate level, students can earn a research-based MS in Chemistry, and in-service teachers can earn a master’s degree through the Master of Science in Chemistry Education and the Master of Chemistry Education degree programs. The Department also offers a series of online graduate courses for in-service chemistry teachers in cooperation with Flinn Scientific. Details are available at Chemistry.IllinoisState.edu/eLearning/.

The mission of the ISU Department of Chemistry is one of strong research activity involving undergraduates and graduate students (MS level) coupled with a focus on premier teaching and instruction. The Department is often ranked in the top 25 producers of ACS-certified BS degrees, is consistently one of the largest producers of M.S. chemistry degrees at institutions that do not also offer the Ph.D. degree, and is one of the largest producers of high school chemistry teachers in the state. Details of these programs and facilities can be found on the Department web site at Chemistry.IllinoisState.edu.

Illinois State University is an Equal Opportunity/Affirmative Action Employer. Minority/Female/Disability/Veteran

Categories
Employment

University of New Hampshire- Assistant Professor

The University of New Hampshire Department of Education is looking for outstanding candidates for two tenure-track, assistant professor openings in the learning sciences / educational psychology.
Job description is given below:

University of New Hampshire
Education Department
Assistant Professor of Education in Learning Sciences

The Education Department at the University of New Hampshire seeks two full-time, tenure- track Assistant Professors to contribute to research, teaching, and service in the Learning Sciences as part of our faculty beginning August 2015. The University actively creates and nurtures a dynamic learning environment in which qualified individuals of differing perspectives, life experiences and cultural backgrounds pursue goals with mutual respect and a shared spirit of inquiry. The faculty of the Education Department engages their expertise across the Division of Educator Preparation and the Division of Educational Studies in promoting high quality teaching, commitment to diversity, and transforming research and policy into practice.
The Education Department seeks a scholar with a specialization in Learning Sciences, with an interdisciplinary focus in two or more of the following: cognitive-, social-, and/or cultural- foundations of learning to advance the understanding and practice of teaching and learning, human development, educational psychology, special education, innovative pedagogy and learning environment design, or the interrelationships of schools, community, and culture. Priority will be given to applicants demonstrating strong research preparation, collaboration with colleagues in other disciplines, and/or collaboration with diverse PreK-12 school partners.
Requirements for the position include excellence in teaching, a successful record of research and publication, and experience collaborating with PreK-12 schools; on-line teaching experience preferred. Responsibilities include: continuing an active program of research and publication, seeking external funding, teaching two courses each semester at the advanced undergraduate, or graduate levels, student advising, mentoring student research, service on department committees, and contributing to the university’s research and engagement mission. Applicants must hold (or be about to receive) a doctoral degree in education, special education, educational psychology, clinical psychology, curriculum and instruction, or a related field.
Review of applications begins on October 3, 2014. The position announcement and application instructions may be viewed at https://jobs.usnh.edu. Upload the following required documents at the time of application: a letter of interest, curriculum vitae, a statement of research and teaching interests, and two publications or writing samples. Three confidential letters of recommendation should be sent (forwarded separately by the referees) to Lisa Ciccotelli at lisa.ciccotelli@unh.edu. Department information can be found at www.unh.edu/education. Address inquiries regarding the position to Dr. Leslie J. Couse at leslie.couse@unh.edu.
The University of New Hampshire is a major research institution, providing comprehensive, high-quality undergraduate programs and graduate programs of distinction. Located in Durham on a 188-acre campus, 60 miles north of Boston and 8 miles from the Atlantic coast, UNH is convenient to New Hampshire’s lakes and mountains. There is a student enrollment of 13,000 students, over 600 full-time faculty, 90 undergraduate and more than 70 graduate programs. The university seeks excellence through diversity among its administrators, faculty, staff and students. The university prohibits discrimination on the basis of race, color, religion, sex, age, national origin, sexual orientation, gender identity or expression, disability veteran status, or marital status. Application by members of all underrepresented groups is encouraged.
UNH is an EEO, Affirmative Action EmployerLearning_Sciences_Education_OpenPosition2014

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Uncategorized

Graduate Pathways to Success: Awards & Scholarships, Thesis, Doc Exams and Copyright information sessions

 

Miss Orientation?  Find orientation resources at http://orientation.grad.ubc.ca/resources/

For international students who missed orientation on August 27th,  there are further orientation events scheduled as follows:

Sept. 8th: International Latecomer Orientation, International House Upper Lounge, 5:00pm – 6:30pm

Sept. 15th: International Latecomer Orientation, International House Lower Lounge 11:30am – 1:00pm

 

Registration is now open for the following Graduate Pathways to Success sessions:

Scholarship and Award Opportunities for Graduate Students

Tuesday, Sept 16th, 1:00 – 3:00 PM, Graduate Student Centre

For a complete session description see https://www.grad.ubc.ca/about-us/events/11961-scholarship-award-opportunities-graduate-students

To register, visit: https://www.surveyfeedback.ca/surveys/wsb.dll/s/1g37e5

 

Scholarship and Award Opportunities for Graduate Students (via webinar)

Wednesday, Sept 17th, 2:00 – 3:00 PM PST (please note that technical information on how to access the webinar will be provided at the time of registration)

For session information see: https://www.grad.ubc.ca/about-us/events/11963-scholarship-award-opportunities-graduate-students-webinar

To register, visit: https://www.surveyfeedback.ca/surveys/wsb.dll/s/1g37e6

 

Submitting your Thesis and Doctoral Exam Preparation (in person, Graduate Student Centre)

Thursday, Sept 18th, 9:00 – 10:15 AM (Thesis) and 10:30-11:45 AM (Doctoral exams)

For a complete session description, see https://www.grad.ubc.ca/about-us/events/12105-submitting-your-thesis-doctoral-exam-preparation

To register, please visit https://www.surveyfeedback.ca/surveys/wsb.dll/s/1g3800

 

Submitting your Thesis and Doctoral Exam Preparation (WEBINAR)

Friday, Sept 19th, 9:00 – 10:15 AM (Thesis) and 10:30-11:45 AM (Doctoral exams) PST

To register, please visit: https://www.surveyfeedback.ca/surveys/wsb.dll/s/1g3801 NOTE: technical information for accessing the online webinar will be provided with registration.

 

Copyright for your Thesis 

Friday, Sept 19th, 1:00 – 2:30 PM

For session information, see https://www.grad.ubc.ca/about-us/events/12109-copyright-your-thesis-how-use-images-other-material

To register, please visit: https://www.surveyfeedback.ca/surveys/wsb.dll/s/1g3802

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