A New Era: NMCC Director Transition

NMCC Founding Director Kate Mondloch is stepping down after four years of leading the NMCC. Under Kate’s direction, the program has enrolled over forty MA and PhD students from a wide range of degree programs, from Comparative Literature to Conflict Resolution. The NMCC now lists ninety affiliated staff and faculty from across campus and boasts a vibrant social media presence, making NMCC a widely-recognized hub for all things “new media” at UO. “I’m honored to have overseen the NMCC from proposal-on-paper to thriving transdisciplinary program,” says Kate. “It’s a great feeling to know that we’ve helped so many grads enhance their new media credentials and secure top positions– tenure-track jobs at the Universities of Maryland and Georgia, postdoc fellowships at Penn and Lafayette, research positions at IBM and Microsoft, and the list goes on.” Kate notes that special thanks are due to Doug Blandy and Carol Stabile, who served as the architects behind the certificate proposal and tirelessly shepherded it through the approval process, as well as the advisory committee members and the staff in the Digital Scholarship Center. Deans Scott Pratt and Christoph Lindner were instrumental in securing a permanent home for the certificate in the Graduate School, where the NMCC will transition to new leadership.

_______________________

Colin Koopman is an Associate Professor in Philosophy whose current research is focused on new media theory and the politics of data. He is currently writing a book on the history of information-driven conceptions of selfhood in the early twentieth century. Colin has been enthusiastic about NMCC since its inception during his first few years at UO and is looking forward to his new role as Director. As he settles into helping manage the regular operations and strategic vision of the program, Colin is excited about expanding the kinds of opportunities NMCC offers to students. Next academic year he hopes to begin growing the number of events put on for the community, pairing the quarterly NMCC open houses with events geared explicitly at NMCC students.  These events might range from workshops to guest lectures to panel presentations featuring NMCC faculty.

If you have an idea for an event you would like to see, please email Colin at koopman@uoregon.edu and let him know!

 

 

 

 

 

Congratulations NMCC Graduates!

We are delighted to announce the talented group of NMCC graduates for the 2016-2017 academic year: Jolene Fisher, Wade Keye, Matthew Pittman, Jeremiah Favara, and Alec Tefertiller, from SOJC. We are very proud of the hard work and perseverance that all have displayed in their academic pursuits during their time with us, and we look forward to celebrating their scholarly and technological accomplishments in the years ahead.

Congratulations class of 2017!


Jolene Fisher, Ph.D. Media Studies

Jolene Fisher is a Summer 2016 NMCC graduate from the School of Journalism and Communication, where she taught and assisted in classes ranging from media history, video and TV news production and reporting, and media communications in developing countries. She played an active role in her professional field at the University of Oregon, writing numerous papers for international, national, and regional conferences; and publishing articles in three key journals and one book focusing on the intersection of communication and culture. She is interested in continuing on this road in the future, turning her academic writing into a book that demonstrats how new media such as games and apps can be a valuable tool in bringing aide and education to developing communities, particularly those of minorities and dealing with illness and extreme poverty.


Wade Keye, M.A. Media Studies

Wade Keye is a Spring 2017 NMCC graduate from the School of Journalism and Communication who’s interests lie in film studies and the phenomenon of death on social media.  Building upon his background in film theory, production, and tech journalism, his research has centered around a humanistic inquiry into the the communicative practices engaged in by living users with the social media profiles of the dead, and questions the possible impact of data collection and algorithmic representation on the boundary between life and death. Wade hopes to pursue doctoral study and a career in media education in the future, while continuing his personal work in film production and fondly remembering his time in the NMCC, which he hopes will one day become a major of its own.


Matthew Pittman, Ph.D. Media Studies

Matthew Pittaman is a Spring 2017 graduate specializing in the social and cultural impact of an increasingly digital world. His dissertation, entitled “Phoneliness,” explores the relationships between mobile social media, personality, and loneliness. He is specifically interested in how new and social media augment or diminish our shared humanity. Matthew looks forward to a position as an Assistant Professor at Rowan University and thanks the NMCC for the variety of course options available. He enjoyed being able to experiment with different classes while knowing he would always be able to find one that fit; John Russel’s seminar on Digital Scholarship made a particular impact.


Jeremiah Favara, Ph.D. Media Studies

Jeremiah Favara is a Summer 2017 NMCC graduate whose research focuses on the intersections of media, technology, nation, and gender in representations of militarization. His dissertation, “An Army of Some: Recruiting for Difference and Diversity in the U.S. Military,” explores military recruitment advertising during the era of the all-volunteer force and proposes that the project of military inclusion was driven by a need to recruit bodies in maintenance of the military institution. He argues that military inclusion in recruiting ads obfuscates class inequalities critical to recruiting, reconfigures ideas about military masculinity, promotes ideologies of colorblindness, and regulates ideas about gender and sexuality, particularly for women in the military. Though his future plans are uncertain, he hopes to continue his work in feminist media studies, utilizing the interdisciplinary avenues he enjoyed during his coursework with the NMCC.


Alec Tefertiller, Ph.D. Media Studies

Alec Tefertiller is a Summer 2017 NMCC graduate specializing in technology, social media, advertising, and social science. His favorite course while participating in the NMCC was a seminar in Digital Scholarship, which opened his eyes to new ways of approaching, collecting, and understanding digital information. His primary research during his time at the University of Oregon focused on the use of social context cues in Facebook advertisements, during which he discovered that the mere presence of social impact in Facebook advertisements affects brand attitudes even if the presence does not exert much influence itself. He also found that a person’s social capital in their Facebook network increased their willingness to share advertisements and positively influenced their purchase intentions. Alec is looking forward to building on this research and his NMCC coursework in his future position as tenure-track Assistant professor of Advertising at Kansas State University

 

Mapping & Geospatial Data Librarian, University of Pennsylvania Libraries

The Mapping and Geospatial Data Librarian will work as part of a collaborative team in the Digital Scholarship department in the Penn Libraries. Working closely with the two Digital Humanities Specialists, a data curation librarian, and two librarians working on digital scholarly publishing, the mapping and geospatial data librarian will take the lead in developing and supporting scholarly research that includes mapping and geospatial data. The incumbent will develop tools and platforms and will train and supervise students across the University in creating and visualizing geospatial data, and in making connections between GIS technologies, critical mapping, and academic disciplines across the University. They will work closely with liaison librarians in creating tailored guides for geospatial approaches across disciplines, and will serve as back-up on complex mapping or geospatial data questions. The mapping specialist will also consult with the Price Lab for Digital Humanities, the School of Design and others on campus in meeting the needs of scholars who seek to incorporate mapping into their research approaches.

QUALIFICATIONS

We welcome candidates with a wide range of experience and from diverse backgrounds. A combination of professional experience, volunteer work, coursework, and other transferable skills may be applied toward the required and desired qualifications listed below. Please be clear and specific about how your background is relevant to this position.

A Master’s Degree or more and 3 years to 5 years of experience or equivalent combination of education and experience is required.

  • An understanding of and experience with leaflet, carto, mapbox, and other web mapping tools
  • Demonstrated facility with ArcGIS and QGIS
  • Teaching and mentoring skills
  • Experience working cooperatively with people from diverse backgrounds
  • Professional and pedagogical commitment to equity, diversity, and inclusion
  • Experience with historical maps and mapping
  • Comfort with, or significant interest and aptitude for learning python, ruby, and javascript

Review of applicants will begin on June 5, 2017, with a proposed start date of August 1, 2017.

To apply, visit the online posting and application portal

 

Penn adheres to a policy that prohibits discrimination on the basis of race, color, sex, sexual orientation, gender identity, religion, creed, national or ethnic origin, citizenship status, age, disability, veteran status, or any other legally protected class.

Open call for articles

Problems of Education in the 21st Century. Information_Twenty-ninth_CFP_PEC_2017
 We would like to invite proposals for articles for an international blind peer-review scientific journal “Problems of Education in the 21st Century”

Papers should be original work and substantively different from papers that have been previously published or are under review in a journal or another peer-reviewed conference. We invite submission of papers describing innovative research on all aspects of education and related areas. Submitted papers will be assessed based on their novelty, technical quality, potential impact, and clarity of writing.

The call is open till 15 June 2017

We advise you to use a template for paper preparation. You can download it from our website: http://www.scientiasocialis.lt/pec/?q=node/5. Theoretical papers usually follow an argumentative pattern and are organised around the solution of a problem.

Full CFP and Submission details

 

 

“Digital Defense for Artists, Scholars, & Activists” at the American Society for Theatre Researcher conference

Digital Research Methods: Digital Defense for Artists, Scholars, & Activists
Digital Defense for Artists, Scholars, & Activists – A working session convened by Kalle Westerling (The Graduate Center, CUNY) and Sarah Bay-Cheng (Bowdoin College). We’d love to hear from you! Feel free to reach out to me at KWesterling1@gradcenter.cuny.edu (link sends e-mail) if you have any questions.


When we talk about bodies–extraordinary or otherwise–we tend to think about physical beings in the world. However, alongside our physical experiences, we are each compiling simultaneously a record of data, a “data body” that parallels the physical self. For most of human history, such data has been recorded, collected, and analyzed in material objects by other humans. These ranged from bank transactions recorded by corporations, to surveillance files compiled by governmental organizations such as the FBI or Stassi. Since the mid-20th century, such files have shifted from analogue to digital through electronic credit cards, satellites, and GPS. Now, with fitness trackers, smartphones, and social media adding to the vast array of digital personal data, these databodies have become desirable commodities that can now only be understood by machines. As a collection of various performances, these databodies and how they are understood by institutions have very real consequences for the bodies they represent. As artists, theatre and performance scholars, and teachers, these data are ubiquitous within our field, from maintaining our own data collection, to new methods of analysis and publication, to dissemination of academic material online and online scholarly profiles. It is, therefore, vital that as we engage these methods within our research and teaching, that we and our students can also understand the implications of digital methods in research. This session invites participants to share their tools and methods for doing and sharing their work, while also maintaining privacy in online environments.

This session invites participants both to share methods and practices from their use of digital methods in theatre and performance studies and to raise questions about the safety and security of digital databodies in our work, classrooms, and scholarship.

The goals for this session are three-fold:

  1. to share our respective practices for doing the work itself, i.e., how do scholars engage digital methods in the collection, analysis, and dissemination of performance scholarship;
  2. to draw attention to potential vulnerabilities in this work;
  3. to share and discuss strategies for addressing potential problems, particularly as they affect potentially already vulnerable populations of artists, scholars, and activists.

In an age of rampant social media and digital exchange, how does one protect one’s own work, scholarship, and reputation online? For artist-activists, what digital strategies most useful for promoting community and access, while also protecting the vulnerability of one’s databody within existing surveillance systems? When introducing social media and digital exercises into a curriculum, how can we ensure that our students are engaging fully while also protecting their rights to privacy? What are the ethical concerns of digital research and scholarship in performance? (Here, we might also think about the ethics of participatory performance that digitally tracks or records its audience.)

Participants in the working group will be invited to submit short position papers (3–5pp) outlining their potential questions or project to share. The potentially wide-ranging focus of this working group may require the formation of smaller focus groups within the working group based on these papers and these will be organized in an online session prior to the conference. The session conveners will arrange the various contributors into topical areas (for example, activism and security; digital ethics in performance; protecting your data online; etc.) Online group discussion will precede the conference with position papers shared among the group via the DRS blog site.

At the conference, the session will begin with project and methodology presentations, akin to a digital roundtable or electronic poster session. We will model this on the 2013 Digital Methods session in which several project and presentations are available simultaneously for sharing and review with participants’ own technologies. These presentations will ideally be interactive to introduce scholars to new techniques in the participants’ own practices and projects. The second part of the session will focus on group discussions of ethics and implications for these kinds of project. This discussion will also focus on teaching digital methods in a variety of environments. Much of the content will be lead by the individual proposals and the format of online sub-group discussion, simultaneous presentations at the conference, and larger group discussion and debate will allow a significant number of participants to contribute to the session, while also allowing for maximum engagement with the issues at hand.

For any specific questions, please contact the working group convenors at sbaycheng@bowdoin.edu and KWesterling1@gradcenter.cuny.edu

All submissions must be received formally through the ASTR website.

Deadline for receipt of working group proposals is 1 June 2017

Please contact the conference organizers at astr2017@astr.org if you have any questions about the process.

Professor in Screen Studies, University of Melbourne

The School of Culture and Communication is a thriving research hub for critical thinking in the humanities. This agenda is led by world-leading scholars whose fields of research include literary and cultural studies, art history, cinema and performance, media and communication and Australian Indigenous studies. The School is also host to a range of funded research concentrations, such as the ARC Centre of Excellence for the History of Emotions, the Australian Centre, the Centre for Advancing Journalism, the Research Unit in Public Cultures and the Transformative Technologies Research Unit. More broadly, our academics publish, speak and blog on topics as diverse as romanticism, poetry, Asian popular culture, digital media, climate change, network societies, gender and sexuality, racism, cosmopolitanism, and contemporary arts.

The Professor of Screen Studies will be expected to make major contributions in the areas of research, academic leadership, administration and professional development, and teaching excellence at both undergraduate and postgraduate levels including RHD supervision.The appointee will have an established research specialisation in an aspect of Screen Studies, and potential to achieve a high level of research performance through refereed publications and the securing of research grants. A principal duty of the successful appointee will be to foster interdisciplinary activities and engagement activities connected to the discipline.

Close date: 20 Jun 2017

Position Description and Selection Criteria and Leadership Documents

Visual Arts High School Teacher, Ascend Charter

Ascend is a Brooklyn-based network of K-12 public charter schools serving 4,000 students across nine schools. Our mission is to provide an extraordinary education for the children of Central Brooklyn, placing them firmly on the path to success in college and beyond. We seek high school teachers who are passionate about their subjects and their students – who want to spend their time discussing, preparing, and immersing themselves in the content they’re about to teach. We value teachers who truly listen to what students are saying – who create a space for students to think their way through to answers, and explore insights and curiosities along the way. Teachers at Ascend share a hunger for feedback and professional growth, and a dedication to excellence.

We look for teachers who are excited to embrace a rigorous liberal arts program and restorative approach to discipline, and who believe that family and community partnerships are crucial.

We are passionate about guiding our students to think critically and independently, and to enjoy education as an end in itself. We teach a rich and rigorous liberal arts curriculum that nurtures students’ natural curiosity and encourages intellectual risk-taking, preparing them to thrive in the college classroom, the workplace, and civil society.

The founding high school visual arts teacher will develop and teach, clear and engaging lessons that follow the rigorous, Common Core aligned Ascend curriculum. Additionally, the founding high school visual arts teacher will:

  • Create a rigorous, Common Core aligned curriculum
  • Utilize formal and informal assessment data to drive instruction and ensure student mastery of standards
  • Build a motivating and inclusive classroom environment
  • Create and maintain strong relationships with students and families
  • Actively participate in grade-level meetings, collaborative planning, and professional development, including an annual summer institute
  • Accept ultimate responsibility for the academic progress of his or her students, and work to actively overcome setbacks
  • Report to the director of curriculum and instruction; accept direction from, and work closely with, the dean of students and school director.

Requirements:

  • Bachelor’s degree required, Master’s degree and certification preferred
  • The ability to create a classroom environment where students feel safe, supported, and challenged
  • Passion and commitment to teaching scholars in underserved areas and to closing the achievement gap
  • Relentless drive to set and achieve ambitious goals
  • Strong collaboration and teamwork skills
  • Growth mindset and ability to use feedback to improve practice
  • Experience teaching in underserved areas a plus

Ascend is an equal opportunity employer and an organization that values diversity.

Apply Here

 

Bates College: Information and Library Services Academic Technology Consultant (Scientific Computing)

The Position:

Curricular and Research Computing (CRC) and Bates College contributes to the academic mission of the College by providing programs and services that help faculty and students easily and effectively use information technology in their teaching, learning and research.  CRC staff routinely consult and collaborate with the faculty on a range of resources from using the college’s course and content management systems to creating media rich curricular content to developing computational and digital methods and processes.

The Academic Technology Consultant (Scientific Computing) provides services to and supports faculty, students, and staff using the imaging, visualization, and computing technologies in the Bates Imaging and Computing Center (BICC).  Contributes to the support of the BICC and its equipment and instrumentation.  Helps in the ongoing efforts to define and deploy a support model to meet the computational and data needs of faculty and students

Qualifications:
  • Bachelor’s degree required,  advanced degree preferred
  • Experience in higher education, academic or research computing environment
  • Experience with scientific instrumentation (especially microscopes)
  • Experience in Scientific Computing & Analysis to include:
    • Scientific workflows
    • Scientific analysis & statistical methods
    • Programming in any applicable language
    • Supporting biology & chemistry computational platforms (incl Matlab)
    • Batch HPC cluster environment with a parallel file system
  • Experience in Digital Imaging & Visualization including but not limited to:
    • Expertise in applied & scientific imaging including optical microscopy
    • Knowledge of emerging visualization technology in teaching & research
    • Experience with 3D modeling software or using 3D digital imaging technologies
    • Experience or knowledge using GIS
    • Experience supporting or developing VR content & environments
  • Theoretical knowledge and hands-on experience with optical microscopes and their software.
  • Strong oral and written communication skills.
  • Strong organizational (time, task and project management)
  • Strong interpersonal skills and ability to work effectively with and teach a wide range of users with variable needs and interests.
  • Ability to work individually and as part of a team.

Review of applications begins immediately and will continue until the position is filled.

Application Instructions:

Submit to following via the online portal:

  1. cover letter
  2. resume
  3. contact information for three professional references

This position requires successful completion of a pre-employment background screening.

Director of Governance and External Affairs, Cooper Union

The Cooper Union for the Advancement of Science and Art offers a world-class education in art, architecture and engineering as well as an outstanding faculty of humanities and social sciences. The Cooper Union is a living laboratory that has advanced and shaped our country and civic thought for over 150 years. The Cooper Union has stood for more than a century as a bastion of free speech and a center for debate of the vital issues of civic leadership. That discussion continues today. As the College looks forward to rediscover Cooper’s many strengths, the College is developing a new strategic plan that drives toward an even more vibrant, sustainable, inclusive future.

POSITION SUMMARY

This position is part of the leadership team and will play a key role in shaping The Cooper Union’s long-term financial health, academic vitality, and civic leadership into the 22nd century. The Director of Communications and Public Programs provides creative and strategic leadership in the development and implementation of a comprehensive, synergistic communications and public programming strategy for the College to engage internal and external audiences.  In partnership with the President and other campus leaders, the Director develops the College’s strategic communications and public programming plans and oversees their implementation. The Director will lead a transformational approach to link the work in Public Programs to the overall strategy of communicating and engaging internal and external communities in public discussion about topics and values that are meaningful to the College and the community. The Director also serves as a key spokesperson for the College. This position reports directly to the President and is a member of the leadership Cabinet.

SKILLS/REQUIREMENTS

• Minimum of ten years progressively responsible experience in strategic communications planning; digital, social, and print media and public relations; perception management; internal communications; and crisis management, as well as proven effectiveness engaging local, national, and international media.
• Minimum of five years progressively responsible experience in the successful design and production of print and digital materials, including a familiarity with graphic design, web design, publications processes, and Google Analytics.
• Experience with developing program strategy and producing events.
• Experience with  identifying or managing agents who represent talent who provide exemplary programs.
• Ability to partner with development leadership to engage potential funders through public programs.
• Ability to supervise and train employees including organizing, prioritizing, and scheduling work assignments; evaluating performance; and mentoring and coaching employees to achieve maximum productivity.
• Exceptional writing, editing and oral communication skills as well as proficiency in engaging effectively with a wide range of external and internal constituencies.
• Ability to lead and reorient teams in response to new opportunities and changing priorities.
• Strong strategic thinker with a demonstrated ability to provide advice and counsel across a complex organization.
• Ability to deliver high quality work within designated timelines.
• Ability to build strong relationships, work both collaboratively and independently, make decisions, maintain confidentiality, multitask, organize, and prioritize while maintaining high standards in a high volume environment.
• Demonstrate energy, creativity, and intellectual breadth, with the ability to lead, inspire, and manage a team with those characteristics
• A proven ability to serve as an institutional spokesperson on a variety of issues in a variety of settings.
• Is committed to the value of diversity in all aspects of college life.

EDUCATION

•  Bachelor’s Degree from an accredited college or university is required.

Submit resume and cover letter to:
Human Resources
30 Cooper Square, 7th Floor
New York, NY 10003

Or email to: hr@cooper.edu

The Cooper Union for the Advancement of Science and Art is an Equal Opportunity Employer.