Post Doc Opportunity in Social Media research

New CSS certificate for SBE grads: data visualization

AWKWARD BLACK GIRL: awesome web show plus Stanford appearance

Must see internet show by CCSRE grad:

Issa Rae Appearance on campus!

Come see the premiere of Awkward Black Girl episode #9

Diversity Mix & Mingle party

As announced at the welcome meeting:

Thursday October 6th
3:00-4:30 PM
Black Community Services Community Room

Mix and mingle with diverse graduate students from across the school -

Meet H & S diversity officers

Learn more about school diversity initiatives.

Postdoctoral Research and Teaching Associates, University of Maine

Maine Center for Research in STEM Education

The University of Maine
Orono, Maine

The Maine Center for Research in STEM Education (RiSE Center) at the University of Maine seeks applicants for postdoctoral positions in physical sciences education research (chemistry, physics, Earth sciences).Candidates must have a Ph.D. in science, science education, or a closely related field; have a strong research record in discipline-based education research; and have demonstrated excellence in teaching.Preference will be given to applicants who have a record of successful work with middle or high school teachers and/or students, have evidence of collaborating well as part of a team, and possess an interdisciplinary background.The successful candidates will be part of a team of researchers, faculty, and teachers that comprise the Maine Physical Sciences Curriculum Partnership, a newly funded initiative supported by the National Science Foundation’s Math and Science Partnership Program.This position provides opportunities for mentored teaching, outreach including teacher professional development and curriculum work, and all aspects of research.

The positions are twelve-month appointments, with a flexible start date and possible renewal for a second year.Candidates should submit electronically a letter of application, curriculum vitae, summary of research accomplishments, statement of teaching philosophy, copies of up to three representative publications, undergraduate and graduate transcripts, and the names and addresses (including e-mail and phone) of at least three referees to

Application review will begin immediately and continue until the position is filled.

For more information about the RiSE Center and the Maine Physical Sciences Curriculum Partnership, please see and

Women and minority candidates are especially encouraged to apply.
The University of Maine is an Equal Opportunity / Affirmative Action Employer.

Postdoc position document (.doc)

EDGE Spring Quarter Events

3/29, Tue -  EDGE Meeting; 12-1pm; CCSRE Conference Room (Building 370); Topic: Advisor-Advisee Relationships

4/6, Wed -  EDGE-CCSRE Race & Ethnicity Workshop; 12-1pm; Location TBA; Presenter: TBA (e-mail to sign-up)

4/19, Tue -  EDGE Meeting; 12-1pm; Location TBA; Topic: Developing a Research Program & Research Statement

4/27, Wed – EDGE-CCSRE Race & Ethnicity Workshop; 12-1pm; Location TBA; Presenter: TBA (e-mail to sign-up)

5/6, Fri – Evening EDGE Fellows Social Event, Details TBA

5/10, Tue – EDGE Meeting; 12-1pm; CCSRE Conference Room (Building 370); Topic: Developing a Teaching Philosophy & Teaching Statement

5/12, Thu – EDGE-DARE-CCSRE Grad Fellows Joint Networking Event (with Dessert!); 4-5:30pm; Black Community Services Center

5/18 Wed – EDGE-CCSRE Race & Ethnicity Workshop; 12-1pm; CCSRE Conference Room (Building 370); Presenter: Stefanie Bautista

5/25 Wed – EDGE-CCSRE Race & Ethnicity Workshop; 12-1pm; CCSRE Conference Room (Building 370); Presenter: TBA (e-mail to sign-up)

Tips on The Academic Job Talk


Archives of all past postings can be found at:

Sponsored by
Stanford Center for Teaching and Learning


The posting below gives some great tips on preparing for the all important academic job talk. It is from the February 2011 issue of the
online publication, Graduate Connections Newsletter: Professional Development Network Tips and strategies to give graduate students a leg up in launching a professional career [], pp 4-7, from the University of Nebraska-Lincoln and is published by the Office of Graduate Studies. ©2011 Graduate Studies, University of Nebraska-Lincoln.  Reprinted with permission.


Rick Reis

The Academic Job Talk

THE “JOB TALK” is perhaps the single most important thing you’ll do during an academic interview. On the basis of your presentation, you’ll be evaluated as a scholar, teacher and potential colleague. A dynamic talk is likely to result in a job offer, while a poorly organized, flat or uninspired presentation will almost certainly eliminate you from consideration.

Here are some key points to consider as you prepare for an academic job talk.

Before the Talk

Different institutions and disciplines have different expectations about the length and format of the job talk. Make sure you know what is expected of you. Attend job talks in your department. Listen to how faculty members evaluate the talk, then figure out what works and what doesn’t. Use this information to guide your preparation.

Find out who will be attending the job talk.

Knowing your audience will help you decide how specific or technical you should make the presentation. For example, if the audience is primarily undergraduates, you’ll want to spend more time explaining the significance of your work. Also, ask about the format of the talk so you’ll know how much time you’ll have.

Your research talk will probably be related to your dissertation, but remember, this isn’t a dissertation defense. Dr. Jonathan A. Dantzig (2001), professor of mechanical and industrial engineering at the University of Illinois at Urbana-Champaign, advises: “make sure that everyone who attends your seminar learns something.” He notes that a good job talk should answer the following questions:

• What problem have I worked on?
• Why would anyone work on this problem?
• What is significant about what I have done?
• How has my work made progress on the problem?

He offers this sample structure for a 45-minute research job talk:

Content        Time  Target Audience                Detail Level / Purpose
Background     15    Everyone present               Your parents would understand it

Your approach  10    People in related fields       Show you know the field

Your results   10    People who work in your field  Show that you are the world expert on something

Summary        10    Everyone in the room           Relate your results to the big picture

Prepare an organized presentation. Good presentations have a beginning, a middle and an end, often referred to as the “3 Ts”: Tell ‘em what you’re going to tell ‘em; Tell ‘em; and Tell ‘em what you told ‘em.

If you choose to use a Power Point presentation, don’t use complete sentences on your slides, because you’ll invariably end up turning your back to the audience and reading the slides verbatim. Instead, follow these general rules:

• Two- or three-word phrases for each point; avoid long sentences
• Generally one topic per slide
• Title for each slide
• Generally no more than 6 words a line
• Generally no more than 6 lines a slide
• Larger font to indicate more important information
• Font size generally ranging from 18 to 48 point
• Bullets to highlight your text items
• Don’t overwhelm your audience with fancy fonts, shaded backgrounds or custom effects (for example, words or phrases that fade or dissolve or graphics that fly in or out). These “enhancements” are sure to distract the listener from your presentation.

For more tips on creating effective Power Point presentations, see the next article.

If your material is too detailed to put on a slide, consider using handouts instead. But be sure the information is not too complex and that any tables, charts or graphs are clearly labeled. Finally, make sure you bring with you enough copies of the handouts with the pages stapled together.

Now that you’ve prepared your presentation, practice it.

Practice in front of your adviser, some fellow graduate students, and at least one person who knows nothing about your subject matter. Perhaps invite some undergraduates to the mock talk. Get their comments, then practice it again. Make sure your seminar is at an appropriate level for the various audience members (e.g., faculty, postdoc fellows, graduate students, undergraduate students). Get as much feedback as you can.

Practice it again. Time yourself. If you’re using slides, figure out which slide corresponds to the halfway point of your presentation. That way, you can tell whether you’re going too slowly or too fast – while you still have time to do something about it. If you’re running short of time during the talk, it’s better to cut a pre-planned optional section in the middle than to be prevented from giving the conclusion. And don’t try to include every minor detail. Keep the big picture in mind.

During the Talk

Remember that an “extemporaneous” presentation – planned thoroughly in advance yet delivered in a spontaneous manner – will be far more convincing than a scripted one. In other words, don’t read your presentation. Keep in mind the purpose of your talk. You are not delivering a research paper.

Ask the audience to hold questions until the end except for brief questions of clarification. Otherwise you’re likely to get interrupted and run out of time.

Start by providing an overview of the topics you’ll be covering.

Be sure to explain near the beginning why a non-specialist might be interested in your work. Near the end, be sure to explain why your substantive conclusions are of importance beyond the immediate topic of the work.

Maintain eye contact with the audience.

Choose people at various locations in the room and systematically sweep your eyes around to be sure you engage the entire audience. Avoid standing right in front of the projector. You’ll end up obstructing the view of people near the front, and you’ll also be partially blinded by staring into the projector’s light. If you use a laser pointer, slowly circle around the item you want the audience to attend to, instead of trying to point at it directly. If you point and you’re nervous, your shaky hand will be greatly exaggerated by the laser beam.

Don’t stand in one spot during the entire presentation. Make use of both horizontal and vertical space when speaking. When asking or answering questions or emphasizing a point, move toward the audience. Create presence. Be unpredictable in your physical movement, but don’t pace back and forth.

After the Talk

The question-and-answer session following your talk can be as important as the talk itself. The best way to prepare for this portion of the job talk is to anticipate the kinds of questions that might be asked, then practice responding to them. Often the biggest challenge is to understand what the questioner is asking.

Pause before you reply. If you’re not sure what the question is, ask for clarification by restating the question in your own words and asking if that is what the questioner meant. It’s okay to take notes on the remarks from the audience, especially on an interesting point that you hadn’t considered. And it’s not a crime to say, “I don’t know. That’s a great question and it would make a great follow-up research project.” (Just don’t answer every question like that.) Finally, never, ever argue or become defensive with the questioner.

In the end, remember that the job talk is not another defense of your work. You don’t have to prove your competence. Instead, consider it a demonstration of your ability to contribute and collaborate as a potential colleague and as a clear communicator. That’s what your audience is most interested in knowing.


The Academic Job Search, Rice University Career Services Center.

Jonathan A. Dantzig (2001). Landing an Academic Job: The Process and the Pitfalls. Department of Mechanical and Industrial Engineering, University of Illinois at Urbana-Champaign, February 22, 2001.

Perfecting The Job Talk by Professor John Eadie, Department of Wildlife, Fish & Conservation Biology, University of California, Davis,

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Diversity Faculty Fellow @ Washington State U

Washington State University Vancouver invites applications for a full-time, 9-month academic year Diversity Faculty Fellow beginning August 16, 2011.  The Faculty Fellow develops curriculum and scholarship to enhance diversity, contributes to the activities of the campus’s Diversity Council, and aids in the recruitment and retention of diverse students and faculty and/or help establish community partnerships. Candidates are expected to have 1) PhD before August 16, 2011 in any academic discipline represented on the WSU Vancouver campus, and 2) show evidence of a research agenda with a focus on diversity and the ability to work with diverse populations in research or teaching. To apply, visit  Review of completed applications will begin by March 28, 2011. Questions should be directed to Dr. Dana Baker,

CCSRE Upcoming Events

New Affiliated Faculty Welcome Reception
Thursday, February 24, 2011 – 5:00 pm
CCSRE Conference Room, Building 360, Main Quad

This event is open to faculty only.
Please RSVP to Tracy Holmes at

Faculty Seminar Series:

–> Rhacel Parrenas presents
“Moral Imperialism and the U.S. War on Trafficking”

Thursday, March 10, 2011 – 12:00 pm
Terrace Room, Margaret Jacks Hall, Building 460

In this talk, Professor Parrenas revisits the U.S. war on trafficking by addressing its impacts on the labor and migration of Filipina hostesses in Japan, a group labeled by the U.S. Department of State as trafficked persons forced into sexual exploitation. Read More

–> “Reworking Gran Torino: Acting, Masculinity, Race, Representation”
Wednesday, March 9, 2011 – 7:00 pm
Building 300 (Main Quad), Room 300

The Program in Asian American Studies presents a workshop with Bee Vang (Lead Actor, “Gran Torino”) and Professor Louisa Schein (Rutgers University). Moderated by Celine Parreñas Shimizu, Visiting Scholar CCSRE and Associate Professor UC Santa Barbara.  Read More

Save the Dates

Wednesday, April 13, 2011 – 4:00 pm
Affiliate Showcase with Professor Linda Darling-Hammond.

Thursday, April 14, 2011 – 6:30 pm
Five-time Academy Award nominee and Academy Awarding winning film maker, Freida Mock will screen “Maya Lin” (the film for which she received an Oscar) and “Lt. Watada,” her new work.

Friday, April 15, 2011- 8:30 pm
The Dr. Augustus A. White III and Family Faculty Professionalism Award Recognition & Celebration

Friday, April 15, 2011 – 1:00 pm
The Future of Ethnic Studies Symposium

Thursday, May 5, 2011 – 4:00 pm
Annual Anne and Loren Kieve Distinguished Speaker lecture with
Dr. Lonnie Bunch presenting
“The Challenge of Creating a National Museum”  Read More

Friday May 13, 2011 – 5:00 pm
26th Annual Ernesto Galarza Commemorative Lecture  Read More

Co-Sponsored Events

–> “Walking Backwards with Shirley Geok-Lin Lim: Poetics and Life Writing”
Monday, February 28, 2011 – 5:15 pm
The Terrace Room, 4th Floor, Margaret Jacks Hall

An evening with the internationally-acclaimed poet, novelist, critic and memoirist Shirley Geok-Lin Lim reading from and discussing her new book of poems, Walking Backwards, and her memoir, Among the white Moon Faces. Read More

–> “Access, Success, Impact: How Low-Income Students of Color Succeed in College and Beyond”
Saturday, March 5, 2011 – 1:00 pm
Memorial Auditorium

–> A Community Forum & Conversation Featuring:
Dr. Cornel West, renowned author, scholar and educator, Princeton University and Miriam Rivera, Co-founder Ulu Ventures, member Stanford University Board of Trustees  Read More

–> “OLO (One Love Oceania)”
Thursday, March 10, 2011 – 5:30 pm
Levinthal Hall, Stanford Humanities Center

OLO organizes teach-ins and workshops on gender and queerness in Pacific Islander communities and OLO conducts prisoner empowerment and advocacy work with male and female prisoners here in California.  Read More

Post-Doctoral Fellowships in Urban Anthropology or Urban Sociology

The Max Planck Institute in Göttingen, Germany, seeks to appoint three post-doctoral research fellows in Urban Anthropology or Sociology, each for three years. The anthropologists/sociologists will be employed to conduct research respectively in the following locations: New York (likely Astoria in Queens), Johannesburg (likely Hillbrow) and Singapore (likely Jurong West).

Under the directorship of Prof. Steven Vertovec, the post-docs will be part of a larger team (including three post-doc geographers, two PhD students in Anthropology and Geography, two ethnographic film-makers, a data visualization specialist and a set of social science consultants) within the ‘Globaldivercities’ project funded by the European Research Council. The project’s core question is: In public spaces compared across cities, what accounts for similarities and differences in social and spatial patterns that arise under conditions of diversification, when old diversity (referring to earlier waves of migrants) meets new diversity (referring to new, super-diverse migrants)?

Applicants should hold a PhD in Anthropology or Sociology and have a track record of fieldwork (and ideally publication) in urban research. In addition to English, language competence in a relevant language (i.e., likely to be spoken among some immigrants in the given location) will be an advantage, as will knowledge and experience of one of the project cities. Annual salary range €37,122-€41,175 (US$49,950-US$55,404).

The Max Planck Institute for the Study of Religious and Ethnic Diversity is a constituent institute of the Max Planck Society (, Germany’s premier research organization. Although funded primarily by federal and state governments, the Max Planck Society is wholly independent. Committed to equal opportunities, it particularly welcomes applications from women, ethnic minorities and persons with disabilities.

Applicants should send a cover letter, CV and names & contact details for three referees to Jutta Esser ( by 25 February 2011.