CALL FOR WRITING IN HISTORY POST-DOCTORAL FELLOWS 2018 - 2019
The Department of History is pleased to announce a competition for two (2) PostDoctoral Fellowship positions open to all FIU History PhDs graduating in the two previous academic years, to begin Fall 2018. The two positions include consideration of potential applicants requesting renewal of their FIU postdoctoral position for up to a second year. Fellows will receive $35,607 for the Academic Year plus benefits and $ 1,000 in research and professional development funds. The Fellows must have the PhD in hand by the start of the Fall semester.
By Friday, April 27, 5:00 PM, please send to Luis del Pino by email (firstname.lastname@example.org) the following two items:
1) A cover letter, no longer than one page in length, that addresses your suitability for the position and that details your professional activities and future objectives. Excellent candidates will relate those activities and objectives to their work as a Fellow.
2) A fleshed-out syllabus that demonstrates some of your ideas for the undergraduate course on Historical Writing and Research (see below).
All questions about the Duties and Expectations of the Fellows should be addressed to Chair Victor Uribe (email@example.com).
DUTIES AND EXPECTATIONS.
The responsibilities of Postdoctoral Fellows will be in four main areas: teaching (new fellows a 1/2 teaching load with additional workshops; renewed fellows a 2/2 teaching load with additional workshops); the production of pedagogical materials; the promotion and coordination of activities to enhance undergraduate writing; and, tutoring. Some details follow:
- Design and teach during the period of the fellowship one or two undergraduate classes emphasizing historical writing and research and one or two lower division classes on a historical topic of the Fellow’s choosing that emphasizes excellence in writing.
- Offer three hands-on writing workshops for 25 to 50 lower division, junior, or senior students during every academic semester. One shall address the use of secondary source evidence; another the use of primary source evidence; and the other effective revision (or related topics).
- Produce and circulate "de-briefing" write-ups (a) after every workshop and (b) once a semester, on tutoring. For the tutoring report, it should indicate the number of students served, the # of repeat clients; the kind of help most often requested; the level of students seeking help (LD, UD-non major, UD-major; Sr and Jr Sem.); qualitative observations about the nature of assignments, course formats, and teaching styles that gets students to seek out tutors. These reports would be sent to the Advisory Committee for review, and then circulated after revision to the teaching faculty.
- Organize and promote a faculty roundtable on the theory and practice of teaching writing and offer it once during the Academic Year.
- Strengthen and update once per semester the digital materials to enhance students’ writing available in the Department’s website.
- Strengthen and update on a regular basis the pedagogical writing component of the Department’s website informing users about in-house and external opportunities to enhance one’s writing and compete for writing fellowships.
- Promote among faculty the development or enhancement of at least one major pedagogical activity per semester aimed at improving students’ historical writing.
PROMOTION, COORDINATION AND SUPPORT
- Establish a major writing contest on an annual basis to recognize the best papers submitted in lower division classes, junior, and senior seminars.
- Assist the Undergraduate Committee in the SACS-related evaluation of written assignments completed in core courses.
- Coordinate in-house writing tutors in the Department maximizing their time and effort and enhancing their overall training and quality in coordination with the FIU Center for Excellence in Writing and the Department’s GAs.
- Tutor one-on-one, at least some of the students who use the tutoring services every semester.
- Tutor one-on-one, in conjunction with the Department’s tutors and GAs, no less than 10% more students enrolled in lower division classes than were tutored by the program during the previous semester.