Course Mentor in Children’s Literature at Western Governors University

Course Mentor, Children’s Literature
Location: WORK FROM HOME, US
Job Category: Faculty, full-time (work from home)
Position Type: Full-Time/Regular
Apply Here

Job Description

The primary focus of the faculty at WGU is student learning. Because of our unique student-centric, competency-based approach, faculty serve in different roles compared to traditional schools and other online schools.

Course Mentors at WGU function in a professorial role as subject matter experts who assist students as they engage specific sections of the WGU curriculum. The type, length, and intensity of instructional method vary based upon student needs. Course Mentors help students with specific questions that arise and offer specialized instruction on challenging topics. Their primary focus is on bringing WGU courses of study to life through one-to-one or one-to-many forums. Course Mentors do not develop WGU courses, construct tests, or grade assessments independently, but may contribute subject matter expertise to a larger course design effort that includes national directors, instructional designers, program development managers, COS editors, product vendors, assessment/project designers, and others. Course mentor contribution to this team effort reflects the university’s disaggregated model. Their experience and training is specific to the courses they support. They are knowledgeable and can address issues related to a course, learning resource content, or an assessment.

ESSENTIAL FUNCTIONS AND RESPONSIBILITIES

  • Provide expertise in the content area.
  • Respond to student inquiries about content, course of study, learning resource, or assessment.
  • Maintain current and active knowledge in the expertise area in order to bring examples and ideas to students.
  • Communicate professionally, relate well, and share a passion for the content in an effort to motivate a diverse group of students.
  • Coach students to competency development by asking open-ended questions, brainstorming next steps, and maintaining accountability.
  • Provide additional resources to students based on content expertise, while maintaining the students’ responsibility for task competency.
  • Empower students to develop competency by sharing a passion for the subject.
  • Provide relevant information on student tasks based on feedback from graders.

Monitor and manage a dynamic learning community

  • Respond to student questions within discussion threads in a timely manner.
  • Update assessment announcements and live webinar schedule as necessary.
  • Post university announcements including holidays, unique changes and vacations.
  • Respond to student questions generated through “Ask a mentor” in the learning community in a timely manner.
  • Upload and maintain links to recorded webinars (both with audio and as Powerpoints)
  • Remove inappropriate student posts in a timely manner.

Utilize technology based teaching platforms to aid students in the development of competencies

  • Bring the course of study to life with engaging live webinars or relevant recorded webinars that enhance expected competencies.
  • Provide a recorded “Getting Started” session for each course.
  • Provide a classroom environment conducive to learning and teaching using features in Adobe.
  • Organize concepts in a logical and understandable sequence, utilizing examples and student interaction to facilitate learning
  • Utilize innovative teaching techniques in order to meet student needs.
  • Be proficient using Microsoft Office Suite (Word, Excel, and Powerpoint) to create course deliverables (i.e. presentations, study guides, and spreadsheets).

Provide personalized outreach to at-risk students in a way that fosters development of competencies

  • Use TaskStream reports to target students who have had a task sent back for revision.
  • Assist students with the task revision process by clarifying evaluator comments, clarifying task directions, directing students to learning resources, and teaching the skills needed to develop appropriate competency.
  • Collaborate with student mentors on strategies for supporting individual students.
  • Used failed first attempts to identify at-risk students.
  • Provide competency based study plans for students attempting second, third, and fourth attempts.
  • Promote student success by showing flexibility in style, method, and communication.
  • Assess individual student needs and provide honest feedback about next steps.
  • Provide follow up calls or emails to students to summarize conversations.
  • Establish and maintain office hours for student questions and consultation through phone, email, and IM.
  • Encourage a culture of learning that values mutual responsibility and respect, life-long learning and ethics as well as personal and professional development.
  • Routinely correlate concepts in the learning community with the course of study content.

Collaborate with other professionals within the University to promote a positive atmosphere in a student-focused environment

  • Use knowledge of assessment to suggest revisions of course of study to product development.
  • Identify gaps between student needs and existing resources and services; generate creative resolutions.
  • Communicate with positive regard, respect, and solution- focus with members of other departments.
  • Maintain knowledge of other departments/services such as Well Connect, Center for Writing Excellence, Career Services, etc. in order to connect students when appropriate.
  • Serve on university committees and/or task forces to assist in achieving strategic goals.
  • Engage other departments to solve complex issues students may encounter, outside content.
  • Maintain appropriate notes and records to document attendance and contact with students; maintain confidentiality, according to law.
  • Develop and maintain constructive and cooperative working relationships with others.
  • Be available to assist in training new mentors as needed.

Maintain scholarly and professional expertise through professional development

  • Maintain subscriptions to professional journals and memberships in professional associations most relevant to one’s area of expertise.
  • Participate in professional conferences as an attendee and/or as a presenter.
  • Attend and actively participate in training opportunities provided in online and in person settings.
  • Maintain the certifications, licenses or other professional credentials that were required for the position at the time of hiring.
  • Actively seek out opportunities to meet with faculty of other institutions who share your area of expertise.

Balance content delivery with exceptional student service

  • Provide prompt and courteous service, including keeping all scheduled appointments; in emergencies, give students appropriate and timely notice.
  • Return all calls or emails within 4 business hours; Provide resolution or update student about progress on resolution of issue within 24 hours.
  • Facilitate student interaction with other departments or personnel when needed to ensure the students get support and service.
  • Provide honest feedback and recommendations while listening with an empathetic ear, explaining unwritten rules, acknowledging disappointments, and celebrating triumphs.
  • Develop a teaching style that is individualized to student needs while also emphasizing real-world application of content.
  • Work with difficult people in a positive and proactive manner.
  • Clarify misconceptions by communicating the WGU mission and structure; provide a rationale behind policies.

Perform other duties as assigned

  • Maintain a non-traditional schedule with a minimum of ten (10) hours per week outside the hours of 9 to 5 (in the employee’s home time zone).
  • Plan vacation days in advance and collaborate with team members for adequate coverage.
  • Attend WGU academic meetings on a time table and at a geographic location determined by management, usually twice a year.
  • Embrace change proactively.
  • Keep up-to-date technically and apply new knowledge to job responsibilities.
  • Contribute to the wider WGU community by participating in collaboration opportunities, including focus groups and the Mentor Development Community.

PERFORMANCE MEASUREMENTS

  • Effective mentoring of students with a professional approach and knowledge of the competency based model.
  • Positive working relationship with student mentors, course mentors and students.
  • Response time to students and University employees is appropriate and aligned with the University goal.
  • Maintain reports of student progress ensuring that reports and documents are neat, accurate, and completed timely.
  • Calls and inquiries are courteously and professionally resolved or referred.
  • The University’s professional reputation is maintained.
  • Management is appropriately informed of area activities and of any significant problems.

Required Skills

  • Success in working on complex projects using a collaborative work model;
  • Superior writing and technology skills;
  • Mastery of relevant competencies and topics associated with the assigned COS(s);
  • Well organized;
  • Attentive to detail;
  • Ability to assist and support others;
  • Subject matter expertise in K-12 Children’s Literature;
  • Ability to respond quickly and thoroughly to student questions and concerns; and
  • Travel to and participation in semi-annual academic meetings is required.

Required Experience

Minimum Qualifications Education: A doctorate or terminal degree in the specified content area. Other qualifications and/or licensure may be required for some degree programs.

Experience/Expertise: Experience providing student support and instruction; demonstrated ability to work with struggling or at-risk learners.

Hard/technical skills: Able to utilize phone, email, Internet, instant message, Microsoft office suite, and technology based delivery systems. Soft skills: Leadership; communication; independent self-starter/self-manager; understanding and appreciation of competency-based education; proficiency in oral and written English communication; track record for effective coaching and communication skills within a diverse population; and demonstrated professionalism that displays effective judgment and professional integrity. Other: Able to pass a criminal background check. Must be lawfully employable in the United States either by virtue of citizenship or by permanent residency via a green card.

Preferred Qualifications Experience working with adult learners and distance learning environments preferred; experience with APA formatting preferred.

K-12 Children’s Literature Experience

University Lecturer in English and Children’s Literature at University of Cambridge

The Faculty of Education in central Cambridge seeks to appoint a University Lecturer in English and Children’s Literature from 1 October 2017. The successful candidate will engage fully in research and teaching activities in this field and is expected to make an immediate contribution. He/she will be expected to contribute to strengthening the international profile of research within the Faculty. Teaching duties will include teaching and supervision of undergraduate, postgraduate and doctoral students. This post offers an opportunity for a research-active educator to join a leading national and international centre for educational research, teacher development, and the study of education.

Candidates will hold a doctorate in a relevant field. They will have a record of internationally excellent research in their field. Contributions to excellence in research will be through peer-reviewed publications and other activities of a kind and quality that meet international standards as assessed in national research assessment exercises.

Candidates will normally have relevant experience of working with postgraduate students, including contributing to Masters programmes and supervising PhD students.

Please also see the further particulars for this post.

To apply online for this vacancy, please click on the Apply. This will route you to the University’s Web Recruitment System, where you will need to register an account (if you have not already) and log in before completing the online application form.

Informal enquiries may be addressed to Professor Geoff Hayward (gfh22@cam.ac.uk).

We hope to hold interviews on 8 and 9 May 2017.

Please quote reference JR11375 on your application and in any correspondence about this vacancy.

The University values diversity and is committed to equality of opportunity.

The University has a responsibility to ensure that all employees are eligible to live and work in the UK.

Lecturer in Children’s Literature at Newcastle University

Lecturer in Children’s Literature
Newcastle University – Faculty of Humanities and Social Sciences – English Lit, Language & Linguistics
Location: Newcastle Upon Tyne
Salary: £33,943 to £52,793 per annum
Hours: Full Time
Contract Type: Permanent
Placed on: 16 February 2017
Closes: 16 March 2017
Job Ref: 128897

The School of English Literature, Language & Linguistics wishes to appoint a Lecturer in Children’s Literature. Applicants may be specialists in literature for children in English without regard to period, region or mode. You will have experience in teaching children’s literature to students across a range of modules and a publications record in children’s literature with the potential to make a significant contribution to research within the Children’s Literature Unit.

Experience in research and/or teaching centred around archival materials is desirable. You will also have the capacity to support the ongoing development of the School’s highly successful partnership with Seven Stories: The National Centre for Children’s Books.

Informal enquiries can be made to Dr James Annesley, Head of School, James.Annesley@Newcastle.ac.uk or Professor Matthew Grenby, Matthew.Grenby@Newcastle.ac.uk.

The University holds a silver Athena SWAN award in recognition of our good employment practices for the advancement of gender equality. The University also holds the HR Excellence in Research award for our work to support the career development of our researchers, and is a member of the Euraxess initiative supporting researchers in Europe.

Apply here.

Tenure-Track Faculty in Children’s Literature at Middle Tennessee State University

Posting Information
https://mtsujobs.mtsu.edu/postings/4243
Position Number: 123055
Requisition Number: F113
Job Title: English, Children’s Literature, Tenure-Track Faculty
Department: English
College: Liberal Arts
University Expectations: Excellence in teaching, research/creative activities, and service is expected for all positions. MTSU seeks candidates committed to using integrative technologies in teaching.
Required Education: PhD in English, with a specialization in children’s and young adult literature by August 1, 2017

Job Description

The Department of English at Middle Tennessee State University invites applications for a tenure-track faculty position as a specialist in Children’s and Young Adult Literature (#123055) at the rank of Assistant or Associate Professor. Start date for this position is August 1, 2017.

Candidates should be committed to undergraduate instruction, but can expect opportunities for graduate teaching and program development as well.

Successful candidates will have a strong record of teaching, an active research agenda, and commitment to service. Candidates with expertise in children’s media, childhood studies, and multicultural, global, and/or postcolonial studies will receive special consideration as will candidates familiar with current technology-related pedagogy, including online teaching.

Assistant Professor in Childhood/Youth Studies at Ryerson University

Assistant Professor (Tenure-Track Position) – Childhood/Youth Studies
Ryerson University
Deadline to Apply: Wednesday, November 30, 2016

The Department of English at Ryerson University (www.ryerson.ca/english) in Toronto invites applications for a tenure-stream appointment at the rank of Assistant Professor, effective July 1, 2017, subject to final budgetary approval. The area of specialization is Childhood/Youth Studies.

Candidates will hold a PhD in English or in a related field, which must be completed by, or within six months of, the appointment. Applicants shall demonstrate evidence of high-quality teaching, a strong research profile and an emerging scholarly record, as well as the capacity for collegial service. All candidates with research and teaching expertise in Childhood/Youth Studies will be considered, but we are most interested in applications from scholars with expertise in one or more of the following areas: contact/indigenous literatures and cultures; queer/trans/gender/sexuality studies; performance studies or new media and digital culture studies.

The successful candidate will be expected to teach a variety of English courses at both the graduate and undergraduate levels, including a first-year survey course in English literature and courses in their field of specialization.

The English Department prides itself both on the quality of its teaching and the breadth and excellence of its research. Located in the heart of Toronto, the largest and most culturally diverse city in Canada, Ryerson University is committed to diversity, equity and inclusion. The University is known for innovative programs built on the integration of theoretical and practically oriented learning. Our undergraduate and graduate programs are distinguished by a professionally focused curriculum and strong emphasis on excellence in teaching, research and creative activities. Ryerson is also a leader in adult learning, with the largest university-based continuing education school in Canada.

Applications shall include a cover letter, a curriculum vitae, a recent writing sample, a teaching dossier, and be supported by three confidential letters of reference. Please submit your application online via the Faculty Recruitment Portal at www.ryerson.ca/jobs. Applications by fax or e-mail will not be accepted. Confidential inquiries can be directed to Dr. Nima Naghibi, Chair of English (nnaghibi@arts.ryerson.ca).

The deadline for submission of applications is November 30, 2016. Applicants are asked to indicate in their application if they are a citizen or permanent resident of Canada.

Applications should be addressed to Dr. Nima Naghibi, Chair, Department of English, Ryerson University. Confidential Letters of reference should be sent under separate cover to Luanne MacDonell, Department Administrator, English at lmacdonell@ryerson.ca.

Ryerson University is strongly committed to fostering diversity within our community. We welcome those who would contribute to the further diversification of our staff, our faculty and its scholarship including, but not limited to, women, visible minorities, Aboriginal people, persons with disabilities, and persons of any sexual orientation or gender identity. Please note that all qualified candidates are encouraged to apply but applications from Canadians and permanent residents will be given priority.

Candidates must have a demonstrated commitment to and meaningful experience with the principles of equity, diversity, and inclusion and will be expected to demonstrate their ability to work with a diverse student population.

This position falls under the jurisdiction of the Ryerson Faculty Association (RFA). The RFA collective agreement can be viewed at: http://www.ryerson.ca/content/dam/teaching/documents/RFA_CA/RFA_Collective_Agreement-July_1_2011_to_June_30_2015.pdf. The RFA’s website can be found at: www.rfanet.ca. A summary of RFA benefits can be found at: http://www.ryerson.ca/hr/benefits/benefits_by_group/rfa/index.html.

Aboriginal candidates who would like to learn more about working at Ryerson University are welcome to contact Ms. Tracey King, Aboriginal HR Consultant, Aboriginal Recruitment and Retention Initiatives, at t26king@ryerson.ca.

Sessional Assistant Professor in Children’s, Childhood & Youth Studies at York University

The Department of Humanities, Faculty of Liberal Arts & Professional Studies, York University invites applications for a one-year Sessional Assistant Professor position in Children’s, Childhood and Youth Studies (Diasporic and Global Youth Cultures) to commence July 1, 2017. Applicants must have a PhD in the humanities or a relevant discipline. The program seeks outstanding scholars whose research interests and projects address the lived experiences and cultures of children and/or youth from a multidisciplinary and interdisciplinary perspective. Preference will be given to applicants whose work addresses child and/or youth cultures in a global context. While the candidate’s own research can vary in content, we are seeking scholars whose research and teaching can highlight youth social justice advocacy and community engagement practices. Applicants must demonstrate excellence or the promise of excellence in teaching and scholarly research. Demonstrated expertise in research with children and/or relevant work experience with children and/or youth is a requirement. Pedagogical innovation in priority areas such as experiential education and technology enhanced learning is an asset. The appointment carries a teaching load of three full courses or the equivalent.

York University is an Affirmative Action (AA) employer and strongly values diversity, including gender and sexual diversity, within its community. The AA program, which applies to Aboriginal people, visible minorities, people with disabilities, and women, can be found at www.yorku.ca/acadjobs or by calling the AA office at 416-736-5713. All qualified candidates are encouraged to apply; however, Canadian citizens and permanent residents will be given priority. Temporary entry for citizens of the U.S.A. and Mexico may apply per the provisions of the North American Free Trade Agreement (NAFTA) or citizens of Chile may apply per the provisions of the Canada Chile Free Trade Agreement (CCFTA).

Applicants should submit a signed letter of application, a curriculum vitae, a teaching dossier, and a sample of their written work (no longer than 20 pages) and arrange for three confidential letters of recommendation to be sent directly to Professor Andrea Davis, Chair, Department of Humanities, 206 Vanier College, Faculty of Liberal Arts & Professional Studies, York University, 4700 Keele Street, Toronto, Ontario, Canada, M3J 1P3.

The deadline for applications is January 15, 2017. All York University positions are subject to budgetary approval.

Expression of Interest for Editor(s) of Papers: Explorations into Children’s Literature

The Australasian Children’s Literature Association for Research (ACLAR) invites applications for the editorship of Papers: Explorations into Children’s Literature to run for a period of four years from July 2016. Current editors, Professor Clare Bradford and Professor Kerry Mallan, intend to step down from this role at that point, but will work with the incoming editor(s) during a transition period.

Papers is Australia’s premier children’s literature journal. It publishes two issues each year, which include six or seven scholarly essays on all aspects of children’s literature and related media. It also publishes occasional review essays of recent books on children’s literature. An Editorial Board of international scholars provides support for the review of submissions to Papers. The opportunity to develop and expand the Editorial Board will be open to the new Editor(s).

Papers is a fully peer-reviewed journal. The journal is published at http://www.paperschildlit.com, and is currently updated using Dreamweaver by a volunteer. The incoming editorial team will need to provide their own technical manager and support, as the current website manager will be resigning the position with the change of editorial management. A detailed handover will be available for the incoming team.

Papers is supported by ACLAR, in the form of funding for webhosting, promotion through its website and conferences, and access to membership for seeking volunteers and reviewers.

Duties of Editor(s), Papers:

  • Appointing associate editors to help with the editorial work
  • Reviewing manuscripts; appointing referees; working with authors as they revise; editing; proofreading; and corresponding with authors and referees
  • Appointing and working with guest editors for special issues
  • Appointing and liaising with copy-editor/website manager
  • Reporting to ACLAR Board as required
  • Promoting Papers through indexing, publicity and outreach to scholars
  • Publishing two issues per year (July/Nov approximately)

Selection Criteria:

  • Experience as a scholar and editor, with a sound understanding of children’s and young adult literature scholarship
  • Capacity to work proactively in order to advance the journal’s interests
  • Capacity to set and maintain timelines and schedules
  • Experience in communicating with authors and referees
  • Capacity to provide suitable technical support for the layout, uploading, and publishing aspects of journal
  • It is also highly desirable that editors have institutional backing to take on this role; preferably time release to focus on the role, access to a university library, clerical and technical assistance.

Expressions of Interest are invited from individuals or editorial teams. Please consider the above Duties and selection criteria in making the decision to submit a formal application.

Formal applications (which will be invited following the receipt of EOI’s) will be due by August 31, 2016 and will require the submission of:

  • A full curriculum vitae for each individual in a primary editorial position
  • A detailed response to each of the selection criteria above
  • Statements of support as appropriate from institutions / faculties / research centres named in the application
  • A brief outline of how you see the journal developing over the course of your editorship, should you be awarded the position

Please forward your EOI by email to: ACLAR President, Dr Anthony Eaton (Tony.Eaton@canberra.edu.au) no later than 30 July 2016.

If you require further information about the role please contact: Professor Clare Bradford (clare.bradford@deakin.edu.au) or Professor Kerry Mallan (k.mallan@qut.edu.au)

Teaching Associate in English and Children’s Literature at University of Cambridge

Teaching Associate (Part Time, Fixed Term)

The University of Cambridge, Faculty of Education invites applications for a Teaching Associate post in English and Children’s Literature.

The successful applicant will be expected to undertake teaching and examining for the undergraduate Education and English degree, including the final year undergraduate paper Children & Literature, and other undergraduate literature and film courses according to expertise. They will also undertake teaching, supervision and assessment on the masters course Critical Approaches to Children’s Literature. Applicants should have a doctorate in a literature-related field and experience of teaching and examining literature at university level.

Informal enquiries can be addressed to David Whitley (daw36@cam.ac.uk).

Fixed-term: This post is available until 31 August 2017 in the first instance.

To apply online for this vacancy, please click http://www.jobs.cam.ac.uk/job/10023/ and click on “Apply.” This will route you to the University’s Web Recruitment System, where you will need to register an account (if you have not already) and log in before completing the online application form.

Please quote reference JR08805 on your application and in any correspondence about this vacancy.

The University values diversity and is committed to equality of opportunity.

The University has a responsibility to ensure that all employees are eligible to live and work in the UK.

Closing date: 5 May 2016

Professor/Reader in Children’s Literature at Newcastle University

Vacancy Title: G690 – Professor/Reader in Children’s Literature
Location: Newcastle University, Newcastle upon Tyne, NE1 7RU
G690 – Professor/Reader in Children’s Literature
Closing date: 3 March 2016

We are seeking to appoint an outstanding individual to contribute to the leadership of Children’s Literature studies in the School of English Literature, Language and Linguistics. The appointed candidate will help us build on our extremely strong performance in the 2014 Research Excellence Framework exercise (REF) by delivering research, and teaching, of the very highest quality. The post is open to specialists in any area of Children’s Literature in English, without regard to period, region or approach.

An established record of internationally-significant publications, and convincing plans for further high-quality outputs and projects able to attract substantial external funding, are essential. Equally important are the ability and commitment to add to our reputation for public-facing research and societal impact, and in particular to reinforce our established, highly successful partnership with Seven Stories, the National Centre for Children’s Books (www.sevenstories.org.uk).

The qualities required to deliver excellent teaching at both undergraduate and postgraduate levels are central to the position, as are the experience and leadership abilities to make a significant contribution to the culture and management of the School.

Informal enquiries about the post can be made to either Dr James Annesley, Head of School (tel: +44 (0)191 208 6617) or Professor Matthew Grenby, (tel: +44 (0)191 208 6182).

View the vacancy online.

Assistant Professor in Children’s Literature at Trinity College Dublin

The School of English (Trinity College Dublin) seek to appoint an Ussher Assistant Professor in Children’s Literature. The candidate will have a demonstrable track record of experience and expertise in archival research and working with collections. The successful candidate will join an established team serving exceptionally high demand for teaching at undergraduate level, a well-established full-time one year Masters course, and, eventually, extending the School’s capacity for supervision at PhD level. The candidate will work with Prof Pádraic Whyte on continuing to develop graduate research culture in the field generally. The candidate will dedicate one day per week to working directly with the Library, developing research opportunities in relation to the Pollard Collection of Children’s Books. The candidate will particularly engage in developing the School’s outreach concerning Children’s Literature.

Appointment will be made at a maximum of the 8th point of the New Assistant Professor Merged Salary Scale.

Candidates wishing to discuss the post informally should contact:
Ms. Ruth Archbold, School Administrative Manager, School of English by email: ARCHBOLR@tcd.ie

Applications will only be accepted through e-recruitment.

Further information and application details can be found at: https://jobs.tcd.ie.

Closing date for receipt of completed applications is: no later than 12 Noon GMT on Thursday, 14 January, 2016.