NCALM SEED Proposal Request due 12/22

The National Center for Airborne Laser Mapping surveys up to ten projects every year (each generally covering no more than 40 km2) for graduate student PIs who desire Airborne Laser Swath Mapping (ALSM) data. Students can also request high resolution aerial photography in conjunction with the ALSM collection. Graduate student proposals must define a basic research question in the geosciences (broadly defined). No financial support is provided to the student, but it is hoped that the data from projects selected in this program will enable new research opportunities and lead to successful proposals for future research.

Proposals for NCALM seed projects are invited electronically during September or October each year and are submitted online at the Seed Proposal Submission Site. Final selections from the proposals are made by the NCALM Steering Committee. The NCALM website is the primary source of information for NCALM seed projects. However, announcements may also be made through Eos, OpenTopography, and various email lists.


Due Date

December 22, 2017, at midnight CST


Proposals should be three pages or less, including any figures and references, and must contain:

  1. A description of the science, why research-grade ALSM data are needed, and the broader impact(s) of the study.
  2. A statement of how this study relates to ongoing projects.
  3. A location map showing target area, which must be in the contiguous United States and no more than 40 km2.
  4. An optimal timetable for receiving the product.
  5. Data format and processing required (e.g., filtered to expose bare earth, gridded or classified point files including vegetation).

Additional submission information:

  1. This is a single project/single year proposal. Repeat data collection proposals will not be supported.
  2. Seed proposals are for ALSM (airborne lidar) data with optional waveform data or aerial photography (with limited processing) and do not include other types of data collection (e.g., terrestrial lidar, or hyperspectral imaging).
  3. Proposals that do not follow the format outlined in the NCALM Format Guidelines and Proposal Form will be returned without review.

Note: NCALM does not provide rankings or evaluations to graduate student PIs or their advisors.

Data Distribution Policy

Seed project data will be made public six months after the delivery of the data to the graduate student.


Awardees are required to submit a report, not exceeding three pages including figures, one year after the delivery of the data. In addition to the report, awardees should submit one MS PowerPoint slide outlining the most important discovery from their ALSM data collection.


NCALM seed projects do not provide any financial support to the student. NCALM collects and provides lidar data to a student only if the project is awarded.


Projects outside of the contiguous United States and/or in regions higher than 3,000 m elevation cannot generally be funded under the seed proposal program. If the project area falls into either of these categories, check NCALM’s Field Campaign Calendar for anticipated future missions that may be adjacent to your area – thereby enhancing feasibility of a proposal in such regions.

Additional Information

For information beyond that available on this page, the Format Guidelines, and the Selection Criteria, please contact:

Ramesh L. Shrestha, Director
University of Houston
5000 Gulf Freeway
Houston, TX 77204-5059

P: 832.842.8881
F: 713.743.0186

The Murphy Institute for Worker Education and Labor Studies: Research Award Program

Submission deadline: December. 1 2017.

Send complete applications to:

The Murphy Institute’s Research Awards Program supports original qualitative and quantitative research by
CUNY scholars on issues relevant to the labor and social justice movements, both nationally and locally.

Researchers from all academic disciplines are invited to apply. The Awards Program is open to CUNY faculty
and Level 3 Ph.D. students (excluding those with appointments at the Murphy Institute). Applicants must
submit a CV, a research proposal no longer than 750 words, a budget (up to $10,000) and budget justification.
Proposals should specify the research question, hypotheses, methodology, and the type of publication or other
deliverable the applicant intends to produce (beyond the research paper mentioned below). The proposal
should also highlight the proposed project’s benefits to the labor and social justice movements, and a
dissemination plan. Documentation of IRB approval will be required before funds are disbursed to applicants
selected for awards. Award recipients will be required to submit a 20-25 page research paper and may be
asked to make a public presentation under Murphy auspices.

A committee of Murphy’s full-time and consortial faculty will make the final selection of awardees. Although
full consideration will be given to any labor-related topic, preference will be given to proposals that address the
three topic areas described below:

Organizing Strategies
With union density rates now below 11 percent, union organizing is often seen as a prerequisite for success in
the struggle for social and economic justice. But employer opposition to organizing is formidable, and the
political and legal environment presents many other challenges. What is the future for union organizing in this
context? What organizing strategies, models, and techniques are most effective in the 21st century?

Worker Centers and Alt-Labor.
There are now over 200 “worker centers” in the United States, which are engaged in non-traditional forms of
labor organizing and advocacy, focused on low-wage and immigrant workers in sectors where traditional
unions are absent. What are the strengths and weaknesses of worker centers? Under what conditions do they
succeed? How have they influenced the larger labor movement?

Pay Equity
Although pay equity has been on the labor movement and public policy agenda for decades, it remains an
elusive goal. Women working full-time, year-round still earn only 80 percent of what men are paid. That is a
narrower gap than in the past – in the 1960s it was 59 percent – but much more is needed. Racial disparities in
pay also persist. What can be done to address these inequalities? How do they vary across demographic
groups? What can organized labor and social justice organizations do to improve the situation?

Awards will be announced in early 2018.

Museum Pedagogy and Water Justice groups w/ compensation!

TLC Focused Inquiry Groups, Fall 2017

The Teaching and Learning Center is pleased to launch two new Focused Inquiry Groups (FIGs) whose work will span the Fall and Spring semesters. Our FIGs will bring together small groups of Graduate Center students who will collaborate on a specific teaching and learning project. Past and ongoing FIGs include “Developing a Socially-Conscious Pedagogy,” “Teaching as an International Student,” and “Student Privacy and Open Digital Pedagogy.”

Please read below for program descriptions for our two new FIGs, as well as application instructions.

Focused Inquiry Group: Adapting Museum Pedagogy for the CUNY Classroom

CUNY classrooms bring together diverse publics to learn together: students have wide-ranging disciplinary backgrounds and interests, they are immigrant or English language-learners and native-born Americans, they come straight from undergrad or have returned to school as older adult learners. For the last thirty years, cultural institutions that serve similarly diverse audiences have developed and articulated a series of practices to engage the public with the humanities. So why not apply public humanities methods to our classrooms?

This Focused Inquiry Group will bring together interdisciplinary CUNY educators who have teaching experience in a museum or other public humanities setting to share and develop strategies for applying museum education techniques to CUNY classrooms. Together, we will investigate the pedagogy of museum education–including our own practices. Our goal is to collaborate on developing a digital resource and workshop to share how museum best practices can benefit college classroom lectures, class-work, assignments, classroom management, and more.

This small group will meet both in-person and virtually five times during the academic year. In the Fall semester, we will work together to review recent literature on museum pedagogy, identify and articulate how we use some of these practices in our classrooms, and imagine a platform through which to share. In Spring, 2018 we will create that public-facing resource and lead a workshop at the Teaching and Learning Center to teach these practices and encourage others to think about how they can draw from public humanities skillsets to activate learning in their CUNY classrooms.

Focused Inquiry Group:  Environmental Interdisciplinarity: Water Justice

Interdisciplinarity as a broad topic is valued in the academy, but is often difficult to put into practice, especially in the classroom. Current environmental issues, particularly in the wake of climate change, cross disciplinary boundaries, and call for collaborative work and response in the academy.

This group will bring together researchers and teachers to advance knowledge on the pressing environmental issue of water justice. Each participant in this group will approach this topic in some way in their spring courses through a shared reading, assignment, and/or lesson plan. Fall meetings will consist of identifying a shared reading to work from for points of connection and developing course materials to use in the spring. This group will be a learning exercise in investigating disciplinary conventions that aims to facilitate richer and more creative courses, as well as possible collaborations in and out of the classroom. Participants will write a short reflective blog post about the challenges and rewards of working across disciplines in the classroom.

Proposals may address issues of water justice from any aspect across the sciences, social sciences, and humanities including but not limited to current events such as lead contamination in Flint, Michigan; the Standing Rock fight against DAPL; the Great Pacific Garbage Patch; rising sea levels and weather events due to climate change, to broader considerations of water quality and management, bodies of water as political spaces (including in literature and visual media), historical uses of waterways, etc.


Must be

  • a current PhD or Master’s student at the GC in good academic standing
  • teaching any level course in Spring 2018
  • able to have some control over the “theme” (content and assignments) of that course
  • able to do some planning for that course in Fall 2017
  • able to meet at least twice in person and to collaborate digitally each semester between Fall 2017 and Spring 2018
  • willing to reflect publicly on the experience of the FIG and your classroom

FIG Compensation and Application Process:

Compensation: $500 for full participation in the 2017-2018 academic year
Application Deadline: Friday, October 20th

To Apply to FIG: Adapting Museum Pedagogy for the CUNY Classroom

Please submit the following materials as a single PDF to Please name your PDF attachment “LastnameFirstname.Museum.pdf”

Applicant Information:

  • name, program at the GC, contact information (email, mailing address, and phone number). Applicants must be a doctoral student currently enrolled and in good academic standing at the Graduate Center.
  • A CV including your museum/public humanities and CUNY teaching experience
  • A one-page (double-spaced) statement of interest that describes a museum education tool or technique that you have used, or one that you could adapt, for the CUNY classroom

To Apply to FIG: Environmental Interdisciplinarity: Water Justice

Please submit the following materials as a single PDF to . Please name your PDF attachment “LastnameFirstname.Interdisciplinarity.pdf”

  • Applicant Information: name, program at the GC, contact information (email, mailing address, and phone number). Applicants must be a doctoral student currently enrolled and in good academic standing at the Graduate Center.
  • Statement of interest (200-250 words) that addresses the following:
    • Which aspects of water justice are you interested in teaching?
    • How does your discipline affect your thinking and teaching around the issue of water justice?
    • Which disciplines are you most interested in collaborating with and why?
  • 2-3 page CV
  • Sample syllabus (can be from a past course on a different topic or one that you create that you hope to teach in the future)

College Assistant Position at CUNY CSI Available

An Assistant Professor from CUNY—College of Staten Island, is looking to fill a part-time position for
Research Assistance through the position of “College Assistant”. Her ethnographic research is broadly in
the areas of disability rights, neoliberal governance and social justice struggles in the context of South
Asia. She is a faculty with visual impairment, and is looking for an advanced Grad student (preferably
Ph.D. student) to assist with research and to facilitate informational access.

You will be assisting with research pertaining to Disability Studies, International Development, Social
Work, and the like. The position is at a competitive hourly rate with health insurance and other CUNY
benefits after three months.

Candidates who are interested in international development, social justice and disability/diversity studies
can greatly benefit. This position is ideal for those who are interested in conducting research, or are
interested in pursuing a career in academics or a profession in the Social Sciences.
Responsibilities (include but are not limited to):

1) Assist with accessing interdisciplinary research resources, conducting literature reviews, and
2) Assist with grantwriting—searching grant databases and grant proposal editing.
3) Facilitate informational access as needed for teaching and research materials through operating
blackboard and other occupational tasks. Assist with curriculum, student records, and other administrative
duties as needed.
4) Assist with document conversion/scanning, visual formatting, editing, and with operating classroom
technology when needed.
1) Background in the social sciences or humanities (current grad/PhD students strongly preferred).
2) Interest in disability studies, globalization, international development, and diversity issues strongly
3) Strong writing, research, and communication skills.
4) Proficiency in Microsoft Office Suite (Word, Excel, Powerpoint) and ability to use other online
platforms to streamline work.
5) Strong organizational and time management skills.


Please contact Dr. Vandana Chaudhry with your Resume/C.V. via email at For additional details, call (312) 451-3884 or (718) 982-2191.
The position opens soon.

Introductions and qualitative GIS research on Transnational Relations, Ageing and Care Ethics (TRACE) at NUS (Singapore)

Two Research Fellowships and a PhD scholarship at the National University of Singapore (NUS) for research using qualitative GIS (qualiGIS) to study ageing and transnational care relations.
The project is titled, ‘Transnational Relations, Ageing and Care Ethics (TRACE)’. It consists of six components, of which four involves integrating qualitative research and GIS visualisation to flesh out the every geographies of older people in Singapore and Australia (and the transnational relations contained within).
1. Two Research Fellowships, one of which is earmarked for applicants who have intermediate to advanced competencies in GIS (spatial analysis), and knowledge of or willingness to do qualitative research. Details can be found at: The successful applicant will be asked to commence duties in January 2018.  Applicants are expected to hold a PhD degree (or awaiting conferment). The application deadline is on 29 September 2017.
2. One PhD Scholarship connected to the project, also commencing in January 2018 (although promising applicants requesting to start in August 2018 will also be considered). Details for the PhD Scholarship can be found at: application deadline is on 6 October 2017.

ARC Student Research Praxis Awards 2017-2018 deadline 3/31!

As part of its effort to encourage student research, the Advanced Research Collaborative (ARC) will be offering a number of Research Praxis Fellowships for the coming academic year 2017-2018. The Awards are valued at $4,000 each and are for one semester only.

To be eligible, you must be a full time registered doctoral student who has completed the First Exam but not yet completed the Second at the time of the tenure of the award. Preference will be given to those who have been enrolled for no more than three years and who are in the early stages of the formulation of a research idea/proposal. 

Students who accept this award will join an ARC student/faculty research cluster led by ARC Distinguished Visiting Fellows from within and without the CUNY system working in related areas and will be required to attend three (3) research praxis sessions during the semester. Preference will be given to students whose research interests are congruent with the research themes of the Distinguished Fellowship Program for 2017-2018. 

The themes are: 


In addition to attending the three sessions above, Awardees will be required to do the following:

  • Submit a research statement of approximately 10 pages to their ARC student/faculty research cluster at the end of the semester of their tenure.
  • Attend the weekly ARC seminars for the semester of their tenure (approximately 15 seminars each Thursday 4:30 – 6:30 pm throughout the semester)
  • Post a 400 word blog on the ARC student research website commenting on the issues raised in one of the seminars which they have attended.

 Deadline for applying is Friday, March 31, 2017, 5pm.   Students will be notified of the selection committee’s decision by April 24th.

Please submit the following items to:

  • ARC Praxis Application Cover Sheet, with advisor and EO signatures (attached)
  • 1000 word Research Statement
  • Curriculum Vitae (CV)
  • Unofficial student transcript (Banner copy)

Please submit items combined into a single PDF file labeled with your Last Name, First Name, Program.

If you have any questions, please email

Deer Season job with @NYCParks $24.00/hr!


NYC Parks is the steward of nearly 30,000 acres of land — 14 percent of New York City — including more than 5,000 individual properties ranging from Coney Island Beach and Central Park to community gardens and Greenstreets. We operate more than 800 athletic fields and nearly 1,000 playgrounds, 1,800 basketball courts, 550 tennis courts, 67 public pools, 51 recreational facilities, 15 nature centers, 14 golf courses, and 14 miles of beaches. We care for 1,200 monuments and 23 historic house museums. We look after 600,000 street trees, and two million more in parks. We are New York City’s principal providers of recreational and athletic facilities and programs. We are home to free concerts, world-class sports events, and cultural festivals.

NYC Parks is seeking a Field Technician with prior fieldwork experience, preferably in vegetation monitoring, to assist with data collection and analysis of vegetation data. We are collecting data on vegetation and associated white-tailed deer impacts in forested ecosystems in NYC Parks as part of an effort to assess the impact of deer on the City’s ecosystems.

The Field Technician will work with NYC Parks Ecologists using GPS units and ArcGIS to create maps and data representing collected field data. The Field Technician will aid in data entry and data clean up. In addition, there may be some opportunities to help Ecologists with other fieldwork.


Field Work:

 Collect vegetation data in forested areas of the City

 Use GPS units and GIS software, input collected field data, and plot points

Data Entry:

 Use Excel, Access, and other software to enter data and perform data quality checks

Data Organization/Inventory/Process:

 Organize and maintain plant specimen collection and associated log

 Organize data and maintain database

 Create field maps detailing habitat type and urban structures


1. A four year high school diploma or its educational equivalent, and either

a) Two summer seasons, or six months, of experience as an instructor, counselor, or coach in an organized

recreational program; or

b) Completion of sixty credits toward a baccalaureate degree in an accredited colleges; or

2. Education and/or experience equivalent to “1” above.


 B.S. in biology, botany, ecology, forestry, or related field

 Experience in field ecology, specifically monitoring in terrestrial ecosystems

 Knowledge of northeastern plant species (herbaceous and woody) with expertise in herbaceous and rare plant identification

 Ability to conduct research and work independently

 Ability to sometimes work under adverse conditions (heat, early/late hours, inclement weather, muddy or wet conditions)

 Experience with GPS and GIS

 Proficiency with Microsoft Office

 NYS Driver’s license

Residency in New York City, Nassau, Orange, Rockland, Suffolk, Putnam or Westchester counties required for employees with over two years of city service. New York City residency required for all other candidates. Fees: Hired candidates will be subject to a processing fee of $41.00. Hired candidates who are not currently employed by the City will be subject to an $87.00 background check fee.


Send resume and cover letter to Novem Auyeung 1234 Fifth Ave, Room 229 New York, NY 10029

Email to: For questions, please contact 646-864-7886.


Visiting Assist Prof Geography & Environmental Justice at @brown_envsoc


The Institute at Brown for Environment and Society (IBES) invites applications for a Visiting Assistant Professor with expertise in Human Geography or Physical Geography, doing research relevant to questions of environmental justice, and an interest in working to promote diversity within environmental disciplines. This is a three-year position with potential for renewal based on performance. The position involves three distinct roles: (1) conducting a varied portfolio of teaching activities, including undergraduate geography courses, student advising and senior thesis mentoring; (2) designing and implementing a summer program for undergraduates that promotes diversity in environmental studies and sciences; and (3) conducting research and publishing in relevant fields. It is expected that the course load will be around 2 courses per academic year, depending on advising load, and may include courses that contribute to a new Environment and Inequality Track offered by the IBES undergraduate program. Because of the summer programming, this position is paid a full 12 months per year and salary support from grants and contracts is not required. The successful applicant may act as a Principal Investigator on proposals. Applicants are sought with expertise within any subfield of Geography with relevance to the environment and environmental justice. We are particularly interested in candidates with demonstrated excellence or potential in teaching; those with experience working collaboratively across disciplines; and those who have engaged in activities promoting diversity. Applicants must have a Ph.D. at the time of commencing work. The start date can be July 1 or Sept. 1, 2017 or Jan 1, 2018. All candidates should submit: (1) a teaching statement, (2) a research statement, (3) a curriculum vitae, (4) a cover letter describing their interest in the position, and if available (5) copies of teaching evaluations and course syllabi. Candidates should have three letters of reference sent at the time of the application. Full consideration will be given to applications received by April15, 2017; we will continue to accept applications until the position is filled. Send materials to: Brown University is committed to fostering a diverse and inclusive academic global community; as an EEO/AA employer, Brown considers applicants for employment without regard to, and does not discriminate on the basis of, gender, race, protected veteran status, disability, or any other legally protected status.

GC Digital Initiatives-Videography Fellowships due 3/23

GC Digital Initiatives – Videography Fellowships

The GC Digital Initiatives’ is now accepting applications for two new fellows to join its Videography Fellows program. Ph.D. students with digital video editing and camera skills are invited to apply. The Videography Fellows Program promotes the scholarly activities of GC programs, centers, and initiatives by filming events such as lectures, colloquia, and conferences, and making them publicly accessible. Activities also include creating short promotional videos and shorter clips in conjunction with programs’ ongoing activities. Videography Fellows help The Graduate Center fulfill its mission of producing knowledge for the public, as well as raise its profile.

Students should have a minimum of two years of experience with Final Cut Pro or Adobe Premiere, a strong sense of storytelling, and experience filming. Fellows must be available and able to film events and interviews independently.


*   Filming program events and interviews
*   Editing entire events, shorter excerpts, and promotional videos
*   Compressing and uploading completed videos to social media platforms
*   Collaborating with the GC Digital Initiatives, EOs, and other GC offices to make strategic use of online videos

Full-time Graduate Center doctoral students of any level (1, 2, or 3) are eligible.  They may not hold another CUNY graduate assistantship at the same time they hold this fellowship.

This fellowship will provide a total of $34,175 per year.  This funding will include a Graduate Assistant B appointment and a stipend, along within in-state tuition remission if the fellow is within the first 10 registered semesters of study and eligibility to purchase NYSHIP health insurance. Fellows will be required to work a total of 450 non-teaching hours during the academic year (an average of 15 hours per week). They may teach one course per semester at a CUNY college.

Application Instructions
Students should apply directly by submitting a single PDF file that includes their CV, a 1-page statement of interest, a list of video projects undertaken and/or completed, and contact information for 2 references. Application materials should be sent to Lisa Rhody, Deputy Director of Digital Initiatives, and Director of Digital Fellowship Programs at<> no later than Thursday, March 23rd  If you have questions about the fellowship, please contact Diego Medina<>.

Committee on Globalization & Social Change 2017–18 Fellowship Competition due 3/13

The Committee on Globalization and Social Change is now welcoming applications for Mid-Career Faculty and Dissertation Fellowships for the 2017–18 academic year. The deadline for both Doctoral Student and Mid-Career Faculty Applications is Monday, March 13th, 2017 at noon.

We invite applications from recently tenured-faculty and CUNY doctoral students who would like to participate in a research seminar on the theme “Populism”.

Seminar Description: Populism

With the U.S. presidential election of 2016, public debate about “populism” has intensified. Trumpism as a populist phenomenon is certainly linked to systemic shifts in the United States and the specific relations of forces there today. But it should also be understood in relation to a worldwide rise of anti-democratic forms of authoritarian and plutocratic rule whose power has strong populist, nationalist, and xenophobic roots.

These developments raise innumerable questions regarding the changing structural relation between state, society, and economy; shifting configurations of nation, class, and race; the future of parliamentary politics; the power of social media; the relation between “truth” and power; the status of “ideology” and the place of symbolism, affect, and (collective) psyches in contemporary politics; “elitism” and the politics of ressentiment; the relation between imperialism, nationalism, and populism; the relation between populism, fascism, and white supremacy or liberal democracy; the relation between “the people” and “the popular”; the difference between right-wing and left-wing populisms and identity politics; the development of authoritarian populism and the prospects of anti-racist and anti-capitalist resistance, popular insurgency, or democratic socialism.

We propose to spend 2017-2018 thinking together about the global history, character, and future significance of populism. We invite applications from scholars whose work engages this issue from any time period, scholarly field, geographic areas, and theoretical perspective.

Committee Description

The CGSC is a transdisciplinary group whose collective work is not driven by any specific theory or ideology. We begin with the observation that existing categories and analytic frameworks are inadequate to grasp the dynamics of our historical present.

We are thus interested not only in questioning conventional assumptions in light of contemporary developments but also in the possibility of reclaiming, reworking, and refunctioning seemingly outmoded concepts in and for these times. Given our interest

in reflecting on the relationship between inherited concepts, critical theory, the contemporary situation, and political futures, we believe it will be fruitful to think together about the question of “Refuge” today, beyond the familiar debates between abstract universal humanism and concrete cultural particularism.

We thus welcome applications from faculty and doctoral candidates for whom the question of “Populism” figures in some significant way in their research. We are interested in scholars from any field whose thinking crosses traditional academic boundaries and whose work is empirically rich and theoretically informed.

Fellows will be expected to participate in the weekly Committee seminar, held Tuesday mornings 10:30 am – 12:30 pm. Please note: Ability to attend seminars on Tuesday mornings is a prerequisite of eligibility. During the fall semester, the seminar focuses on readings and presentations by visitors. In the spring, fellows will present their work in progress for group discussion. Fellows are also expected to do their best to attend corresponding public events.

Dissertation Fellowship

Applications are invited from doctoral candidates in the humanities and humanistic social sciences such as anthropology, religion, sociology, philosophy, political science, history, English, art history, and comparative literature who engage and transect our seminar topic. This fellowship is only open to Graduate Center doctoral candidates (i.e. you must be Level III. There are no exceptions).

Students must be registered or on an approved leave of absence during the 2017-18 academic year to be eligible to apply. For your application to be considered, you must be officially advanced to candidacy (level III) at the time of application. A student holding a Graduate Center fellowship may apply for the dissertation fellowships but, if offered an award, the total funding (Graduate Assistant salary plus Dissertation Fellowship stipend) may not exceed $35,000. If the combined amount exceeds $35,000 the student will have to choose between the dissertation fellowship and the graduate assistantship.

Fellows will be expected to participate in the weekly Committee seminar as well as ongoing lectures and symposia. Committee seminars meet on Tuesday mornings, 10:30 am to 12:30 pm. It is a condition of the fellowship that fellows leave this time free in their schedules.

With generous support from the Provost’s Office and the Graduate Center, CUNY, successful candidates will be granted $10,000 total for Fall 2017-Spring 2018 in return for a commitment to fully participate in the work of the Committee and in the weekly seminar. The basis for selection of participants will rest primarily on the relevance to the overall project of the work proposal submitted by applicants. In accord with the interdisciplinary aim of the program, selections will also be made with an eye to maintaining disciplinary diversity.

See our website for more information on eligibility and requirements, and for detailed application instructions.

Mid-Career Faculty Fellowship

Applications are invited from scholars of the humanities and humanistic social sciences such as anthropology, religion, sociology, philosophy, political science, history, English, art history, and comparative literature who engage and transect our seminar topic. With generous support from the Graduate Center and the Office of the Executive Vice Chancellor, successful candidates will be granted up two course releases from college teaching requirements, to be distributed across the Fall 2017 and Spring 2018 semesters at their department’s discretion, in return for a commitment to fully participate in the work of the Committee and in the weekly seminar. The basis for selection of participants will rest primarily on the relevance to the overall project of the work proposal submitted by applicants. In accord with the interdisciplinary aim of the program, selections will also be made with an eye to maintaining disciplinary diversity. Applicants must be tenured, and preference will be given to faculty in the early stages of career development (i.e. within ten years of receiving tenure).

Fellows will be expected to participate in the weekly Committee seminar as well as ongoing lectures and symposia. Committee seminars meet on Tuesday mornings, 10:30 am to 12:30 pm and it is a condition of the fellowship that fellows leave this time free in their teaching schedules.

See our website for more information on eligibility and requirements, and for detailed application instructions.

The Committee on Globalization and Social Change
The Graduate Center, CUNY
Room 5109, 365 5th Ave. New York, NY 10016