In keeping with the College’s mission to educate young people to “think critically and act compassionately,” the Center for Public Service promotes, organizes, and supports community service and social justice initiatives by members of the Gettysburg College community. In this work, we value the exploration of social issues and social justice, community partnerships; student involvement and leadership, faculty involvement, and immersion travel projects.

The primary responsibilities for the Immersion Projects Coordinator for the Center for Public Service are the development and coordination of service-learning (or immersion) projects; including recruitment of student participants, orientation, project leader support, itinerary development and ongoing reflection. The position will also expand partnerships with site coordinators and work with student participants to connect their experiences back to campus and the local community. Potential projects with the local community include connections to courses, civil rights education and advocacy, environmental education, and grassroots community development. The Immersion Projects Coordinator will advise a student leader team (at least 2 students), as well as regularly interact with other students through social justice discussion groups, program planning and more. In addition, the Immersion Projects Coordinator will also support divisional and institutional initiatives. This position requires some evening and weekend commitments.

Qualifications: The Immersion Projects Coordinator should have a thorough knowledge of service-learning and/or experiential pedagogy. The successful candidate must have demonstrated organizational abilities, strong interpersonal abilities, and the ability to effectively communicate, both orally and in writing, with varied constituencies. Master’s degree preferred. Significant experience in community development and community-based education or similar experience is required.

The position is an 11-month part-time (25 hours/week) administrative appointment. Benefits include vacation, sick leave, and, after two years of employment, employer contributions into a pension fund. Gettysburg College is committed to creating a more diverse community; as part of that process, the College encourages candidates from historically underrepresented groups to apply. Send a letter of application, résumé, and the contact information for three references to: Jennifer Lucas, Co-Director of Human Resources, Human Resources Office, Gettysburg College, Gettysburg, PA 17325; email address: jlucas {at} gettysburg(.)edu.

For full consideration, application materials should be received by October 1, 2010. Position will remain open until filled.

You can view and apply for this job at:

https://jobs.fsu.edu/index.cfm?page=JobSeekers_ApplyForAJob

Please refer to Job Opening: 32076

Qualifications
A Master’s degree in a relevant area of specialization; or a Bachelor’s degree in education, marketing, business, social science, science, technology, engineering, math, or related field and two years of relevant experience. Experience may include a combination of employment, internship and/or significant community service in a community-based learning environment, higher education, or a non-profit setting.

Requirements
Knowledge of theory and methodology associated with experiential, community-based, or service-learning. Motivated to provide only the highest level of professional customer service to college/university staff, business/community partners and governmental leaders. Ability to establish effective learning partnerships in a wide range of environments among collegiate faculty, staff, students and community organizations throughout the state of Florida. Ability to develop appropriate learning design/materials for college students. Ability to work with college faculty and staff in preparing community-based curricula. Ability to work collaboratively in team-centered environment as well as independently. Excellent oral, written, networking, interpersonal, organizational and budgeting skills. Must have experience working with statewide or multifaceted initiatives. A proven track record that demonstrates a high degree of self-directed capability, integrity and responsibility in the conduct of duties.
Proof of a valid driver’s license. A police background check is required.

Preferred
A proactive, independent worker who is not only self-directed but one who also takes the initiative to offer creative ideas, solutions and problem solving for the benefit of the entire organization. Previous work with Campus Compact programming and experience in training, event planning, strategic planning and/or marketing is preferred. Experience coordinating and assessing large professional development events and activities is preferred. Previous state or federal grant management experience is also preferred. Proficiency in Microsoft Word, Outlook, Excel, Adobe Photoshop, Adobe InDesign, internet research, and social networking media is a plus.

Other Information
This position is offered through a program at FSU called Florida Campus Compact (FL|CC). The FL|CC office is located off-campus at 1801 Miccosukee Commons Drive, in Tallahassee, Florida. Florida Campus Compact is a state-wide entity, affiliated with a national organization. Travel and overtime will be required during conferences and events or to meet project deadlines. As a part of the FL|CC team, this person will encourage and assist the development of instructional programs and co-curricular activities related to community-based learning. Serve as advocate to students, faculty, staff and community partners for service-learning. Develop, conduct and/or arrange training for students, faculty, staff and community partners in the use of community-based learning methods. Foster partnerships among students, faculty, staff and community organizations that utilize student service to meet mutual interests. Assist in the design and assessment of civic engagement and community-based learning. Develop materials and resources on student leadership development, community needs assessments, reciprocal partnerships, Community Federal Work Study service internships, student-centered learning methodologies, outcome assessments, and other related materials for students, faculty, staff and community organizations. Collect and maintain a central file of best practices and resources for use by and dissemination to member institutions. Work with other FL|CC staff and students/staff/faculty at member institutions to design and implement trainings to build skills and infrastructure on member campuses. Organize conferences, trainings, workshops, awards, media events, and meetings to foster the exchange of information on best practices in co-curricular and curricular service-learning.

Contracts and Grants
The position is funded by contract and grant monies.

Time Limited
This position is time limited. (Subject to available funding, this grant is expected to support programming for three years.)

Responsibilities
The Program Coordinator is responsible for promoting best practices in service-learning and related community-based learning activities on college campuses across the state of Florida. This includes helping colleges and universities develop, implement and enhance programs that incorporate a pedagogy of learning through service and civic practice. This will primarily be done in connection with a three-year grant funded initiative aimed at expanding service-learning in the STEM (science, technology, engineering, math) disciplines. The person in this position will be responsible for supporting and assessing a series of STEM-themed events and programming around the State of Florida; coordinating all related sub-grant programming tied to the initiative; providing support to faculty and staff to complete all required reporting and training in order to access additional funding for programming; collecting and summarizing all data for funder reports to advance the overall effort of the program; making recommendations for improving the program’s successes; overseeing the RFP and review process for selecting new sub-grantee locations; creating and facilitating new grantee orientations and meetings; making connections to other FL|CC programming; working with relevant business offices to finalize subcontracts and maintain accurate budgetary recordkeeping; and, participating in other duties related to the advancement of FL|CC programs and mission. This person will also work with other FL|CC staff and outside consultants to create online training modules, a website for capturing and disseminating the successes of the overall initiative, and marketing materials to increase awareness of FL|CC’s efforts.
This person recommends to staff, faculty, students, and administrators, the policies and best practices regarding the institutionalization of service-learning at participating institutions throughout the state of Florida; recommends the integration of service-learning and community-based learning activities to personnel; recommends recognition of exceptional institutional and individual practices; recommends the redesign of collegiate programming to department heads and staff; suggests infrastructure and policies regarding student and community development through engaged scholarship; assists FL|CC Associate Director and others with overall direction for the organization while advising on state and national initiatives as they relate to educating and preparing students as engaged citizens and professionals.

Pay Plan
This is an A&P (Administrative and Professional) position.

How To Apply
If qualified and interested in a specific vacancy as advertised, apply to Florida State University at https://jobs.fsu.edu.
Applicants are required to complete the online application with all applicable information. Applications must include work history and all education details (if applicable) even if attaching a resume.

Equal Employment Opportunity
An Equal Opportunity/Access/Affirmative Action Employer

Pitzer College has a strong institutional commitment to the principles of diversity in all areas and strongly encourages candidates from underrepresented social groups. We favor candidates who contribute to the College’s distinctive educational objectives, which promote interdisciplinary perspectives, intercultural understanding, and concern with social responsibility and the ethical implications of knowledge and action. Pitzer College is an Affirmative Action/Equal Opportunity Employer. For the successful applicant with relevant interest, affiliations are possible with the intercollegiate departments of Africana Studies, Asian American Studies, Chicana/o-Latina/o Studies, and/or Women’s Studies.

To apply, send in PDF format, a letter of application, curriculum vitae, selected evidence of excellence in teaching and research, statement of teaching philosophy, statement on diversity, a description of your research, and three letters of recommendation (at least one (1) of which addresses your teaching effectiveness) VIA EMAIL to IGLAS_search {at} pitzer(.)edu. The deadline for applying is December 1, 2010 or until the position is filled.

Pitzer College has a strong institutional commitment to the principles of diversity in all areas and strongly encourages candidates from underrepresented social groups. We favor candidates who contribute to the College’s distinctive educational objectives, which promote interdisciplinary perspectives, intercultural understanding, and concern with social responsibility and the ethical implications of knowledge and action. Pitzer College is an Affirmative Action/Equal Opportunity Employer. For the successful applicant with relevant interest, affiliations are possible with the intercollegiate departments of Africana Studies, Asian American Studies, Chicana/o-Latina/o Studies, and/or Women’s Studies.

To apply, send in PDF format, a letter of application, curriculum vitae, selected evidence of excellence in teaching and research, statement of teaching philosophy, statement on diversity, a description of your research, and three letters of recommendation (at least one (1) of which addresses your teaching effectiveness) VIA EMAIL to IGLAS_search {at} pitzer(.)edu. The deadline for applying is December 1, 2010 or until the position is filled.

Purpose: The Associate Director will provide leadership for Oregon Campus Compact—participating with other staff, constituents, and stakeholders—to help grow, strengthen and build the organization. The Associate Director will develop and implement special projects as well as manage organization communication and the day-to-day flow of office operations to include basic accounting and human resources support.

Essential position responsibilities:
Special Projects (30%)

• Manage Learn and Serve grant including disseminating Faculty Fellow RFP, coordinating selection process, writing progress reports, as well as facilitating connection and communication between sub-grantees and between Oregon and Washington Campus Compacts;
• Outreach activities, including convening different groups of constituents (Community Service Directors, Faculty, Community Partners, for example) for the purpose of building and strengthening networks of service-learning practitioners throughout Oregon and the western region;
• Leadership in the service-learning/civic engagement field by presenting at national, state, and local conferences.

Communication (30%)

• Collect and gather data and stories to inform and highlight the program to funders and constituents via monthly e-newsletter, social media outlets, media releases, and organization website;
• Supervise the annual update of distribution lists and contact databases;
• Produce membership renewal, special mailings, and correspondence with donors or volunteers;
• Respond to questions from members and constituents regarding the organization.

Resource Development (15%)

• Conduct general donor research and monitor funding opportunities;
• Lead development of funding proposals with Executive Director and program staff;
• Provide support for donor cultivation activities and events, as needed;
• Process gifts to Oregon Campus Compact;
• Maintain accurate files of gift records in Raiser’s Edge database.

Evaluation and Assessment (10%)

• Oversight of programmatic evaluation, working with staff and/or outside evaluators to develop appropriate tools to evaluate programs and desired outcomes of Oregon Campus Compact;
• Disseminate evaluation findings to constituents and stakeholders.

Accounting and Finance (10%)

• Ensure that Oregon Campus Compact’s financial infrastructure is strong and efficient in order to continue to have high impact on the community engagement of higher education;
• Manage accounts payable and receivable;
• Manage contracts, invoices and payments to partners, employees and vendors on a monthly basis;
• Manage the relevant accounting system and payment authorization process;
• Assist with the development, monitoring and maintenance of project budgets to include reporting to funders and monthly reconciliations.

Other (5%)

• Assist the Executive Director in planning and delegation of work to meet deadlines;
• Develop, implement, and facilitate on-going staff team building and staff meetings;
• Coordinate HR Activities such as orientation of new employees, processing of employee paperwork, employee benefits, and payroll;
• Maintain proper functioning of phone, copier, and computers;
• Maintain & order office supplies, equipment, and postage as necessary;
• Other duties as assigned.

Marginal Responsibilities:

• Ability to lift 40 pounds
• Ability to serve occasional evening and weekend hours

Education Requirements
MA/MS with 3-5 years of related leadership, communications and operations experience.

Desired knowledge/skills

• Commitment to the ORCC mission
• Excellent writing and communication skills for diverse audiences
• Ability to implement ideas
• Experience with accounting, event planning, media/public relations
• Excellent organization and communication skills
• Enthusiasm for team-based work environment

Parameters
The starting annual salary rate for this position will be dependent upon qualifications and experience. Benefits package includes healthcare, retirement and vacation.

No relocation assistance or Visa sponsorship is provided for this position.

To apply:
Please send cover letter, resume, 3 references, and salary requirements to Emily Gilliland, Executive Director, Oregon Campus Compact, PO Box 751, Portland, OR 97207 or electronically to info {at} oregoncampuscompact(.)org with Associate Director in the subject line.

Review of applications will begin August 31. Application review will continue until the position is filled.

Oregon Campus Compact (www.oregoncampuscompact.org) is an affiliate chapter of Campus Compact, a national coalition of college and university presidents committed to the civic purposes of higher education. Oregon Campus Compact (ORCC) promotes civic and community engagement as a core educational approach for student’s development as citizens, leaders, and lifelong learners.

The Oregon Campus Compact office is located in Portland, OR on the campus of Portland State University. The staff team currently consists of five members including the Associate Director position.

Oregon Campus Compact is an AA/EO organization and welcomes application from diverse candidates and candidates who support diversity.

The Providence College School of Business (PCSB) seeks to fill the newly created Michael A. Ruane Endowed Chair for Business Engagement, with a start date of fall of 2011. Over the next four years the PCSB has committed to rethinking its current curriculum. The Ruane Chair, filled by an individual experienced in creating and researching curricula that immerse business students in real-world practice, will play a lead role in achieving this goal.

Obligations of the Ruane Chair will include teaching at a one course per semester workload at the undergraduate and/or graduate level; creation and nurturing of faculty research in the area of practice-based learning; maintenance of a personal research agenda and scholarly output commensurate with an Associate or Full Professorship at Providence College; solidification of relationships with members of the business community to create active practice based learning opportunities for students and faculty; chairing the PCSB Teaching, Learning, and Curriculum Committee; and the completion of other programs and initiatives designed to bring national recognition to the PCSB and College in the area of practice-based learning. A Ph.D. or other appropriate terminal degree in a relevant field is required.

The Ruane Chair may be appointed with tenure at the Associate or Full Professor level to a five year term, potentially renewable every five years.

Interested candidates should refer to the College web site for application instructions at http://www.providence.edu/About+PC/Employment+Opportunities/ and should submit a cover letter, curriculum vitae, graduate transcripts (unofficial copy acceptable for initial screening), and a list of at least three references. Applications will be accepted until the position is filled.

Providence College is a Roman Catholic, four year Liberal Arts institution under the auspices of the Dominican Friars and seeks candidates who can affirm and contribute to its mission. An AA/EOE, the College specially encourages the application of women and people of color.

Bachelors degree preferred and experience in an active office setting required. Excellent fringe benefits including tuition remission for employee, spouse and dependent children.

Western New England College is a private, independent, coeducational institution founded in 1919. Located on an attractive 215-acre suburban campus in Springfield, Massachusetts, the College serves 3,700 students, including 2,500 full-time undergraduate students. Undergraduate, graduate, and professional programs are offered through the College’s Schools of Arts and Sciences, Business, Engineering, and Law.

Please send a letter of interest and resume to Mr. Gregory Michael, Executive Director of Human Resources and the CareerCenter, 1215 Wilbraham Road, Springfield, Massachusetts 01119. Electronic submissions are encouraged and may be sent to Donna Martin at dlmartin {at} wnec(.)edu.

Responsible for the development, implementation, evaluation, and assessment of measurable student learning outcomes for Student Life programs. The measurable outcomes will dovetail with the College’s strategic plan; results will be reported each semester and year.

• Provide leadership for the College’s Student Leadership Academy and other College-wide student leadership development programs, as well as provide guidance and support for regional student government associations, campus events boards, and national honor societies.
• Provide training, guidance, and support to the regional Directors of Student Life in providing the following activities: Ivy Tech Community College Day at the Legislature, All-Indiana Academic Team Luncheon, Student Leadership Academy Kick-Off, Student Leadership Academy Capstone, Student Government Conference, and training workshops for student organization officers and faculty-staff advisors.
• Develop and produce publications, including student life policy/procedures manual, student life operations manual, student organization officer’s handbook, student organization advisor’s handbook, student code of rights and responsibilities, and other relevant manuals.
• Support Phi Theta Kappa activities across the College and within the state; collaborate with the Indiana PTK Regional Advisor in planning and hosting the annual All-Indiana Academic Team Luncheon.
• Ensure the development of College-wide student travel and reimbursement procedures and policies that support student learning experiences, community service, and service learning; advocate for streamlined processes and procedures.
• Provide training, guidance, and support, as well as demonstrate knowledge of the value associated with national celebrations that promote diversity and multiculturalism, such as the Reverend Dr. Martin Luther King, Jr. Day; National Black History Month; Women’s History Month; Asian/Pacific American History Month; National Hispanic Heritage Month; Lesbian/Gay/Bisexual History Month; and National American Indian Heritage Month; and assist regional Directors of Student Life in understanding and maintaining the highest standards in addressing these national celebrations.
• Conduct all activities with an appreciation and respect for diversity of people, styles, and views; promote same as an integral part of one’s work; assist the College President’s Office in the delivery of multicultural programming.
• Develop and maintain an annual Student Life calendar highlighting major College-wide events; identify and procure College-wide student life resources, including memberships with appropriate state, regional, national, and international organizations and associations (such as Indiana Campus Compact, American Association of College Unions International (AACU-I), and National Association of Campus Activities (NACA).
• Identify and communicate regional and national professional development and training opportunities for College-wide student life staff; develop and host at least one major professional development activity each year for regional Student Life staff.
• Assist in the identification, development, and implementation of study abroad and international travel opportunities for students, faculty, and staff.
• Perform other duties and responsibilities as assigned by the Assistant Vice Provost for Student Development Services and the Vice Provost for Student Affairs.

Master’s degree in student personnel, counseling, adult or higher education, or related discipline and 7-10 years of progressively responsible student affairs experience with a minimum of 5-7 of director level experience in a comprehensive student life, student activities, or student leadership development programming at an institution of higher education is required. Requires demonstrated skills and abilities to concurrently manage numerous tasks, some with conflicting priorities; excellent oral and written communication, interpersonal, and organizational skills; commitment to student learning outcomes, staff development, and diversity; travel to and from regions and professional development activities.

The Haas Center’s mission is to inspire Stanford University to realize a just and sustainable world through service, scholarship, and community partnerships. The Haas Center for Public Service is a unit of the Division of Student Affairs. The activities of the Haas Center and other Student Affairs Divisions traverse both academic and non-academic areas, providing programs and services focused on student development, intellectual engagement, diversity and multiculturalism, and community and responsibility, among others.

Stanford’s mission is to educate and develop future leaders and to promote interdisciplinary, world-class research and teaching. This mission and the quality of Stanford’s faculty, students, and staff make it an intensely creative and rewarding place to work.

The Associate Director for Community-Engaged Scholarship serves on the Center’s Senior Leadership Team. In consultation with the Executive and Faculty Directors and in collaboration with other senior managers and campus partners, the Associate Director is responsible for providing leadership, direction, and strategy for all Haas Center service-learning and public service research activities related to the academic curriculum and faculty. This area of work—engaged scholarship–includes three broad categories of activity: faculty outreach and development, public service research/engaged research (including Community-based Research Fellows Program and Public Service Scholars Program), and community partnership coordination for service-learning courses.

As a leader and senior staff of a nationally recognized center for public service, s/he is expected to participate in a variety of outreach efforts, including teaching, lecturing, and writing, to contribute to the theory and practice of service-learning and research with a public purpose at Stanford University in particular and in higher education in general.

The search committee will begin reviewing applications on August 27, 2010.

Job Responsibilities:
Strengthen Academic Connections to Public Service (40%)
Working collaboratively with the Faculty Directors, the Executive Director, Haas Center staff and other university colleagues, the Associate Director will provide leadership to integrate civic learning and community-engaged scholarship into Stanford’s academic life. S/he will provide a cohesive vision and direction for engaged scholarship efforts, ensuring that programs adaptively serve students and faculty in a research intensive environment, regardless of racial/ethnic background, financial resources, academic interest or political persuasion. Responsibilities include:

1. Reaching out systematically to all academic units and individual faculty/staff to build awareness of and involvement in community-engaged scholarship.
2. Supporting the development of new service-learning courses and community-based research opportunities, emphasizing education, health, and the environment, including the administration of service-learning course development grants.
3. Developing opportunities (workshops, colloquia, institutes, etc.) that connect faculty and community members who share similar work and interests, emphasizing education, health, and the environment.
4. Developing mechanisms to recognize student and faculty leadership in community-engaged scholarship (i.e., Roland Prize).
5. Developing our capacity to assist academic units and individual faculty and staff in evaluating and monitoring the impact or effectiveness of community-engaged scholarship (including service-learning courses, Public Service Scholars Program, Community-based Research Fellows Program, etc.).
6. Expanding the number of departments/degree granting programs that include service-learning courses as part of their core undergraduate curriculum.
7. Developing and managing an information system (including databases, archives, course-tagging, etc.) related to faculty interests, courses, research activities, and community partnerships that integrate public service.
8. Developing materials, both print and web-based, for outreach and faculty development in the area of service-learning and public service research, and organize community-building and development programs for faculty (e.g., Service-Learning Institute).

Community Partnership Development and Support (20%)
Consistent with best practices in community-engaged scholarship, the Associate Director will also assist in deepening the Haas Center’s responsiveness to community inquiry, and the level of engagement of local community partners in existing Haas Center programs. Responsibilities include:

(1) Identifying and mapping existing community and campus assets focused on solving problems in environment, education, and health.
(2) Developing and implementing principles by which to partner deeply with community organizations in ways that (a) meet identified needs in local, national, and/or global communities, focusing on education, the environment, and health, and (b) contribute to advancing the university’s academic mission.
(3) Implementing mechanisms by which to monitor community partnerships across the university and community.

Resource Development, Management, and Stewardship (20%)
The Associate Director is responsible for managing staff and financial resources allocated to advancing community-engaged scholarship. Responsibilities include:

(1) Establishing an effective team involved directly with advancing community-engaged scholarship programs, including the Director of Public Service Research, other Haas Center staff, and Stanford University staff also engaged in this work.
(2) Hiring and supervising professional staff and student assistants to support community-engaged scholarship (including staff shared with academic departments).
(3) Develop and manage a budget derived from endowments, including budget development, planning, monitoring, and year-end reconciliation.
(4) In collaboration with the senior leadership team, developing and pursuing additional financial support for community-engaged scholarship.
(5) In collaboration with the Associate Director for External Relations, ensuring effective stewardship related to service-learning and public service research programs.

Contribute to the Field (10%)
Leveraging Stanford University’s role as a research-intensive institution and the Haas Center’s leadership in public service education, the Associate Director will work collaboratively with faculty and staff to make contributions to the field. Responsibilities include:

(1) Contributing to the assessment and evaluation of civic learning and student civic leadership competencies derived from student involvement in public service.
(2) Disseminating knowledge and information that contributes to the field and informs practice through written reports, conference presentations, publications, etc.
(3) Contributing to professional development opportunities at the regional and national level for emerging leaders and advanced practitioners.

Haas Center-wide and Divisional Responsibilities (10%)
Maintain and enhance the infrastructure and community of the Haas Center. Responsibilities include:

(1) Participating in core functions and activities, including staff meetings, professional development sessions, center-wide celebration events, selection committees, etc.
(2) With the team, assessing on a quarterly basis the alignment of engaged scholarship activities with implementation of the Haas Center’s strategic plan and making adjustments accordingly.
(3) Building on existing relationships between the Haas Center and other units (e.g. Student Affairs, Vice Provost for Undergraduate Education, academic departments, etc.) to ensure the Haas Center’s service-learning resources are meeting the needs of faculty and are effectively integrated into academics.
(4) Serving on internal Haas Center committees and task forces toward achieving greater organizational effectiveness.
(5) Hosting visitors from other university service centers and providing information and counsel to colleagues interested in engaged scholarship.
(6) Representing the Haas Center at meetings, conferences, and conducting presentations about service-learning and engaged scholarship as opportunities and funding allow.
(7) Collaborating with other program managers within the Haas Center to ensure coordination of related program development and events and to develop innovative programs that service communities, faculty, and students.
(8) Other duties as assigned.

Qualifications:

• Advanced Degree and/or scholarly and professional accomplishments in a relevant field, indicating an ability to work as a peer with university faculty. Ph.D. preferred.
• Demonstrated ability to interact effectively and exert leadership in programs and activities involving faculty, staff, students and community organizations, and to consult with faculty on matters of service-learning pedagogy and curriculum development, particularly in a research-intensive environment.
• Possess deep understanding of theory and practice of service-learning pedagogy; theory and practice of student development in higher education; theory and practice of public service research; program development and implementation experience; curriculum development and teaching experience at the higher education level.
• Demonstrated experience in addressing issues of diversity and multiculturalism and in building community among different groups in university and/or community settings; ability to articulate the complexities surrounding the intersections of service and privilege and demonstrated experience working with diverse populations.
• Demonstrated successful leadership and management experience in nonprofits, government, social/public/community service, or higher education at a high level of responsibility including: financial management and planning; staff supervision; program design, implementation and evaluation; stewardship and fundraising (10 years of applicable experience).
• Demonstrated effective supervisory skills and ability to work effectively as a team member with an outcome focus.
• Ability to work effectively under pressure and with multiple interruptions while maintaining flexibility and a good sense of humor.
• Must be accurate and attentive to detail and follow through as well as have the ability to view problems from a “big picture” or third person point of view; demonstrated analytical ability.
• Knowledge of computers and computer applications required; knowledge of Macintosh computers and applications highly desirable. Microsoft Office experience preferred.
• Strong communication skills, both verbal and written.
• Ability to work sensitively and ethically with confidential information, work independently, and demonstrate good judgment and tact when handling difficult or sensitive situations.
• Demonstrated creative initiative and excellent problem solving skills.

To Apply: Please visit jobs.stanford.edu Job ID#39350
For more information contact Norma Cho, Administrative and Financial Services Manager, at normacho {at} stanford(.)edu or 650-723-1357.

Background

EdSource is a small, respected not-for profit organization that studies and reports on a broad range of issues at the nexus of K-14 education policy and local practice, with a strong but not exclusive focus on California. Our work includes collaborative research projects, printed reports targeted to a wide audience of education influencers and decision makers, and a content-rich website. Our research staff interacts regularly with others in the field, including some who are sources of information and others who need the information we produce.

Individuals committed to the importance of a good public education system and who have an open, intellectually curious mind about what works, for which students, under what circumstances, will find EdSource’s work of interest. Those who are committed to advocating for a specific reform, or who have a narrow scope of interest, would not be a good fit for this position.

Job Description:

Conduct research, policy analysis, and writing—as well as compiling and analyzing data—across the wide breadth of K-12 and community college topics that EdSource covers.

Tasks will vary depending on the agency’s work, but typical assignments are likely to include:

• Policy research, analysis and written summaries using both state and federal sources.
• Write selected web articles, briefs, and sections of larger reports; including conceptualizing in concert with other staff, independent research and writing, and thoughtful response to edits from a wide variety of reviewers.
• Conduct extensive literature reviews on key education topics.
• Data compilation and analysis including such tasks as locating appropriate secondary data sources, completing basic statistical calculations, and developing written summaries and/or graphs to communicate the information.
• A variety of other research tasks, as assigned, in support of other staff members, specific projects, and the overall goals of the organization.

Aptitude, skills and qualifications

EdSource is a small, collegial, team-oriented organization with exceptionally high standards for productivity, quality, and meeting deadlines. We expect all staff to pitch in when needed to get the job done and to take direction as necessary to assure that the work meets agency standards. Individuals who succeed at EdSource understand and are a good fit with our Standards of Excellence.

Successful candidates will have at least the following skills and qualifications:

• Master’s degree in public policy or in public administration with an emphasis in policy or education policy.
• Demonstrated interest and knowledge of public education issues at the K-12 and community college levels.
• Strong oral communication skills, able to discuss issues and findings articulately, comfortable asking clarifying questions, effective in professional meetings and situations.
• High level of writing skill: able to present information clearly, summarize key points from research and data, painstaking attention to detail including correct grammar/etc.
• Facility with diverse computer applications used in research, data compilation, and writing. (MS Office a minimum expectation.)
• Experience working/interning in related K-12 or higher ed education policy or research organizations.

Employees who excel in research positions at EdSource demonstrate the following qualities:

• Critical thinking and problem solving: for example, not only can you analyze and interpret data, you are able to determine its implications within a larger issue.
• Asking the next question: you consistently want to know more and are actively engaged in the process of discovery as you work. You know what you don’t know.
• Industriousness and productivity: you have a high level of personal and intellectual energy, deadlines motivate you, and you get enjoyment out of accomplishment.
• Flexibility and tolerance for ambiguity: you thrive in a fast-paced work environment where plans and direction may change, there are multiple projects and deadlines, and you are working on various teams with different staff and managers.

Competitive salary commensurate with experience. Paid time off, medical, and other benefits are included.

How to Apply:

Applications will be reviewed on a rolling basis. The position is open until filled. We request a letter of interest, a résumé, and two brief writing samples. Please e-mail your materials to edsource {at} edsource(.)org" href="mailto:%65%64%73%6F%75%72%63%65%40%65%64%73%6F%75%72%63%65%2E%6F%72%67">edsource {at} edsource(.)org or send by fax to 650/917-9482.

A professional staff team of 9, working with 150 student leaders as colleagues, partners with student groups, campus units, and community agencies to create and support meaningful social change opportunities for Cal students, providing resources for leadership development, civic engagement, public service, service-learning, and community development.

The Service and Outreach Coordinator serves as the front-line point of contact for students and community organizations seeking to get involved in social action projects through the Center.  The Coordinator. (1) manages outreach to both campus members and community agencies and (2) provides advising to individuals and student organizations and coordinates one-time service projects.

The Coordinator oversees the Center’s marketing and outreach efforts ­ including e-newsletters, website, and print marketing materials ­ across campus for all Center programs, as well as managing communications with the 350 agencies registered with the Center.

The Coordinator manages the Center’s volunteer placement services, including front-desk advising to drop-in students. The Coordinator advises student groups and Resident Hall staff, and is the point person for outreach to Fraternity and Sorority Life. The Coordinator supervises 2 students who direct efforts with the Residential Service Initiative and Greening Berkeley Initiative, and creates/manages short-term/one-time service experiences for these students and the Center as a whole.

The Center is a component of Campus Life and Leadership (CLL), a department within Student Affairs. CLL provides essential programs, services and resources for the co-curricular student experiences at UC Berkeley.  CLL’s three leadership centers – Cal Corps Public Service Center, Center for Student Leadership, and Student Conduct and Community Standards – engage students in a variety of public service and community based projects, facilitate the activities of more than 800 registered student groups and sixty plus sponsored Greek chapters, and run numerous skills workshops and leadership development programs.

The ideal candidate will have 3-5 years of experience and/or a Masters Degree in a related field (community development, community organizing, social services, student affairs, higher education, or other). Bachelor’s degree required in a related area and/or equivalent experience/training.  Other required knowledge and skills include the ability to articulate and put into practice student development theories, leadership and management theories, supervision and coaching theories, community development and service-learning theory, ethical development and values clarification.  View job posting 11180 for additional requirements and full details.

The Cal Corps Public Service Center offers excellent benefits and strongly supports professional development both financially and with paid release time for professional development activities.

The posting is live on the HR web site: http://jobs.berkeley.edu/, job opening ID: 11180

First review of applications begins August 3, 2010
Anticipated start date: September 2010.

UC Berkeley is an Equal Employment Opportunity Employer.

Since that time, more than 195,000 Peace Corps Volunteers dedicated two years of their lives to serve in 139 countries around the world to work on issues related to the following areas: education, youth outreach and community development; business development; agriculture and environment; health and HIV/AIDS; and information technology.

In preparation for its 50^th anniversary in 2011, Peace Corps is growing in the number of available Volunteer positions available and is actively recruiting service-minded individuals to fill these positions.

Learn more at www.peacecorps.gov

SEE College Prep began when undergraduates at Stanford realized that the experience they had gained when applying to college could significantly benefit younger students. Before SEE, Garrett Neiman had created an SAT preparation company after he earned a perfect score on the SAT; Jessica Perez had developed a college counseling program in South El Monte, the low-income community she grew up in. Garrett and Jessica met in Stanford’s Public Service Leadership Program, and chose to work together. Incubated by Stanford’s Social Entrepreneurship Collaboratory, SEE College Prep was born.

Our Work

Since our founding in 2007, we have helped more than 1,100 low-income high school students improve their SAT scores and become the first in their families to go to college. We mobilize and train hundreds of top college students, who are matched with schools and community-based organizations that lack the financial resources and expertise to offer SAT prep for their students. This past summer, we expanded from seven to twenty locations across California. Recently, we tied for second in the BASES Social Entrepreneurship Challenge and were profiled in BusinessWeek and The New York Times.

The Opportunity
We recently received a $510,000 grant from an entrepreneur in New York, which will enable us to triple in size and serve 1,600 students across California. With the help of this grant and others, we will expand our leadership team in our Palo Alto office and prepare for the opening of our second office in Los Angeles in June. We are a young, highly entrepreneurial, impact-driven organization with plans to grow dramatically in California and ultimately nationally. We hope you will join us in this effort!

It is an exciting time for us: we are far enough along that we can offer job security to everyone involved, but still young enough that we should grow 50% or more each of the next few years.

Job Openings

A Director of Development will oversee our $1,250,000 fundraising campaign by writing grant proposals, conducting philanthropic research, meeting with foundation program officers and philanthropic individuals, making preparations for board meetings, overseeing our public relations and stewardship efforts, and organizing special events.

A Director of Programs will oversee our partnerships with schools and community-based organizations across California, oversee programmatic operations before and during our summer programs, and lead an effort to revamp our curriculum and program.

Qualifications (Director Positions)
Bachelors Degree required, graduate degree(s) preferred.
2+ years of full-time work experience required, 5+ years preferred.
History of commitment to public service required, 2+ years of relevant experience preferred.
Ambition and conviction to achieve personally and to create an enduring national organization.
Energy and flexibility to meet the demands of a fast-paced, entrepreneurial organization.
Effective multi-tasker who can oversee multiple projects and handle a dynamic work schedule.
•    Effective writer and speaker who can convey information concisely and persuasively.
•    Ability to manage a team and to motivate and retain volunteers.
•    Comfortable in a non-hierarchical, collaborative environment.
•    Ability to get the details right without losing sight of the bigger picture.
•    Ability to create project budgets and forecast future expenditures.

Compensation: $35,000 – $85,000 (commensurate with experience) and competitive benefits package.

Since we are only making a few hires and have substantial funding, we have great flexibility with the salaries we offer. We have received applications from individuals with 2-15 years of work experience and different kinds of graduate degrees, so the range we must be open to is unusually wide. We are willing to pay more for the right candidate, and     have the resources to do so. The bottom line is: if you’re excited about where we’re headed and we think you’re the   best person for the job, we’ll make it work as long as you are cognizant of the fact that we’re a non-profit.

>>For More infromation, visit: http://www.edsource.org/about-jobs-research.html

SEE College Prep began when undergraduates at Stanford realized that the experience they had gained when applying to college could significantly benefit younger students. Before SEE, Garrett Neiman had created an SAT preparation company after he earned a perfect score on the SAT; Jessica Perez had developed a college counseling program in South El Monte, the low-income community she grew up in. Garrett and Jessica met in Stanford’s Public Service Leadership Program, and chose to work together. Incubated by Stanford’s Social Entrepreneurship Collaboratory, SEE College Prep was born.

Our Work

Since our founding in 2007, we have helped more than 1,100 low-income high school students improve their SAT scores and become the first in their families to go to college. We mobilize and train hundreds of top college students, who are matched with schools and community-based organizations that lack the financial resources and expertise to offer SAT prep for their students. This past summer, we expanded from seven to twenty locations across California. Recently, we tied for second in the BASES Social Entrepreneurship Challenge and were profiled in BusinessWeek and The New York Times.

The Opportunity
We recently received a $510,000 grant from an entrepreneur in New York, which will enable us to triple in size and serve 1,600 students across California. With the help of this grant and others, we will expand our leadership team in our Palo Alto office and prepare for the opening of our second office in Los Angeles in June. We are a young, highly entrepreneurial, impact-driven organization with plans to grow dramatically in California and ultimately nationally. We hope you will join us in this effort!

It is an exciting time for us: we are far enough along that we can offer job security to everyone involved, but still young enough that we should grow 50% or more each of the next few years.

Job Opening

A Programs Manager will oversee our recruitment of 30 full-time summer Teaching Fellows and 300+ volunteers across California and support the organization in a variety of key areas including finance, operations, fundraising, and office management.

Qualifications

• Bachelors Degree required, graduate degree(s) a plus.
• 2+ years of full-time work experience preferred.
• History of commitment to public service required, relevant full-time experience preferred.
• Ambition and conviction to achieve personally and to create an enduring national organization.
• Energy and flexibility to meet the demands of a fast-paced, entrepreneurial organization.
• Effective multi-tasker who can oversee multiple projects and handle a dynamic work schedule.
• Effective writer and speaker who can convey information concisely and persuasively.
• Ability to motivate and retain volunteers.
• Superior attention to detail in work.
• Ability and willingness to manage financials including budgeting, payroll, and accounting.
• Willingness to support leadership with critical tasks.

Compensation: $30,000 – $45,000 (commensurate with experience) and competitive benefits package.

>>For More infromation, visit: http://www.edsource.org/about-jobs-research.html

The Program Specialist will work collaboratively with campuses across the state to support student community engagement. The Program Specialist coordinates the Oregon Campus Compact Students In Service program including assisting with the planning, implementation, and evaluation of the program. The Program Specialist also supports the Oregon Campus Compact student advisory board and statewide student convenings.

Essential position responsibilities:

Students In Service

Campus Site Support

• Recruits new campuses and programs to participate in Students In Service;
• Coordinates competitive sub-grant process;
• Assists in identifying and assembling subject matter for training of campus supervisors and schedules time and space for training;
• Trains and orients campus supervisors;
• Supports campuses throughout the AmeriCorps member recruitment, placement, service, and exit process;
• Conducts site visits to campuses throughout year.

Member Support

• Creates on-going communication, resources, and esprit de corps for Students in Service Members;
• Coordinates alumni efforts for the Students In Service program.

Evaluation and Communication

• Collects and gathers data and stories to inform and highlight the program to funders and constituents via required federal reporting, media releases, and online communication outlets;
• Maintains record keeping systems for the program;
• Corrects and completes computerized data relating to the program;
• Contributes to and assembles program related reports;
• Attends meetings and workshops to increase awareness and understanding of the program and its functions;
• Prepares and assists in the preparation of written materials for printing and distribution (e.g., flyers, newsletters, promotional advertisements, posters, press releases);
• Respond to questions from members and constituents regarding the program;
• Work closely with the program funder, Washington Campus Compact.

Student Engagement

• Recruit, coordinate, and recognize Oregon Campus Compact Student Advisory Board;
• Provide support to Student Advisory Board in planning and implementation of annual student leadership conference;
• Support planning of regional, collaborative days of service;
• Work as part of the management team to write and submit student engagement grant proposals and continuation proposals in accordance with funding agency guidelines.

Other

• Work with other national service programs in the region and within the Campus Compact national network to strengthen the national service network;
• Contributes to other areas within ORCC, including assisting with events and programs as assigned;
• This position requires travel in and out of state.  Valid driver’s license required;
• Other duties as assigned.

Marginal Responsibilities:

• Ability to lift 40 pounds
• Ability to serve occasional evening and weekend hours

Education Requirements
BA/BS with 1-3 years of related national service experience.

Desired knowledge/skills

• Commitment to the ORCC and AmeriCorps missions
• Experience with AmeriCorps Students In Service or national service programs
• Knowledge and/or experience with service-learning, higher education/community partnerships
• Experience with program coordination, event planning, training/adult education, media/public relations
• Excellent organization and communication skills
• Enthusiasm for team-based work environment

Parameters
The starting annual salary rate for this position will be dependent upon qualifications and experience.  Benefits package includes healthcare, retirement and vacation.

No relocation assistance or Visa sponsorship is provided for this position.

To apply
Please send cover letter, resume, 3 references, and salary requirements to Emily Gilliland, Executive Director, Oregon Campus Compact, PO Box 751, Portland, OR 97207 or electronically to info {at} oregoncampuscompact(.)org with Program Specialist in the subject line.

Review of applications will begin immediately with priority given to applications received by August 6. Application review will continue until the position is filled.
Oregon Campus Compact (www.oregoncampuscompact.org) is an affiliate chapter of Campus Compact, a national coalition of college and university presidents committed to the civic purposes of higher education. Oregon Campus Compact (ORCC) promotes civic and community engagement as a core educational approach for student’s development as citizens, leaders, and lifelong learners.

Oregon Campus Compact is an AA/EO organization and welcomes application from diverse candidates and candidates who support diversity.

Anticipated Duties:

The Program Director: Faculty and Campus Development will be responsible for leading Ohio Campus Compact’s Faculty Development, Campus Recognition, and Research/Assessment initiatives in an effort to strengthen the state’s civic engagement knowledge base and pedagogical effectiveness through training and assisting member campuses’ faculty and administrative leadership.  Specifically, the Program Director will be responsible for the following areas:

Faculty/Leadership Development

• Creation, facilitation, and marketing of regional, state-wide, and campus-based seminars and workshops on wide range of civic-engagement topics relevant to member campuses
• Form and chair planning committees with member campus representation for OCC conferences and leadership summits for senior campus leadership
• Design and market state-wide recognition program targeting faculty who are identified as outstanding in teaching and/or service by their campuses
• Design and pilot Ohio Campus Compact “Engagement Fellows” program for faculty and senior staff interested in pursuing research and publication on topics related to engagement
• Outreach to Community Service Directors/ Directors of Service-Learning on member campuses not currently participating in any OCC grant program in order to provide support and development opportunities to further their campuses’ engagement missions.

Campus Recognition

• Facilitate the nomination processes for the following Ohio Campus Compact awards
• National and Regional Compacts’ faculty awards
• The David Hoch Award for faculty and staff
• New state award and recognition programs for faculty and campuses
• Facilitate monthly highlights/spotlights of faculty and campus initiatives for website and OCC member newsletter

Research and Assessment

• Lead data collection and analysis of statewide member issues and OCC specific issues
• Collaborate with member campus faculty on projects related to engagement

Grants and Project Development

• Assist the Executive Director with search and application for additional funding sources and project development

Other OCC Administrative Duties as assigned by Executive Director

Salary and Benefits:

$38,000 + benefits which include health, life, dental, retirement.

Working Location, Hours, and Travel:

The primary office location will be at the Ohio Campus Compact headquarters at Denison University in Granville, Ohio.  Hours are 8:00-5:00, Monday through Friday, with occasional evening meetings. Travel to member campus sites is also a requirement, which could be as frequent as twice a week.

Other:

This individual must be able to work with team members located on remote locations; must be familiar with the language and pace of higher education; must be able to drive to various campuses throughout Ohio; must be proficient in Word, Excel, Powerpoint, Access, and other programs.

Send a Letter of Interest, Resume, and Letters of Recommendation to:

Ohio Campus Compact
Attention: Search Committee
631 North Pearl Street
Granville, Ohio 43023

The Service-Learning Coordinator position is an exciting opportunity for an energetic, experienced professional to contribute to a developing and dynamic service-learning program at Georgia Southern University. This position reports to the Director and works as a collaborative team member in an office of 6 professional staff members and 5 graduate assistants. The team is responsible for the continued development and implementation of a comprehensive leadership, civic engagement, and service-learning program. Drawing on a philosophy of transformational leadership, the office works closely with academic and community partners to integrate learning, service, and leadership to empower students to become global citizens who lead with a lifelong commitment to service.

Among numerous professional opportunities, the Service-Learning Coordinator will:

• Serve as the connection between Academic Affairs and Student Affairs to create, implement, and promote educational opportunities that link community-based partner agencies to classroom experiences.
• Foster relations with community partner agencies and connect needs of the community to academic experiences.
• Teach a variety of service-learning and first year experience courses.
• Expand and promote opportunities for civic engagement within the university by further developing existing volunteer opportunities and creating new opportunities for students, faculty, and staff

Qualifications:

• Master’s degree
• 2 years of experience with volunteer/service-learning programs or a related field
• Experience in a four-year comprehensive public higher education setting
• General supervisory experience
• Demonstrated leadership ability
• Knowledge and application of student development and leadership theories
• Experience with budget preparation and management
• Experience initiating, planning, marketing, implementing, and evaluating student services and educational experiences
• Commitment to student engagement and cultural and ethnic diversity
• Effective communication (verbal and written), organization, and human relations skills

Salary:

Commensurate with degree and experience with excellent benefits package.

Possible Start Date: As soon as possible.

Georgia Southern University is an Equal Opportunity/Affirmative Action Employer

Application Information: To apply, submit cover letter, résumé, and contact information for 3 references electronically through Georgia Southern University Human Resources website at http://jobs.georgiasouthern.edu/employment.htm. Georgia is an open records state. Individuals who need reasonable accommodations under the ADA in order to participate in the search process should notify Human Resources: (912) 478-5468 or (912) 478-0791 (TDD).
Official transcripts and background screening are required prior to appointment.

Gannon University, a Catholic university, invites applications for the position of Program Coordinator for the Center for Social Concerns. The successful candidate will plan, implement, and evaluate student-centered programming in the areas of co-curricular community service, faith-based education for peace and justice, and civic engagement for social change; will attend weekly worship services, staff meetings, celebrations and mandatory events; and must be able to work a flexible schedule, including evenings, weekends and overnight events. Must be able to support and promote the University’s Mission.

Requirements include a Bachelor’s Degree in theology, pastoral ministry, social work, counseling or a related field. (A Master’s Degree or a Bachelor’s Degree with one-to-two years’ experience is preferred.) Must have the following: knowledge and experience of the role of faith-based service, social justice, and Catholic Social Teaching in higher education; excellent organizational, written, public speaking, and computer skills; a demonstrated understanding of and commitment to the mission and philosophy of a Catholic university; and a valid driver’s license. Must be able to support and promote the University’s Mission.

Gannon University, located along the lake shores in beautiful Erie, Pennsylvania, offers ready access to a variety of cultural and exciting seasonal activities and is within a two-hour drive of Pittsburgh, Cleveland, and Buffalo.

For more information about what the Erie area has to offer, visit www.visiteriepa.com.

Submit a cover letter, resume and three references online to www.gannon.edu/employment.

Review of applications will begin immediately and this position will remain open until the vacancy is filled.

For more information about Gannon visit www.gannon.edu.

Gannon University is an Equal Opportunity Employer that encourages diversity and invites women and members of underrepresented groups to apply.

The Director will develop training curricula and other resources to assist faculty and community partners engaged in service-learning, community-based research, and other forms of engaged scholarship; plan and conduct regular service learning orientations and manage the site placement process and background checks; and provide faculty with on-going technical assistance and support, such as brokering connections to community partner organizations, helping evaluate student and community outcomes, and researching best practices and models at other institutions. Additionally, the Director will teach, as appropriate, service learning courses or seminars; identify, train and oversee Community Liaisons; manage grant reporting and evaluate the service learning courses and partnerships to provide for continuous quality improvement; coordinate the external communication of the Center including producing a regular e-newsletter on service-learning opportunities and creating and maintaining a webpage; contribute expertise and time to student leadership development, fundraising, and public relations; and perform other duties as assigned.

The position requires a master’s degree (an earned doctorate is preferred) from an accredited college or university and five years of progressively responsible administrative experience in a college or university. Other requirements include knowledge of service learning theory and practice; knowledge of current issues and future directions in higher education, service-learning and civic engagement; excellent communication and interpersonal skills; strong problem solving skills; a collaborative leadership style with the ability to build productive relationships in the campus and regional communities; strong time management and organizational skills; knowledge of student development theory; and qualifications to be appointed as a non-tenure track faculty in an academic discipline at the College.

CCGA is a newly designated state college in the 35-member University System of Georgia. Over the coming years, the College is building new facilities and renovating to meet its fast growth, adding expanded curriculum and a range of student services. The College is located in a vibrant coastal region with historic communities and lovely beaches combined with strong economic and civic bases. The institution has a rich history of community engagement and exceptional academic offerings which provide an outstanding array of opportunities for young professionals, traditional students and adult learners. The College expects to become a destination campus for thousands of students in the coming decade. Visit the College website at www.ccga.edu.

Review of applications will begin immediately and continue until the position is filled. Applicants should submit a cover letter of application, a curriculum vitae or resume, a one-page statement of personal philosophy, and the names and contact information for three (3) professional references to o the address below.

College of Coastal Georgia
Office of Human Resources
Re: Director of Service Learning
3700 Altama Ave.
Brunswick, GA 31520

CCGA is An Affirmative Action/Equal Opportunity/Equal Access Institution. All finalists are subject to a background investigation.

Persons with a disability who need accommodation in the application or interview process should notify the College’s Human Resources Office. As a condition of employment individuals will be required to provide proof of identity and eligibility for employment in the United States. In addition, employment in a regular position is contingent upon successfully passing a criminal background check. NOTE: If you wish to apply for more than one advertised position, you must apply separately for each position.

Interfaith Youth Core (IFYC) is a Chicago-based international nonprofit organization building a global movement of young leaders committed to the ideal of religious pluralism. Since its first grant in 2002, IFYC has grown from a small grass-roots cause to a $4.1 million organization with programs in interfaith leadership development, engagement of religious diversity, and communications.

IFYC recently completed a four year strategic plan for fiscal years (FY) 2011 through 2014. The three programmatic emphases of the plan are to change the national and international discourse about religion from one of inevitable conflict to one of cooperation and pluralism; to transform college campuses; and to nurture and network interfaith leaders. These three programmatic areas are intended to assist IFYC in making religious pluralism a social norm.

Summary of Program

In the last five years, IFYC has worked on over 150 college campuses to spread the message of interfaith cooperation and develop young leaders. Based on this experience, IFYC’s Campus Partnerships department now develops and implements collaborative partnerships with colleges and universities to transform their campuses into model environments of interfaith cooperation. IFYC has three primary types of campus engagements:

1. Outreach Engagement: one to two day trips focused on training student leaders or campus staff while advancing key stakeholders to a consider a deeper partnership with IFYC
2. Deep Programmatic Engagement: six to twelve month engagements with a heavy programmatic component designed to impact a targeted segment or program on campus (e.g., first year students, a particular school within the college, a seminar series); and
3. Model Campus Engagement: A two to three year partnership with a campus that follows the phases “Assessment and Planning,” “Program Implementation,” and “Evaluation and Sustainability.” Over the course of the three-phased engagement, IFYC helps to put the campus on a path to complete transformation to a model campus of interfaith cooperation.

Responsibilities

A Campus Engagement Associate builds, manages, and grows relationships with campus stakeholders— students, staff, faculty, administration and community. To build, maintain, and grow these relationships, Campus Engagement Associates have three primary responsibilities:

1. Serve as the key relationship manager for a portfolio of partner campuses with an emphasis of advancing the relationship to a customized and expanded commitment to interfaith cooperation;
2. Design and deliver the programmatic elements comprising all three types of engagements (e.g., student leader trainings, stakeholder asset mapping meetings, campus climate assessment surveys, strategic planning sessions, staff and faculty workshops, etc.); and
3. Codify knowledge gained through engagements to help design and refine new programmatic elements, train and learn from fellow campus associates, and improve organizational knowledge about best practices in advancing interfaith cooperation on campuses

Supervision:
Reports to the Director of Campus Engagements

Qualifications:

Candidates should possess:

• BA (required) / Advanced degree (preferred) in a related field
• Strong competence in Microsoft Office (Word, PowerPoint, Excel)
• A high level of religious literacy
• Experience working with students on college campuses
• Project management experience
• Experience working in campus administration or on college campuses is a plus

Essential Qualities:

• Passionate commitment to IFYC’s mission (making interfaith cooperation a social norm)
• Excellent skills in writing, communication, and presentation
• Leadership skills and the ability to build and manage teams
• Ability to multi-task and balance several ongoing projects
• Collaborative nature; flexibility and agility in problem-solving
• Ability to meet deadlines and work well under pressure
• Excellent interpersonal skills; ability to interact with college-aged youth from diverse backgrounds

Travel:

Travel is estimated to be approximately 30-40% of the time. Peak travel times for Campus Engagement Associates are in the fall and spring (in line with the academic calendar).

Compensation:

The Campus Engagement Associate salary is $40,000-$45,000 depending on experience. IFYC provides excellent healthcare, personal time, and professional development benefits.

How to Apply: Please send a cover letter and resume to opportunities {at} ifyc(.)org