Ladder Faculty in the Experiences of Diverse Students in Higher Education (Tenure-Track)
Position title:Assistant Professor, Department of Education
Anticipated start:July 1st, 2022
Open date:December 13th, 2021
Next review date:Monday, Jan 31, 2022 at 11:59pm (Pacific Time)
Apply by this date to ensure full consideration by the committee.
Final date:Sunday, May 1, 2022 at 11:59pm (Pacific Time)
Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled.
The Department of Education seeks applicants at the Assistant Professor level with significant promise for an established record of high-quality research and teaching in higher education, higher education policy, or student affairs whose work focuses on identifying and working to address barriers to access, equity, and success in higher education for students from traditionally underrepresented backgrounds. Specifically, we seek applicants with a specialization in one or more of the following areas: first-generation and/or historically underrepresented students' post-secondary pathways, post-secondary access and transitions, success and persistence; student development; higher education policy; community colleges, and transfer students. The University is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching, and service as appropriate to the position.
About The Gevirtz School and UC Santa Barbara
The Gevirtz School of Education is part of UC Santa Barbara, a public university and member of the Association of American Universities (AAU), and located on the Pacific coast 90 miles north of Los Angeles.
The Gevirtz School is a diverse institution in a diverse community in a richly diverse state. UCSB is a Minority Serving Institution (MSI), an Asian American and Native American Pacific Islander-Serving Institution (AANAPISI), and the first member of the AAU to attain Hispanic-Serving Institution (HSI) status. Despite focused efforts over the years, educational equity in California remains an elusive goal. We seek faculty candidates who bring scholarly expertise in the areas that are described below and who also demonstrate how their scholarship, teaching, and service will help us achieve our mission to serve diverse populations in our region, state, and nation in ways that support our efforts to achieve educational equity.
The Gevirtz School offers an M.Ed. and two Ph.D.s from the Department of Counseling, Clinical and School Psychology, M.A.s and Ph.D.s from the Department of Education, and M.Ed.s from the Teacher Education Program. Students in the School Psychology M.Ed. and Ph.D. are also prepared as credentialed school psychologists and students in the Teacher Education program are prepared for teaching credentials. The School also offers three undergraduate minors in Education, Applied Psychology, and Science and Mathematics Education.
Please complete your application on or before January 31, 2022 in order to receive primary consideration.
Basic qualifications(required at time of application)
Have a PhD (or equivalent international degree) in Education/Higher Education, Student Affair Administration, Sociology, Public Policy, Economics, Psychology or related fieldORmust have completed all requirements for a PhD (or equivalent), except the dissertation, at the time of application.
Additional qualifications(required at time of start)
Candidates must hold an earned doctorate in Education/Higher Education, Student Affairs Administration, Sociology, Public Policy, Economics, Psychology or a related field by the anticipated start date (July 1st, 2022).
It is preferred that candidates; have a demonstrated expertise in qualitative and/or mixed methods; have a clear program of research in the area of higher education with or potential for ongoing external funding; have a record of scholarly publications; have post-secondary teaching and mentoring experience; and have demonstrated commitment to diversity and inclusion in research, teaching, and service. Additionally preferred qualifications include the following: experience providing graduate-level training and developing graduate and/or undergraduate courses in higher education, higher education policy, students' experiences in higher education, and student affairs; advising and mentoring undergraduate, Master's and doctoral level students; garnering external funding to support scholarship and research; and working in or with post-secondary institutions or affiliated organizations. We welcome applicants with a range of theoretical orientations. The ability to teach courses within the GGSE's Teacher Education Program or undergraduate programs may also be expected.
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