Hiring! Assistant Professor of Environment, Health, and/or Governance

University of Washington-Seattle Campus: College of Arts and Sciences: American Indian Studies

Assistant Professor of Environment, Health, and/or Governance

Location: Seattle, WA

Closes: Dec 1, 2017at 11:59 PM Eastern Time

(GMT-4 hours)

The Department of American Indian Studies at the University of Washington seeks a full-time (100% FTE, 9-month term), tenure-track Assistant Professor whose research and teaching engages American Indian and Indigenous Studies through the study of environment, health, and/or governance. The successful candidate will be trained in the social and/or natural sciences (or related fields) and have experience with tribal communities. Scholars whose work intersects with Indigenous health and wellness, climate change, economic development, politics, transnationalism, and environmental concerns as they relate to tribal resource management are of particular interest. Ideal candidates should have scholarship addressing the entangled relations among Indigenous nations; Indigenous communities; federal, state, and local governments; Western science; capitalism; Indigenous cultural revitalization movements; and/or Indigenous knowledges.  All University of Washington faculty engage in teaching, research and service.

American Indian Studies (AIS) at UW is a multidisciplinary academic department that offers an undergraduate major and minor. It is also home to the Native Voices graduate program in Indigenous film, video, and digital media. The department’s faculty members represent a range of disciplines and approach their teaching and research from a decolonizing, community-based, and global perspective. The department works with national and regional Indigenous communities through the UW Tribal Leadership Summit, Native American Advisory Board, the UW wǝɫǝbʔaltxʷ Intellectual House, as well as campus symposia and conferences. AIS is a campus leader in facilitating the recruitment and retention of American Indians, First Nations, and Indigenous faculty and students.

QUALIFICATIONS

The successful candidate will demonstrate the potential for excellence in research, teaching, service, mentorship, and community engagement. A Ph.D. (or foreign equivalent) or comparable terminal degree must be in hand by the start date. The appointment will begin in September 2018.

APPLICATION INSTRUCTIONS

Please submit a letter of application, your curriculum vitae, three letters of recommendation, two relevant course syllabi, and a writing sample (either a published journal article, book chapter, or chapter from your dissertation) to:

http://apply.interfolio.com/45756

Preference will be given to applications received by November 15. Review of applications will continue until the position is filled.

Dr. Jolene Bowman Named President of NIEA

Dr. Jolene Bowman, Stockbridge-Munsee Band of Mohican Vice President and WIEA Board Member to be sworn-in as NIEA President
Swearing in to take place on Saturday, October 7th at 48th Annual National Indian Education Association Convention & Trade Show in Orlando, FL

ORLANDO, FL – After waiting nearly a year to take her seat as the board president of the National Indian Education Association, Dr. Jolene Bowman will officially take the reigns this afternoon when she is sworn-in at the organization’s 48th Annual Convention & Trade Show at the Caribe Royal Orlando Hotel and Convention Center.

Dr. Bowman brings with her a strong presence and solid understanding of the issues facing American Indian students and communities. Hailing from the Stockbridge-Munsee Band of Mohican Indians of Wisconsin, where she serves as the tribe’s governing board Vice President, Bowman has long been a proponent of widening the educational opportunities of American Indians and Alaskan Natives.

“I plan to use my new position to advocate for Indian education and Native students by getting in the know about the particular subject or issue students may be experiencing,” said Bowman. “I not only want to work through those challenges but also celebrate the accomplishments of our people.”

Bowman was elected president at last year’s NIEA convention held in Reno, NV. and has spent the last year building momentum for her new post through her work as both secretary for the organization and board member of the Wisconsin Indian Education Association.

WIEA president Brian Jackson says he’s excited to see the impact Bowman will have on Indian education in Wisconsin and across the nation.

“I’m confident Dr. Bowman will continue NIEA’s efforts to increase educational opportunities for Native students everywhere,” said Jackson. “Women are the backbone of our Native communities. She has a strong sense of identity and has demonstrated her ability to lead through her previous successes working in tribal communities,” added Jackson, who traveled to Orlando in support of Bowman and Wisconsin Indian education.

One of Bowman’s first orders of business as NIEA president will be to address the growing funding needs of Indian education at the federal level.

“NIEA is the only organization that is exclusively working on behalf of native students to ensure that our trust responsibility is being upheld,” said Bowman, referring to the federal government’s treaty and trust responsibility to American Indian tribes.

“In the current context, Indian education was under attack in the last (federal) budget and NIEA will continue to work diligently to ensure our Native schools and Native student populations are funded,” Bowman added.

Bowman will serve a one (1) year term as board president, which will run concurrent to her other obligations in Wisconsin.

The 48th annual NIEA Convention & Tradeshow runs October 4 – 7, 2017, in Orlando, FL.

New Teacher Recruitment Resource Now Live!

NIEA Announces Launch of Teacher Recruitment Website
The National Indian Education Association (NIEA) is excited to announce the launch of a new resource to support Native serving schools recruit great teachers. In partnership with The New Teacher Project (TNTP), a national education non-profit organization, we have launched teach.niea.org– a teacher recruitment website specifically designed to support Native schools recruit and hire great teachers.
Education connects our past and our future-protecting the uniqueness of our cultural identity. Numerous states across the country are experiencing shortages- Native serving schools in rural areas are often the most negatively impacted. Native teachers only make up only 0.5%of teachers nationwide and our students suffer as a result. This new resource will help Native schools equip students with the knowledge and skills they need to thrive in the classroom and beyond.
Native schools are looking for Native teachers with:
  • Commitment: Culturally-responsive teachers who embed culture into curriculum and instruction–preparing students to graduate ready for college, career, and community success.
  • Adaptability: Teachers with a nuanced understanding of the challenges Native students face, sensitive to the unique cultures of individual tribes and students, comfortable with productive struggle, and responsive to cultural differences while upholding the belief that all children can learn.
  • Instructional Expertise: Teachers who know their subjects inside and out; who understand the importance of instructional planning, using a challenging curriculum to empower students to learn; and who never stop learning and improving themselves.
  • Respect for Sovereignty, Identity, and Self-Determination: Teachers focused on shaping future leaders, honoring tribal languages and traditions, and protecting cultural identity.
  • Qualifications in High-Demand Areas: Teachers with middle and high school, SPED, STEM, and language and culture certification.
Please take a few minutes today and share this opportunity with educators you know. Thank you for helping us protect our most precious resource-our youth, those who will carry on our culture, language, and traditions.
About The National Indian Education Association (NIEA)
NIEA is the Nation’s most inclusive advocacy organization advancing comprehensive culture-based educational opportunities for American Indians, Alaska Natives, and Native Hawaiians. Formed by Native educators in 1969 to encourage a national discourse on education, NIEA adheres to the organization’s founding principles- to convene educators to explore ways to improve schools and the educational systems serving Native children; to promote the maintenance and continued development of language and cultural programs; and to develop and implement strategies for influencing local, state, and federal policy and decision makers. For more information visit www.niea.org.
Donate to NIEA

Whether you’re an educator, a student, or invested in increasing educational opportunities for Native students, NIEA members help advocate for better policies. Your  contribution will help us continue to be effective advocates, train educators that work with Native students, and close the achievement gap.  To donate, please click HERE.

Free Webinar: “Native Infusion: Honoring Ancestral Beverages”

FREE WEBINAR!

Native Infusion: A Guide to Honoring Ancestral Beverages to Uphold our Health
Wednesday, November 8, 2017
11 a.m. Pacific / Noon Mountain / 1 p.m. Central / 2 p.m. Eastern

Coming up in the free First Nations Knowledge webinar series is Native Infusion: A Guide to Honoring Ancestral Beverages to Uphold our Health. Join us as we unpack a toolkit that aims to encourage tribal communities to put down the sugary drinks and consume more of our heritage by increasing consumption of water, teas, broths and smoothies. We will share examples of culturally-relevant beverages, strategic community-level interventions, and how to design your own ancestral beverage campaign.


Our Presenter

Valerie Segrest is a Native nutrition educator who specializes in local and traditional foods. As an enrolled member of the Muckleshoot Indian Tribe, she serves her community as the coordinator of the Muckleshoot Food Sovereignty Project and also works as the Traditional Foods and Medicines Program Manager.

In 2010, she co-authored the book Feeding the People, Feeding the Spirit: Revitalizing Northwest Coastal Indian Food Culture. She is a Kellogg Fellow at the Institute of Agriculture and Trade Policy. Valerie inspires and enlightens others about the importance of a nutrient-dense diet through a simple, common-sense approach to eating. Learn more about Valerie here: http://www.tedxrainier.com/speakers/valerie-segrest/.

NOTE: Related to this webinar, First Nations has also launched a new, online FDPIR Toolkit that provides resources related to healthy cooking with food items provided in Food Distribution Program on Indian Reservations (FDPIR) packages, plus materials from Valerie’s “Native Infusion” project. The toolkit contains cookbooks, videos, posters, the “Native Infusion” book by Valerie and Elise Krohn, and other materials.

*Information from http://www.firstnations.org/

NAP’s 2018 Philanthropy Institute

Save the Date!

12th Biennial Philanthropy Institute to take place June 13-15, 2018 at the Hyatt Regency Tamaya Resort & Spa in Santa Ana Pueblo, New Mexico.

Policy Analysis: Native Students and Their White Peers

Many see education as the key to future opportunity and success for children of all backgrounds. However, deeply entrenched inequities can obstruct future opportunities and successes for many American Indian and Alaska Native students (hereafter referred to as Native students). These inequities are apparent in the substantial achievement gap that exists between Native students and their white peers. On national reading and mathematics exams, Native students perform two to three grade levels below their white peers. Additionally, Native students face myriad difficulties outside of the classroom, including high levels of poverty and challenges with both physical and mental wellness.

Despite these problems, opportunities exist for action that could positively impact educational outcomes for Native students. This report provides an overview of the major education issues the Native student population faces and the current policies that exist to address those issues at the federal and state levels.

View State and Federal Policy: Native American youth by ECS online as PDF

Dr. Bowman’s NIEA Keynote: Indigenous Innovations: Honoring the Sacred and Asserting the Sovereign in Education through Evaluation

*View on SlideShare Dr. Bowman’s keynote, Indigenous Innovations: Honoring the Sacred and Asserting the Sovereign in Education through Evaluation.

About Dr. Bowman

Dr. Nicole Bowman is the president and founder of the nationally award-winning Bowman Performance Consulting (BPC) in Shawano, Wisconsin. Dr. Bowman earned her PhD in Educational Leadership & Policy Analysis at the University of Wisconsin-Madison (UW-Madison). Her dissertation is recognized as the nation’s first multi-jurisdictional educational policy study in the country to systemically examine how Tribal and non-Tribal educational policy is developed and implemented as public and Tribal governments intersect to educate Indigenous students attending K-12 public schools. Through her work at BPC and UW-Madison, she provides culturally responsive evaluation, research, and policy subject matter expertise where Tribal and non-Tribal governments and organizations collaborate. These projects and initiatives work towards improving the health, economy, education, justice, social, cultural, and human service outcomes for Indigenous populations in reservation, rural, urban, and international community contexts. Dr. Bowman has contributed over two decades of culturally responsive and multi-jurisdictional evaluation, research, training and technical assistance. Dr. Bowman has an academic appointment at UW-Madison’s Wisconsin Center for Education Research as a subject matter expert in culturally responsive research, policy, and evaluation through the Learning through Evaluation, Adaptation and Dissemination (LEAD) Center and the Wisconsin Evaluation Collaborative (WEC) Center. She is also an affiliate researcher for the Culturally Responsive Evaluation and Assessment (CREA) Center at the University of Illinois-Urbana. Dr. Bowman’s practical, passionate, and effective leadership attributes resonate and empower others at every level.

About NIEA

The National Indian Education Association advances comprehensive, culture-based educational opportunities for American Indians, Alaska Natives, and Native Hawaiians.

NIEA Vision Statement
Our traditional Native cultures and values are the foundations of our learning therefore, NIEA will:

  • Promote educational sovereignty;
  • Support continuing use of traditional knowledge and language;
  • Improve educational opportunities and results;

in our communities.

The National Indian Education Association (NIEA) was formed in 1970, in Minneapolis, Minnesota, by Native educators who were anxious to find solutions to improve the education system for Native children. The NIEA Convention was established to mark the beginning of a national forum for sharing and developing ideas, and influencing federal policy.

NIEA adheres to the organization’s founding principles: 1) to bring Native educators together to explore ways to improve schools and the schooling of Native children; 2) to promote the maintenance and continued development of Native languages and cultures; and 3) to develop and implement strategies for influencing local, state, and federal policy and policymakers.

Based in Washington, D.C., NIEA is governed by a 12-member Board of Directors elected annually by membership. Executive Director Ahniwake Rose, who reports to the board, leads NIEA’s dedicated staff of advocates.

Call for Articles/Indigenous Knowledge: Other Ways of Knowing Open Access Journal

Call for Articles – Indigenous Knowledge

IK: Other Ways of Knowing<https://journals.psu.edu/ik/index>, a publication of Penn State Libraries Open Publishing, is currently seeking original research articles, book and new resource reviews, and field reports relating to indigenous knowledge for inclusion in upcoming issues. The journal particularly welcomes works with audio and visual components.

About the Journal

IK: Other Ways of Knowing is an online, multidisciplinary, peer-reviewed, open access journal concentrating on indigenous knowledge and its application to solve complex problems in areas such as health, agriculture, education, law, and the environment. The journal also fosters a better understanding and appreciation of the different indigenous perspectives regarding the human identity and its place in societies across the world.

Indigenous knowledge focuses on ways of knowing, seeing, and thinking that are passed down informally from generation to generation. The journal has a global scope and is interested in the research and application of indigenous knowledge in both “developing” and “developed” regions of the world. New issues of the journal are published twice per year, in June and December.

To Submit a Manuscript

Review the journal’s author guidelines<https://journals.psu.edu/ik/about/submissions#authorGuidelines> to register with the journal and begin a submission. Please contact Mark Mattson, Managing Editor (mam1196@psu.edu)<mailto:mam1196@psu.edu%29> with any additional questions.

Associate Dean and Director Native American Cultural Center position at Stanford

*Please do not contact BPC about this position. See contact info and details below or visit the listing online.
Associate Dean and Director, Native American Cultural Center  76223
Description

 

If you are ready to work for an organization that nurtures diversity, respect within the American Indian, Alaska Native, Native Hawaiian and Indigenous Pacific Islander students at both the undergraduate and graduate levels, we invite you to explore this opportunity and apply online for the position of Associate Dean and Director of the Native American Cultural Center, a unit of the Division of Student Affairs.
The Native American Cultural Center is proud to be part of Student Affairs, which advances student development and learning; fosters community engagement; promotes diversity, inclusion and respect; and empowers students to thrive.
JOB PURPOSE:
 
The Associate Dean and Director of the Native American Cultural Center (NACC) is the chief administrator for NACC at Stanford.  The Director provides strategy, vision and direction regarding issues and objectives impacting NACC as part of the student services/affairs organization.  Primary responsibilities include strategic planning and assessment and conceptualizing and implementing policies, professional services, resources and programs that address identified concerns and needs of the community.  The Associate Dean and Director must also be attuned to the dynamics between the individual, the institution, and the home environment of students.
 
Liaise with senior management and cross functional areas and schools to implement this vision and strategy. The Associate Dean and Director of the NACC is the primary conduit between and among university offices and departments with particular attention to the American Indian, Alaska Native, Native Hawaiian and Indigenous Pacific Islander community, both undergraduate and graduate. Manage the work of other employees, including managers.
 
CORE DUTIES:
  • Manage the work of managers and other employees, processes, and projects, to implement the strategic goals of the unit, department, or school. Make hiring decisions, provide coaching and mentoring, and manage performance and staffing levels.
    • Supervise the Center’s two professional and, in conjunction with the Associate Directors, the student staff
    • Responsible for hiring, training, goal setting, performance management/reviews, compensation planning, and terminations.
  • Crisis prevention and intervention: conduct counseling, intervention and referral when necessary to assist students in resolving personal/academic problems and crises; collaborate with other university offices, such as Counseling and Psychological Services (CAPS) and Residence Deans when necessary; develop appropriate outreach, education and programming to proactively address unique mental health and wellness issues affecting Native students.
  • Identify, clarify, and resolve complex issues with university­wide scope and impact and substantial significance which may span multiple areas, using advanced technical and professional knowledge requiring broad discretion and judgment.
    • Participate in the development and implementation of university policies to ensure student success, e.g. mental health, well-being, academic success, retention and graduation.
    • Serve on University committees such as the mental health task force subcommittee and other division committees.
  • Provide strategic direction for and manage the Center, including forecasting, planning, and managing program budgets. 
    • Develop, implement and manage long-range budget and strategic plans;
  • Develop, analyze, measure effectiveness and oversee programs and tools for delivery of student services or programs.
    • Provide individual advising to students on issues that include academics, career paths, internships, conflict resolution and personal matters.
    • Conceptualize, develop and implement quality student programs designed to promote student’s educational, social, cultural and leadership goals.
    • Advise and train students and student organizations in event planning, organizational development and conflict resolution.
  • Review exceptions to university, program or unit policies and procedures, settle grievances. 
  • Manage the direction of internal administrative policy development for programs and operations. May serve as senior advisor to dean on programmatic and policy development.
  • Interpret, implement and ensure compliance with university, academic and administrative policies within Student Affairs and NACC. Recommend new internal policies, guidelines and procedures. Direct process improvement.
  • Lead university­ or school­wide initiatives and campaigns; develop long range planning and policy development.
  • Represent department programs and initiatives at senior level meetings, conferences, and to both internal and external constituents. 
    • Participate in Vice Provost for Student Affairs divisional meetings and development activities and complete special projects as assigned.
  • Evaluate and recommend the technological needs and effectiveness for delivery of student programs and services
  • Identify, manage relationships, and negotiate with external and internal partners.
    • Collaborate with other community centers, programs and departments to develop and implement multicultural student leadership training.
    • Collaborate with other offices to impact the quality of undergraduate and graduate student life, including CAPS, Graduate Life Office, Vice Provost for Undergraduate Education, Vice Provost for Graduate Education, Diversity & First Generation, Admissions, Stanford Alumni Association, schools & academic departments.
    • Maintain communication and collaborations with faculty, staff, alumni and other programs.  Involve them in center programming; assist in making connections with students.
Note: Not all unique aspects of the job are covered by this job description
Qualifications

 

MINIMUM REQUIREMENTS: 
 
Education & Experience:
Bachelor’s degree and eight years of relevant experience, or combination of education and relevant experience. Experience in higher education setting preferred.
 
Education & Experience:
  • User knowledge of Microsoft Office Suite.
  • Advanced communication skills to clearly and effectively communicate information to internal and external audiences, client groups, and all levels of management.
  • Strong analytical skills to review and analyze complex financial information. Strong leadership and strategic management skills.
  • Demonstrated experience managing people.
  • Understanding of underlying technological needs and requirements. Demonstrated ability to work collaboratively.
PHYSICAL REQUIREMENTS*:
  • Frequently sit, perform desk­based computer tasks.
  • Occasionally stand, walk, twist, use fine manipulation, grasp, use a telephone, write by hand, sort and file paperwork, lift, carry, push, and pull objects that weigh up to 10 pounds.
* ­ Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job
 
WORK STANDARDS:
  • Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.
  • Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors based on training and lessons learned. Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University’s Administrative Guide, http://adminguide.stanford.edu/.
 
About NACC:
 
The mission of the Native American Cultural Center (NACC) is to create an environment of support for the American Indian, Alaska Native, Native Hawaiian, and Pacific Island undergraduate and graduate student population at Stanford, guided by the principle that students succeed where there is support for that success.  
 
NACC’s educational mission complements and enhances students’ learning and thriving at Stanford, based on active collaboration with academic and Student Affairs partners, alumni, and the tribal community beyond.  NACC strives to foster adaptive learning and community based learning models and experiences. 
 
Leadership development, counseling, advising, mentoring, academic support, intellectual and cultural programming, professional guidance, and service to campus and community are all venues to promote a sense of belonging or community, student wellness, retention, graduation, and preparation for global citizenship.  
 
NACC is a resource center and clearinghouse for Native issues, opportunities and programs to the campus community, potential students, families, scholars, tribal leaders, and other visitors. NACC staff are institutional border crossers who facilitate dialogues and strategic partnerships among multiple stakeholders.
 
NACC is committed to meeting student needs and challenges through innovative programs, resource development and campus partnerships.  It offers a range of services for both undergraduate and graduate students and has a solid reputation for nurturing student, faculty and staff initiatives.  
 
Programs and services of Native American Cultural Center are aligned with the Aims of a Stanford Education and provide students with various opportunities to own knowledge, hone skills and competencies, cultivate personal and social responsibility and participate in adaptive learning.
 
Experience a culture of excellence
 
Stanford University, located in the heart of California’s Silicon Valley, is one of the world’s leading teaching and research universities. Since its opening in 1891, Stanford has been dedicated to finding solutions to big challenges and to preparing students for leadership in a complex world. 
 
Supporting that mission is a staff of more than 10,000, which is rooted in a culture of excellence and values innovation, collaboration, and life-long learning. To foster the talents and aspirations of our staff, Stanford offers career development programs, competitive pay that reflects market trends and benefits that increase financial stability and promote healthy, fulfilling lives. An award-winning employer, Stanford offers an exceptional setting for professionals looking to advance their careers. 
Stanford is an equal opportunity employer and all qualified applicants will receive consideration without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, veteran status, or any other characteristic protected by law.
Finalist candidate must successfully pass a pre-employment background check.

Job

: Student Services

Location

: Vice Provost for Student Affairs

Schedule

: Full-time

Grade: K
Job Code: 7507

Apply Online!

OCIE Conference Workshop Proposal

OCIE has begun taking proposals for workshops and poster presentations for the 38th Annual Oklahoma Council for Indian Education Conference, which will be held December 4 & 5 in Durant. Please share this with anyone you think may be interested. For the first time, OCIE is offering a poster presentation session and would love to have a great turnout. This is a wonderful opportunity for high school, undergraduate, and graduate students as well educators to present their ideas and projects!

The Call to Conference information is in the works and should be available in the next couple of weeks. We will have it on our website when it becomes available: http://oklahoma-ocie.org/index.html