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CSSHE Call for nominations to board of directors | Mise en candidature au conseil d’administration de la SCÉES

In accordance with By-Law No.1 and as permitted under subsection 128(4) the Act, terms of office for Directors of the Corporation shall be as follows:

  • Two (2) directors elected for a term of four (4) years
  • Two (2) directors elected for a term of three (3) years
  • Six (6) to eight (8) directors elected for a term of two (2) years

Vacancies 2022 

The Nominations Committee of the Canadian Society for the Study of Higher Education (CSSHE) solicits nominations for Directors to fill positions on the Board of Directors that will become vacant after the Annual General Meeting, scheduled to be held virtually on Monday, 16 May 2022 from 2:30 -4:00 P.M. (Eastern):

Four(4) to six (6) Directors to be elected for a term of two (2) years

Duties

The Board of Directors meets monthly except for July and August. Most meetings are one and a half hour video/teleconferences, however, the Board also meets for several hours immediately before the spring conference at the Congress of the Humanities and Social Sciences. Board members who cannot attend the face-to-face meeting in person are expected to do so by some form of electronic means.

In addition to preparing for and attending the meetings of the Board, directors of the society participate and serve on committees. Examples of committee work may include service on: ·

  • Program Committee (which acts to plan and coordinate the annual and other conferences and events for the society),
  • Awards Committees
  • Policies and Procedures Committee
  • Communications Committee
  • Other committees formed as required to fulfill the objects and mandate of the society.

Directors may also be required to serve as liaisons to the society’s affinity groups, as conference track chairs, chair sessions at conferences, participate in the blind peer review process, and other duties of the Board of Directors as required under By-law No1.

How to Nominate

Self-nominations will be accepted. All nominators and nominees for positions on the Board of Directors must be members in good standing of the CSSHE for calendar year 2022. Before making a nomination for a colleague please ensure that the person you wish to nominate will accept the nomination.

If there are more nominees than positions in any one category, an election will be held. Interested nominees should view the lengths and terms of vacancies and specify the term vacancy (length of term of office) to which they are applying. 

Nominees shall provide a brief biographical statement (not to exceed 250 words) highlighting their particular interests within the field of higher education, their experience as a scholar and/or practitioner of higher education, and skills that would make them a valuable addition to the Board of Directors of CSSHE. These statements will be circulated to the membership in advance of the election. Upon election, Directors are asked to undertake a personal skills assessment and highlight their knowledge of the society, governance, and higher education. 

Please submit your nomination or self-nomination by email to csshe-scees@csse.ca with subject line “Nomination for Board of Directors” no later than 5 May 2022.

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Pour les besoins du présent document, il est entendu que le masculin comprend le féminin.

Conformément au règlement intérieur no 1 et sous réserve de ce qui est autorisé aux termes au paragraphe 128(4) de la Loi BNL, les mandats des administrateurs de la corporation sont :

  • deux (2) administrateurs élus pour un mandat de quatre (4) ans.
  • deux (2) administrateurs élus pour un mandat a trois (3) ans.
  • six (6) à huit (8) administrateurs élus pour un mandat de deux (2) ans.

Postes vacants 2022

Le comité des candidatures de la Société canadienne pour l’étude de l’enseignement supérieur (SCÉES) sollicite des candidatures pour combler les postes au sein du conseil d’administration qui deviendront vacants après l’assemblée générale annuelle qui se tiendra virtuellement le lundi 16 mai 2022 de 14:30 h à 16:00 h (heure de l’Est) :

quarte (4) à six (6) administrateurs élus pour un mandat de deux (2) ans.

Responsabilités

Le conseil d’administration se réunit une fois par mois, sauf en juillet et en août. Il s’agit la plupart du temps d’une téléconférence ou vidéoconférence d’une heure. Le conseil se réunit aussi pendant plusieurs heures immédiatement avant le congrès du printemps de la SCÉES, qui a lieu dans le cadre du Congrès des sciences humaines. Les membres du conseil d’administration qui ne sont pas en mesure d’assister sur place à la réunion sont priés de s’y joindre par voie électronique.

En plus de se préparer en vue des réunions du conseil d’administration et de participer à ces réunions, les administrateurs de la société font partie de comités. Il peut s’agir, par exemple :

  • du comité du programme (qui assure la planification et la coordination du congrès annuel et des autres congrès et événements de la SCÉES);
  • des comités des prix;
  • du comité des politiques et procédures;
  • du comité des communications;
  • ou d’autres comités mis sur pied au besoin en vue d’accomplir le mandat de la SCÉES et d’atteindre ses objectifs.

Les administrateurs peuvent également se voir demander de servir d’agents de liaison auprès des groupes d’affinité de la SCÉES, de présidents de l’une ou l’autre des volets du congrès annuel, de présidents de séance lors de congrès ou d’arbitres dans le cadre d’évaluations à l’insu par les pairs; ils peuvent aussi avoir à s’acquitter d’autres tâches qui incombent au conseil d’administration conformément au règlement intérieur no 1 de la SCÉES. 

Comment proposer une candidature

Vous pouvez présenter votre propre candidature. Les personnes qui proposent un candidat pour un poste au sein du conseil d’administration tout comme les candidats eux-mêmes doivent être des membres en règle de la SCÉES pour l’année civile de 2022. Avant de proposer un collègue comme candidat, assurez-vous que la personne que vous désirez proposer acceptera la mise en candidature.

S’il y a plus de candidats que de postes dans une catégorie, une élection aura lieu. Les candidats intéressés doivent prendre connaissance de la durée des postes vacants et préciser la durée du mandat  pour laquelle ils postulent.

Les candidats doivent en outre faire parvenir un profil d’au maximum 250 mots faisant étant de leurs intérêts particuliers dans le domaine de l’enseignement supérieur, de leur expérience en tant que chercheur et /ou praticien dans ce même domaine ainsi que de leurs compétences qui seraient un atout pour le conseil d’administration de la SCÉES. Ces documents seront acheminés aux membres avant les élections. Les candidats doivent se soumettre à une évaluation de leurs compétences personnelles et faire la preuve de leurs connaissances, qu’il s’agisse de la SCÉES, de la gouvernance ou de l’enseignement supérieur.

Veuillez faire parvenir par courriel, d’ici le 5er mai 2022, le nom de la personne que vous proposez ou votre propre candidature à csshe-scees@csse.ca en prenant soin d’indiquer dans la ligne objet « Mise en candidature pour le conseil d’administration Â».

New Issue: Papers on Postsecondary Learning and Teaching

The PPLT Editorial team is pleased to announce that Papers on Postsecondary Learning and Teaching (PPLT) has published its fifth volume:

https://journalhosting.ucalgary.ca/index.php/pplt/issue/current

Fourteen articles explore and discuss the theme Mentorship in Higher Education, including models, applications, and implications that cover the academic lifespan from students to professor emeritus.

Authors presented at the 2021 University of Calgary Conference on Postsecondary Learning and Teaching and developed their papers for this volume. 

Logo, company name

Description automatically generatedThank you for your interest in PPLT and we look forward to hosting the 2022 conference.
https://taylorinstitute.ucalgary.ca/conference

Cheryl Jeffs, Editor
Kristi-Mari Fedorko-Bartos, Managing Editor

The PPLT Editorial Team
University of Calgary, Calgary, Alberta, CANADA

Contact:               tipplt@ucalgary.ca

CJHE Book Available for Review: Nuances of Blackness in the Canadian Academy: Teaching, Learning, and Researching While Black

The following book is available to review for the CJHE/RCES:

Ibrahim, A., Kitossa, T., Smith, M.S., & Wright, H.K. (Eds.) (2022). Nuances of Blackness in the Canadian Academy: Teaching, Learning, and Researching while Black. Toronto: University of Toronto Press. Pages: 488 (paper). Price: 39.95 CDN.

See TOC at https://utorontopress.com/9781487528706/nuances-of-blackness-in-the-canadian-academy/

If you would like to review this book, send an email directly to warcher@ualberta.ca including your complete mailing address. 

I’ve attached the Style Guide for book reviews.

Registration Open: CHERD Spring Webinars

CHERD 2022  Spring Webinars are back. Register now for two very relevant sessions.

Challenges for academic leadership in Canada: Lessons from the Netflix’s The Chair

Is it possible to develop a set of nationally applicable university governance best practices?

Information and registration is available at  https://umanitoba.ca/extended-education/programs-and-courses/centre-for-higher-education-research-and-development/cherd-webinars

There is no tuition fee but participants must register to attend.

CJHE Book Available for Review: Academic integrity in Canada: An enduring and essential challenge

The following book is available for review in the CJHE/RCES.

Eaton, S.E., & Christensen Hughes, J. (Eds.) (2022). Academic integrity in Canada: An enduring and essential challenge. Cham, Switzerland: Springer. Pages: 599.  Price: 49.99 CDN (paper), 59.99 CDN (hardcover).

This is an edited volume with 31 chapters written by more than 40 contributors across Canada. You can see the TOC at 

https://link.springer.com/book/10.1007/978-3-030-83255-1

Since this is an open access book, you can also download the entire book from that site.

If you would like to review this book, send an email directly to warcher@ualberta.ca.

If you would prefer a print copy rather than the electronic version, then include your mailing address in your email to me.

I’ve attached our Style Guide for book reviews.

Walter

Registration Open: 2022 University of Calgary Conference on Postsecondary Learning and Teaching

You are invited to attend the 2022 University of Calgary Conference on Postsecondary Learning and Teaching,taking place May 1 – 3.
University of Calgary, Calgary, Alberta, Canada  

Join us in exploring Indigenous Ways of Knowing as we continue our path to truth and reconciliation. Moving Forward in a Good Way: Nurturing the Spirit of Learning in Postsecondary Education is an opportunity to advance educational research and pedagogies as a medium for healing.  

Hosted virtually, our comprehensive three-day schedule features 50+ interactive sessions, two keynotes, digital poster presentations and an in-person pre-conference session hosted in partnership with the University of Calgary Office of Indigenous Engagement. 

 Learn from leading Indigenous scholars and Elders: â€¯ 

Pre-Conference | May 1 , 2022 | In-person    

 Offered in partnership with the Office of Indigenous Engagement, the pre-conference will explore how we can model ethical spaces and parallel processes on our path to truth, reconciliation and healing.  

Elders Reg and Rose Crowshoe, prominent cultural and spiritual leaders, Piikuni First Nation in Alberta, and Dr. Michael Hart, PhD, vice-provost (Indigenous engagement), University of Calgary and citizen of Fisher River Cree Nation in Manitoba. 

Conference Day 1 Keynote | May 2 | Online   

 Indigenous and Trans-Systemic Approaches Toward Decolonizing the Academy  

Dr. Marie Battiste, EdD, Special Advisor, Cape Breton University and Professor Emerita, University of Saskatchewan  

 Conference Day 2 Keynote | May 3 | Online   

 okinohmakÄ“, kÄ“ntasowin: Teaching and Learning Through Indigenous Knowledge Systems  

Dr. Jacqueline Ottmann, PhD, President, First Nations University of Canada   â€¯ 

Early bird pricing is in effect until Friday, March 25, 2022. Click here to learn more and register

Warm regards on behalf of the Conference on Postsecondary Learning and Teaching Planning Committee
ticonf@ucalgary.ca 

University of Calgary Conference on Postsecondary Learning & Teaching Proposal Extension

Dear Colleagues,
Re:  University of Calgary Conference on Postsecondary Learning and Teaching.
The call for proposals deadline for this conference has been extended to February 11, 2022.

Moving Forward in a Good Way: Nurturing the Spirit of Learning in Postsecondary Education  | May 1 – 3, 2022 

The 2022 University of Calgary Conference on Postsecondary Learning and Teaching invites all Indigenous and non-Indigenous community members from UCalgary and beyond to submit proposals, including Elders, Knowledge Keepers, community members, faculty, staff, students, and postdoctoral scholars, as we continue our path to truth and reconciliation in postsecondary education. 

Through the exploration of conference threads, Ways of BeingWays of ConnectingWays of Knowing, and Ways of Doing, the conference will provide you with a unique opportunity to connect, and to share and exchange knowledge. 

We look forward to welcoming our esteemed keynote speakers: 

  1. Dr. Marie Battiste, EdD, Special Advisor, Cape Breton University 
  2. Dr. Jacqueline Ottmann, PhD, President, First Nations University of Canada  

Click here to learn more  about the conference  

Submit your proposal before February 11, 2022. 

We look forward to connecting with you. 

Cheryl L Jeffs, EdD
Educational Development Consultant
Taylor Institute for Teaching and Learning
University of Calgary
434 Collegiate Blvd
Calgary, AB  T2N 1N4, Canada
cljeffs@ucalgary.ca
https://taylorinstitute.ucalgary.ca/
Founder and Editor of Papers on Postsecondary Learning and Teaching
https://journalhosting.ucalgary.ca/index.php/pplt

CJHE Book Review Available: Global university rankings and the politics of knowledge

The following book is available for review:

Stack, M. (2021). Global university rankings and the politics of knowledge. Toronto: University of Toronto Press. Pages: 252 (paper).

If you would like to review this book DO NOT REPLY TO THIS EMAIL. Instead, send an email directly to warcher@ualberta.ca that includes your postal address.

The Style Guide for reviews is attached below.

Walter

Walter Archer, PhD
Professor Emeritus, University of Alberta, and
Book Review Editor, Canadian Journal of Higher Education
Edmonton AB Canada
Phone: (780) 988-9633
warcher@ualberta.ca

Apogee Releases Second Annual 2022 State of Higher Education Strategic Technology Planning Report in USA

Apogee Releases Second Annual 2022 State of Higher Education Strategic Technology Planning Report

New Study Delivers Insights on How Higher Ed Approaches Strategic Technology Planning Amid Continued Pandemic Challenges

AUSTIN, Texas (Feb. 2, 2022) – Apogee, a leader in higher education managed technology services, has updated its ongoing study of higher education strategic plans with the completed analysis of 839 strategic plans of US colleges and universities. With the first study and report delivered in March 2021 and now with this update, Apogee has sought to provide higher ed leaders with a thorough understanding of the state of strategic planning and the role of technology on campuses of different sizes and in different locales. The findings are summarized and presented in the 2022 State of Higher Education Strategic Technology Planning Report, and a deeper dive into the data is available in the online interactive report.

About the Apogee 2022 State of Higher Education Strategic Technology Planning Report

Since 2020, Apogee has read and analyzed 839 higher ed strategic plans to understand the state of higher ed strategic technology planning. As of Oct. 1, 2021, only 500 institutions out of the 839 had an active strategic plan. This interactive report details the findings of these 500 active plans. The goal is to help institutions make data-driven planning decisions and tie their initiatives to technology strategies. Apogee believes that strategic planning is of paramount importance to ensure that higher education emerges from the pandemic stronger than before, with resilience to tackle the challenges that are certainly ahead.

The report focuses primarily on campuses with less than 5,000 students but includes a healthy representation of larger institutions to reference and compare strategic visions, for a 65/35 split. The company analyzed 16 campus initiatives across six main areas: technology, pedagogy, student life, student population, student outcomes, and funding, planning and governance.

“Though larger institutions have the innate advantages of more personnel and funding, we believe all institutions – especially smaller ones – need to double-down on strategic planning with a flexible goal-setting posture and aggressive technology planning that ties back to campus initiatives,” said Teresa de Onis, Apogee vice president of marketing and author of the report. “According to our research, smaller institutions are two times more likely to not have a strategic plan. Intentional strategic planning, with technology planning that keeps pace with and stays ahead of the altered environment, is fundamental.”

Insights from the Report

  • The presence of technology initiatives decreased. The first study revealed that 66 percent of institutions explicitly called out technology initiatives in their strategic plans. Given the adoption of remote and blended learning modalities, it would be expected for schools to enhance their plans’ technology initiatives in 2021; however, only 62 percent of active plans in this year’s study included technology initiatives.
  • Larger schools place more emphasis on technology initiatives in strategic plans. When strategic plans are broken down by school size, the disparity comes into even sharper focus: 70 percent of schools with enrollment over 5,000 document their plans for technology innovation and infrastructure, while only 54 percent of schools with enrollment under 5,000 document these plans.
  • The gap between pedagogy and technology widened over time. Pedagogy initiatives increased alongside technology initiatives from 84 percent prior to 2020 to 88 percent afterward. While the increased focus on pedagogy planning since 2020 aligns with the increase in remote learning adoption, the inverse technology investment relationship suggests schools may either be unprepared for a future of blended, multimodal learning or expect a return to normalcy soon.
  • Institutions are investing time and resources in preparing students for the future of work. Specific program areas that drive pedagogy initiatives, such as new program development and curriculum revision, increased by 18 percent and 15 percent, respectively. In addition, the study found a greater emphasis on career placement in plans created after 2020 – 52 percent of plans in the new study versus 42 percent in the year prior, suggesting that return on educational investment is top of mind.
  • Institutions may be neglecting residential living improvements. In plans created before 2020, 38 percent of institutions showed a focus on improving residential living, but this number dropped to 25.6 percent in plans created after 2020. This could pose an issue for schools in the future if improving residential life on campus is not a strategic planning priority.

“As the statewide leader advocating for private, non-profit colleges in North Carolina, NCICU was pleased to be the first Apogee partner to host a webinar to deliver these insights to our colleges and universities to guide them in their strategic planning,” said Hope Williams, president of the North Carolina Independent Colleges and Universities. “The Apogee State of Higher Education Strategic Technology Planning Report reveals that initiatives such as student outcomes, pedagogy, student life, and planning and governance all rely on an underpinning of technology. The data compiled by Apogee can enable institutions of higher education to benchmark against other peer institutions to inform their strategic planning process.”

About Apogee

Established in Austin, Texas, in 1999, Apogee is a leading provider of managed technology services that enable colleges and universities to innovate to enrich the campus experience and foster student vitality. Uniquely positioned to serve higher education, Apogee supports a community of more than one million students and administrators at over 400 colleges and universities nationwide. The company’s comprehensive managed services portfolio includes managed campus networks, residential networks (ResNet), campus engagement, and HDTV and streaming video. Visit Apogee at apogee.us.

Media Contact             
Laura M. Pennino
Pennino and Partners
lp@penninoandpartners.com
281.286.9398 Office
713.419.1776 Mobile

College Sponsored Research Income Jumps 20.8% to $271 Million

College Sponsored Research Income Jumps 20.8% to $271 Million
Cégep de Trois Rivières, Humber College and Niagara College
Head National Ranking

Toronto ON, 27 January 2022.  Canada’s Top 50 Research Colleges reported a total of $270.9 million of sponsored research income in Fiscal 2020, according to Research Infosource Inc., which today released its annual ranking.  The Fiscal 2020 total represents a substantial 20.8% increase on Fiscal 2019.  Research income was in the form of research grants, contracts and contributions from third parties.  Cégep de Trois Rivières headed the list with $19.5 million of research income, followed by Humber College ($15.0 million) and Niagara College ($13.9 million). Lambton College ($12.5 million) and NAIT – Northern Alberta Institute of Technology ($12.3 million) – rounded out the top 5.  Overall, research income increased at 39 colleges and declined at 11 others.

“Fiscal 2020 was an outstanding year for college research”, said Ron Freedman, CEO of Research Infosource.  “An unprecedented number of institutions – 32 – reported triple or double-digit increases in their research income, which is reflected in the large overall total research colleges gain.  It seems that college research was really on a roll in Fiscal 2020.”  

In Fiscal 2020, Federal Government sources accounted for 35% of total funding ($94.3 million) and Industry sources contributed another 32% ($86.8 million).  Provincial Governments added 24% ($64.4 million) to the total.  Colleges completed a total of 3,655 research projects in Fiscal 2020 and engaged in 4,847 research partnerships with outside organizations – companies, governments and not-for-profit organizations.  They engaged 3,784 students to work on paid research projects, which provided the students with valuable training.

Humber College led the Large college category in Fiscal 2020 with $6.5 million of industry research income, while Niagara College led the Medium category ($9.8 million) and Cégep de la Pocatière ($4.6 million) headed the Small grouping.  Mohawk College topped the Large college category, receiving 50.3% of its research income from industry, along with Niagara College (Medium 70.3%) and Cégep de La Pocatière (Small 66.6%).

For more information: https://researchinfosource.com/top-50-research-colleges/2021  

Further, for complete analysis, additional rankings, a Focus on Canada’s Recovery: Research is Key and other editorial content check out Canada’s Innovation Leaders (CIL) 2021 coming March 2022
https://researchinfosource.com/cil/2021

About Research Infosource Inc.

Research Infosource Inc. is Canada’s source of R&D intelligence.  Drawing from proprietary databases, Research Infosource publishes Canada’s Innovation Leaders, which includes Canada’s Top 100 Corporate R&D Spenders, Canada’s Top 50 Research Universities, Canada’s Top 40 Research Hospitals and Canada’s Top 50 Research Colleges.  As well, Research Infosource publishes specialized reports

For additional information or for an interview, please contact:   Ron Freedman, CEO, Research Infosource Inc. Cell: 416-879-9000, Email: ron@researchinfosource.com                                              

CSSHE/SCÉES 2022 Call for Proposals Deadline Extended/Appel de Propositions Date Limite Prolongée

The new deadline to submit your proposal is January 16, 2022!
La nouvelle date limite de soumettre votre proposition est le 16 janvier 2022!

The Canadian Society for the Study of Higher Education (CSSHE) invites you to participate in its virtual (online) annual conference from May 15-17, 2022, to be held as part of the Congress of the Humanities and Social Sciences 2022 (Congress).

CSSHE invites proposal submissions from researchers, practitioners, graduate students, and policymakers in higher education and related disciplines. CSSHE welcomes cross-sector and multi-actor engagement between and across scholars, practitioners, policy-makers, administrators, activists, and the media.

Proposals can be submitted on the CSSHE Conference OCS website. The deadline to submit has been extended to 11:59pm PST on January 16, 2022.

The 2022 Congress theme Transitions invites members of the social sciences and humanities community to (re)consider how we can build a more diverse, sustainable, democratic, and equitable society and world for the future. In line with CSSHE’s Strategic Plan, the theme encourages and strengthens our commitment to Equity, Diversity, Inclusion, and Decolonization (EDID), and on Black and Indigenous experience and scholarship in higher education in Canada.

The full call for proposals is attached below in French and English.


La Société canadienne pour l’étude de l’enseignement supérieure (SCÉES) vous invite à participer à l’édition 2022 de son congrès annuel, qui aura lieu en ligne dans le cadre du Congrès des sciences humains de 2022 (“Congrès”).

La SCÉES invite les chercheurs, les praticiens, les étudiants diplômés et les décideurs dans le domaine de l’enseignement supérieur et dans des disciplines connexes à soumettre des propositions. La SCÉES souhaite aussi recevoir des propositions intersectorielles et pluridisciplinaires issues de la collaboration entre universitaires, praticiens, décideurs, administrateurs, activistes et représentants des médias.

Les propositions peuvent être soumises par le biais du site web OCS du congrès de la SCÉES. La date limite d’en soumettre est 23:59 NHP le 16 janvier 2022.

Le thème du Congrès de 2022, Transitions, invite les membres de la communauté des sciences humaines à (re)penser le monde dans lequel nous vivons afin que nous puissions construire un avenir plus diversifié, durable, démocratique et juste. Dans le droit fil du Plan stratégique de la SCÉES, le thème encourage et renforce notre engagement envers l’équité, la diversité, l’inclusion et la décolonisation (ÉDID) et la promotion de l’expérience des Noirs et des Autochtones et des recherches connexes dans l’enseignement supérieur au Canada.

L’appel de propositions s’est joint ci-dessus en français et en anglais.

Call for Proposals: University of Calgary 2022 Conference on Postsecondary Learning and Teaching

Moving Forward in a Good Way: Nurturing the Spirit of Learning in Postsecondary Education  | May 1 – 3, 2022 
Call for Proposals.  In person and online (subject to change)

The 2022 University of Calgary Conference on Postsecondary Learning and Teaching invites Elders, Knowledge Keepers, community members, faculty, instructors, administrators, librarians, staff, students, and postdoctoral scholars to explore Indigenous Ways of Knowing in a good way as we continue our path to reconciliation. 

Through the exploration of conference threads, Ways of BeingWays of ConnectingWays of Knowing, and Ways of Doing, the conference will provide you with a unique opportunity to showcase your research, educational leadership and teaching and learning expertise. 

Submit your proposal before January 24, 2022. 

We are pleased to announce the keynote speakers for the conference. We look forward to welcoming: 

  • Dr. Marie Battiste, EdD, Professor, University of Saskatchewan 
  • Dr. Jacqueline Ottmann, PhD, President, First Nations University of Canada  

Click here to learn more  about the conference  

We look forward to connecting with you as we come together to explore Indigenous Ways of Knowing as it relates to teaching and learning in higher education. 

JOBS: Western, Assistant or Associate Professor, Equity, Diversity, and Social Justice Education

The Faculty of Education, Western University, invites applications for a full-time faculty position at the rank of Assistant Professor (tenure-track) or Associate Professor (tenure-track or tenured) in the area of equity, diversity, and social justice education. The effective date of the appointment will be July 1, 2022. Salary will be commensurate with qualifications and experience.

Full job posting can be found here.

The application deadline is January 31, 2022.

POSTDOC: Postdoctoral Fellow at the National Institute for Scientific Research

Recruiting for a postdoctoral fellow for a 2-year contract at the National Institute for Scientific Research/Institut national de la recherche scientifique (INRS) in Montréal. The postdoc is in the area of postsecondary education pathways and is ideal for somebody with a quantitative research background. All the position details are included in the job ad below.