News & Announcements

Fellowship | John F. Wilson Research Fellowship

The John F. Wilson Research Fellowship, is endowed by Wilson’s former students, and gives priority to projects reflecting the interests and work of their professor: the religious and intellectual life in the American colonies, the relationship between church and state, and religion in contemporary America. This fellowship, in the amount of $1000, will be awarded to support the research of a graduate student member of ASCH

This year's deadline for applying for these awards is April 10, 2018.

All details on how to apply are on the ASCH website:

Employment | Research Studio Fellow @ CGU

The Digital Humanities at the Claremont Colleges (DH@CC) team is looking for a Research Studio Fellow for the 2018-2019 academic year who can also work a few hours a week for training between March 26 and May 18. The Research Studio Fellow is a graduate student position that works closely with the DH@CC staff in the coordination and implementation of the DH program and services. Daily work includes providing consultations, technology workshops, and project management support for student, staff and faculty DH projects. The Fellow will be present for team meetings, participate in the few large grant-supported events throughout the year, and perform related tasks as described by the Digital Humanities Project Manager and Digital Research Studio Director.


Requested knowledge: At least one Digital Humanities course


Hours: 3-5 hours per week for the remainder of the spring semester for training

             20 per week during 2018-2019 academic year


Please send CV and email message of interest to the Director of the Digital Research Studio, Dr. Ashley Sanders Garcia at  by 5:00pm Friday, March 9, 2018.


Appointment will begin the week of March 26 through the end of the semester and resume in August for the 2018-2019 academic year.


FMI and the full job description, please contact Dr. Sanders Garcia.


Employment | Graduate Mentorship Staff @ TCCS

  • By cgusah
  • On Thursday, March 01, 2018

Job Posting Title:

Graduate Mentorship Staff


Job Description:

This position is for a graduate student only. Student must be enrolled at CGU or KGI. This is a workstudy position during the academic year and non-workstudy if student is available to work during the summer. The purpose of this position is to manage the OBSA Mentorship program: Coordinate yearly recruitment, interviews and selection (winter). Coordinate mentee recruitment, application review and matching process (spring and summer). Develop and coordinate mentor training and annual overnight OBSA Mentorship retreat (fall). During spring and summer terms, design and prepare monthly educational, cultural and social activities to supplement the one on one and group mentorship activities that will occur throughout the academic year. Support and promote OBSA-generated events and activities to mentorship participants and develop unique incentives for participation. Use expertise to find creative ways to assist students of African descent in their college transition Plan OBSA Mentorship matching event for first mentor-mentee meeting. Support mentors in locating academic, cultural, mental health and identity-based resources for incoming students enrolled in the OBSA Mentorship program. Assist in developing program outcomes that encourage students to participate actively in Mentorship throughout the year. Role model leadership for student staff and participants, actively and positively impact the success of OBSA. Provide supervision for one undergraduate student who reports to this position.


For more information, including how to apply, please visit:



Award | Spanier-Ladwig German Proficiency Award

New deadline: March 9th


The newly-instituted Spanier-Ladwig Fund offers "grants-in-aid" for expenses related to completing a dissertation/thesis in areas that require the proficient use of the German Language. Possible areas of research include, but are not restricted to, the German language, German literature and thought, German and Central European history, the history of German-speaking institutions and communities, or for research-related travel to places in which German is spoken as the predominant language.

The amount to be awarded is $1,000.

NEW DEADLINE: Proposals due by Friday, March 9th

Currently enrolled students in the School of Arts and Humanities may apply by submitting the following to Susan Hampson:

  • A 1-2 page description of the dissertation/thesis project, with specific attention paid to what aspect of the project requires funding
  • A CV
  • A brief, confidential letter of support from the advisor, to be submitted separately (emailed letters are admissible)

Please note that applicants must agree to allow CGU and the School of Arts & Humanities to share/publicize information regarding the award recipient, project, and amount.


Award | Vosburg Seminar

Applications Due: March 30 @ 5pm


The Claremont Consortium's MacAlister Center is facilitating a seminar discussing social justice and the faith community. Today’s political, economic, and social events, that are occurring worldwide, make this an excellent time for people of all faiths, culture and lifestyle to come together in wholesome dialogue. In addition, thanks to the graciousness of Dr. Mona Vosburg, a retired educator, a financial award will be granted to the top three essays submitted by those student- scholars when they are selected to present their 1,500 words of essays at the seminars. The first place winner will receive $1,000, the second place winner will receive $750, the third place winner will receive $500 & 5 honorable mentions will receive $50 amazon gift cards. 

If you are interested in the topic of “Religion, culture, Politics, and Power,” we believe that you will enjoy attending and participating in the Vosburg Seminar series at the McAlister Center.

The detailed information is as follows:

Monday March 30th, 2018 by 5:00pm: Application Deadline 

Tuesday April 10th, 2018: Seminar

Tuesday April 17th, 2018 @ 7:00pm: Awards Ceremony 

*Please submit the google application form & email your essay to Chaplain Jeff Liou at with the subject line "2018 Vosburg Seminar Program: Essay “Religion, Culture, Politics, and Power"*

Please use the following link to access the application form:

Fellowship | The Margo Okazawa-Rey Summer Fellowship

Applications Due: Friday, April 20th at 5pm



SUMMER – 2018

The Intercollegiate Department of Asian American Studies (IDAAS) at the Claremont Colleges established the Margo Okazawa-Rey Summer Fellowship to encourage outstanding college students to implement community-based, creative, or research projects that integrate social justice, multi-racial solidarity, and feminism.

The stipulations on the awards are:

§  The project must be completed by September 1.

§  Criteria for evaluation of an application will include the intellectual rationale for the project, its feasibility, relevance to the students’ background, with emphasis given to projects that integrate social justice and community-based  practices and methodologies.

§  The results of the project will be presented to the IDAAS community at an event in the fall semester organized by the fellow(s). Thus, only students returning to Claremont Colleges in the following fall are eligible.

§  No academic credit will be granted for the project. We invite students to explore receiving ½ course credit and/or summer research stipend at their home college in conjunction with the project.

§  Some tangible project must come out of the fellowship that can be turned in (e.g. policy memo, film, booklet, workshop curricula, public health comic book)


Eligibility Requirements:

Undergraduate and graduate students returning to Claremont Colleges in the following fall are eligible.


Applications for the grant are due Friday, April 20th at 5pm. Please send completed applications to

Application Instructions:

Each application must include:

§  a cover page that includes your name, local address and local phone number, cell phone, permanent address and phone number, email address, year of graduation, majors(s), minor(s), college

§  a current transcript

§  a resume

§  Personal Statement: The personal statement can include but is not limited to:


Briefly describe your connection to the community with whom you will work.


Describe how your personal background, experiences, and/or unique qualifications best suit you for this fellowship project.


Describe a personal or professional challenge that you’ve faced in the past five years and how you overcame that challenge.


Describe your public interest work, volunteer service, coursework and other relevant experiences that have equipped you with the skills, including organizational and project management skills, to accomplish the proposed fellowship project.

The grant may be taken totally or partially as a stipend, in which case it is taxable. It may also be utilized totally or partially to reimburse the student for travel, equipment, books and other expenses associated with the project. In the case of several students working on one project, the stipend will be divided evenly among the students.

Cover sheets, application forms, and recommendation forms are available at See your Registrar for transcripts. Announcements of the winners are made at the ASAM senior presentations dinner on Wed., May, 2nd, 5:30–7:00 p.m., Location TBD.

Employment | TCCS DH Administrative Assistant

Job Posting Title:

DH Administrative Assistant


Job Description:

The DH@CC Administrative Assistant is a graduate student position that will work closely with the Mellon DH staff to coordinate DH@CC activities.  The Administrative Assistant will report to the Digital Research Studio Director and will be responsible for event coordination, scheduling, email correspondence, and data collection.


Essential Functions:

• Creation of Google Forms to collect & track event RSVPs

• Assists with scheduling and coordinating activities, classes, programs, and events

• Corresponds with faculty, student, and staff clearly through phone and electronic mail

• Data collection for DH@CC program evaluation


Required Education Summary:

Currently enrolled in a graduate program at one of The Claremont Colleges.


Required Knowledge and Critical Skills:

• Strong interpersonal and communication skills (written and verbal).
• Professional written and oral communication skills.
• Strong organization and time management skills and ability to coordinate multiple tasks and assignments

• Basic knowledge of Excel/Google Sheets and Google Drive applications
• Ability to learn and perform new tasks quickly and effectively.
• Punctuality, dependability, and flexibility.
• Attention to detail.


Work Schedule:

20 hours weekly between 8:00am and 5:30pm, Monday–Friday.  Holiday, weekend and evening work hours may be required. Regular hours may vary due to needs of the organization or business unit



This job description defines the essential job duties of this position. The Claremont Colleges Services expects that employees hired for this position can perform the essential functions of this job without imposing risk of substantial harm to the health or safety of themselves or others. It may also include marginal functions, generally defined within Title I of the Americans with Disabilities Act (ADA) and the Occupational Safety and Health Administration (OSHA).

To apply, please visit:

Award | Religious Studies Travel Award

The editorial team of Religions is inviting applications for a Travel Award for two young investigators to support attending a conference in 2018. The nominations and applications will be assessed by an Evaluation Committee organized by Religions Editorial Board.

Candidates’ Requirements:

  1. Applicants must be PhD students, postdoctoral fellows or young lecturers working in the field of religious studies.
  2. Applicants plan to participate at an international conference in 2018 to present their research (oral or poster presentation).

Applicants are required to submit the following documents:

  1. The applicant’s oral or poster abstract for the conference indicating the conference name and website.
  2. CV, including a complete list of publications.
  3. A brief letter (500 words) describing the focus of the research and the nature of the conference.
  4. A letter of recommendation (max. 400 words).

Please apply by clicking the button above before 1 April 2018. The winners will be informed via email and also announced on the homepage of Religions in June 2018.

The award consists of 800 CHF (or 810 USD/720 EUR). Each winner can publish one paper in Religions free of charge.

For more information, please visit:

CGU Transdicipliary Dissertation Awards

Call for Applications
Transdisciplinary Dissertation Awards
2018 - 2019

The Transdisciplinary Studies Program invites doctoral candidates who are advanced to candidacy and are within 18 months of expected graduation to apply for the 2018-2019 Transdisciplinary Dissertation Award.

The award recognizes students who are using transdisciplinary methodologies and perspectives in their research in innovative, creative, and compelling ways.

To apply for the 2018 - 2019 Transdisciplinary Award, please visit the Transdisciplinary Studies' Fellowship page for full application instructions or download the application package (.pdf).

Applications are due by noon (Pacific time) Monday, April 9, 2018.

We look forward to receiving your applications!

Transdisciplinary Studies Program
Claremont Graduate University
135 East 12th Street | Claremont, CA 91711 | 909 . 607 . 0724

CFP | Visualizing Theory: An Interdisciplinary Conference on Critical Theory

  • By cgusah
  • On Thursday, February 08, 2018

Submissoins Due: March 1st


Visualizing Theory

An Interdisciplinary Conference on Critical Theory

Keynote Speakers: Anne Carson & Kaja Silverman


The Critical Theory Certificate Program at the Graduate Center of the City University of New York presents the seventh annual interdisciplinary conference on Critical Theory to be held May 10-11, 2018. This year’s conference will be devoted to the role of the visual imagination.


In Timaeus, Plato writes “Vision is the cause of the greatest benefit to us…it has given the means of research into the nature of the Universe,” firmly placing vision at the center of critical enquiry. Contemplation and judgment based on sight have therefore been intrinsic to Critical Theory since inception, with the word “theory” literally meaning “things looked at.” A vital component of human experience, sight serves as the basis of education, thought, and persuasion; even non-visual media seek to evoke a visual reaction in audiences through the use of imagery and ekphrasis. The visual continued to shape the discipline of Critical Theory as theorists engaged with new forms of visual media in order to investigate altered modes of interpretation and perception. The globalization and technology of the present era makes accessible a greater number of images across larger distances, allowing us to see more than we ever have. The evaluation of what we see continues to permeate all aspects of society: artistic expression, ethical constructs, political institutions, and personal identities.


This conference seeks to employ Critical Theory to examine all aspects of visual perception—its evolution, practice, interpretation, and role in shaping literature, the arts, political discourse, ethics, and identity—in order to interrogate the functions and effects of what we see. We welcome a wide range of disciplines and theoretical approaches, including literary theory, psychoanalysis, identity theory, semiotics, philosophy, social theory, cultural studies, media studies, postcolonialism, gender studies, and political theory. Some of the topics that this conference seeks to address include but are not limited to:


  • Aesthetics and concepts of beauty
  • The visual, rhetoric, and persuasion
  • and image in literature
  • The visual and theatre/performance
  • Analyses of visual media, including photography and film
  • New technology/apparatuses of looking and vision
  • Psychoanalytic and cognitive approaches to the visual
  • Political uses of images the visual, including propaganda
  • Vision and memory
  • The relationship between the visual and identity
  • The use of image and visual language to explain non-visual ideas
  • Sight and the understanding of history
  • The visual and its relationship with non-visual media
  • Vision and perception of the self
  • The gendered gaze
  • Commercial and economic effects of the visual
  • Absences of the visual and their effects
  • The visual and education
  • Theoretical approaches and uses of the visual


Please submit a 300-word abstract to by March 1st. Proposals should include the title of the paper, the presenter’s name, a 75-word bio including institutional and departmental affiliation and rank, and any technology requests. We also welcome panel proposals of three to four papers.

CFP | "Futures of Feminist Science Studies"

  • By cgusah
  • On Thursday, February 08, 2018

Submissions Due: March 20

Call for Papers: "Futures of Feminist Science Studies"

Women's Studies: an interdisciplinary journal invites submissions that work at the intersections of science studies, feminism, and cultural studies. We are especially interested in work that explores the possibilities that emerge from feminist science studies, both as a critique science’s “culture of no culture” and as a pedagogical intervention relevant to the training of Women’s, Gender, and Sexuality Studies students. Submissions for this issue should fall into one of two broad categories: "Gender, Science, and the Practice of Culture" and "Feminist Science Studies in the University Classroom."

General topics of interest for the first category include: DIY and citizen science; toxicity and feminized labor; fat studies and the medical gaze; globalization and/or indigenous science; feminism and evolutionary psychology; reproductive justice; queer ecology; ecofeminism and the Anthropocene; WISE; Girls Who Code; and feminism and science writing. 

Editorial review will prioritize submissions that analyze the production and application of scientific knowledge at the intersections of gender, race, class, ability, and difference. We are also interested in pedagogy and praxis pieces that attend to the goals, opportunities, and challenges of integrating feminist science studies into the gender and sexuality studies classroom—especially as they relate to student engagement with environmental justice, citizen science, and the medicalization of difference.

Interested parties should submit a 400-600-word proposal and C.V. To by March 20th, 2018. Proposals should outline the article’s projected page length and framework of inquiry, as well as any novel archives, methods or analytical approaches. Notifications will be distributed by April 15 with articles due for review by June 30.

Employment | Summer Writing Workshop

Summer Employment Opportunities

The Johns Hopkins University Center for Talented Youth (CTY) is seeking strong applicants for instructional positions in its summer writing workshops for pre-collegiate students. Details of our instructor and instructional assistant positions are below. Information about other positions, including administrative roles, is available online. Our instructor positions are competitive, so we do encourage applicants to explore our Academic Dean and Academic Dean’s Assistant roles.

Teaching Critical and Creative Writing

CTY offers academically rigorous programs for advanced learners in elementary, middle, and high school. We seek highly motivated and well-qualified candidates to lead our writing workshop courses.

Our instructional staff

  • Lead small classes of 12-15 bright students
  • Enjoy many opportunities for professional development
  • Earn competitive salaries, plus room and board at residential sites


Instructors design curriculum and teach a three week course at a day or residential site


Teaching Assistants support classroom instruction at residential sites


Program Assistants support classroom instruction and facilitate the activities program at day sites


Strong candidates

  • Have significant independent teaching experience.
  • Are active writers.
  • Hold advanced degrees in creative writing, composition and rhetoric, or literature.
  • Earn $2400-3000 per session based upon education and experience.
  • Receive room and board on campus at residential sites.

Strong candidates

  • Have advanced undergraduate or graduate coursework in creative writing, composition and rhetoric, or literature
  • Are active writers.
  • Have worked successfully with young people.
  • Earn $1200 per session plus room and board on campus.



Strong candidates

  • Have worked successfully with young children.
  • Are active writers.
  • Have strong academic records.
  • Live near day sites.
  • Earn $1200 per session.





Our residential sites are located in California, Maryland, New Jersey, New York, Pennsylvania, Rhode Island, Washington, and Hong Kong.


Our day sites for grades 2-6 are located in the Baltimore and Washington DC areas; New York City; Los Angeles, San Diego and San Mateo, California; and Hong Kong.

When? Session 1: June 24–July 13; Session 2: July 15–August 3

More information


CFP | Latino/a Studies Association

Submissions Due: February 8, 11:59pm EST

The Latina/o Studies Association’s 2018 National Meeting in Washington, DC, invites you to build on our prior Deliberations (Pasadena 2016) and Imaginings (Chicago 2014) by submitting proposals for papers, panels, and sessions for traditional and alternative conference platforms on the theme of “Latinx Studies Now.” The “x” and the “+” in our conference title graphically denote acts of resistance and dissent. The “x” in Latinx questions the traditional binary logic of gender and gendered language, enabling a new
dispersion of identity across and beyond “genders.” At the same time, the “x” invokes a history of alphabetic challenge to naming and claiming in the Americas. The “+” following 2018 denotes whatever might be “next,” after and beyond the now of 2018 itself.

The mark of the minus (“-”) slashing through the vertical line to make and unmake the “+” suggests that what’s “next” does not guarantee “more” or “better” in the way of conventional promises of progress in historical change but may, in fact, always mask an opposite threat. Always more and less than itself, the “+” is a compass that indicates the many directions Latinx subjects and Latinx studies often take. The “+” calls us to the necessary presentism and urgency of the now and to the equally necessary historicism
demanded of our field and its practitioners in a contemporary moment saturated in crisis and emergency, danger and risk, resistance and resilience.

LSA in Washington, DC, in 2018 considers Latinx Studies as an inter- and trans-disciplinary field that continues to rewrite traditional disciplines in the Humanities, Social Sciences, and STEM, as well as in traditional professions such as Business, Medicine and Law. Our DC location highlights the various degrees of stability and precarity we experience in university teaching, researching, scholarly and creative publishing, art-making, activism, and the shaping of policy. Bringing LSA 2018 to DC, we will situate the field within the context of looming political realities in the United States that impact our communities with regard to immigration and citizenship, law and justice, health care, education, policing, gender and lgbtq rights, as well as freedoms of speech, assembly and expression. We invite submissions following these directions in all their compelling existential, material and symbolic meanings, including but not limited to:

+ Activism and Activist Histories of Naming
+ Environmentalism
+ Trans-Latinx Embodiments: Gender, Sexuality, Disability, Capacity
+ Non/Human Anima(lisms)
+ Age and Generation
+ Violence: Structural, Economic, Carceral, Political
+ Immigration, Depatriation, Citizenship
+ Mobility and Containment
+ Settler and Decolonial States
+ The Not National: Local, Regional, Continental, Hemispheric, Global
+ Labor and Capital: Production, Consumption, Abstraction
+ Art, Music, Literature, Performance, Media
+ Race and 2020 Census Classifications
+ Racial Imaginaries (and Realities)
+ Public Policy in the 21st century
+ STEM: Impact and Challenges
+ Latinx Studies and the University

Proposal Submissions:
The program committee welcomes proposals in diverse formats: individual papers; paper panels with moderators or respondents; roundtable discussions; workshops emphasizing participation by all session attendees; professional development workshops for graduate program and academic job applicants; poster presentations; sessions devoted to work by graduate students and/or community activists; creative and performance presentations; sessions using online and other virtual platforms. We also welcome proposals for special events such as screenings, readings, and special exhibits. Proposals should be submitted via this URL:

LSA Submission Platform
Individual Paper: Please provide name; contact information; position or title; institutional/organization affiliation; discipline (if applicable); 500-word abstract.
Panel Proposals: Please provide names; contact information for each participant; presenters’ positions or titles (listing organizer first, then each presenter/moderator); institutional/organizational affiliations, disciplines (if applicable); 500-word panel abstract; 250-word abstracts for individual papers.
Include the following for all proposal formats: Description of format (e.g., panel, roundtable, workshop), including A/V needs and/or accommodations.
Please note: Submissions are limited to a one individual proposal abstract per person in a panel, round table, or workshop and one additional role per person as organizer, moderator, or respondent.

Conference Hotel: Washington Marriott Wardman Park Hotel
Conference Dates: Wednesday, July 11, 2018 – Sunday July 15, 2018
Conference Room Rate: $199/night
To get the conference room rate, please use this link:
2660 Woodley Road NW
Washington, DC 20008-4106

Email inquiries to:

Fellowship | Mount Vernon Hotel Museum & Garden

  • By cgusah
  • On Thursday, February 01, 2018


William Randolph Hearst Fellowship 2018

May 29-July 27, 2018

The Mount Vernon Hotel Museum and Garden in New York (MVHMG) offers two summer Fellowships for undergraduate or graduate students interested in U.S. history, museum studies, museum education, material culture or other related fields. Fellows participate directly in the daily operations of a historic site.  Fellows complete original research projects on antebellum NYC that become interpretation resources, conduct tours, and participate in programs for children and adults.  Now in its thirty-fourth year, the full-time Fellowship, funded by the William Randolph Hearst Foundation, consists of nine weeks with a $2,750 stipend. Hours are 9AM-5PM Monday-Friday, with occasional evenings for special events.  Fellows are responsible for their own housing and transportation.  


One of the few surviving Manhattan buildings constructed before 1800, the Museum was constructed as a carriage house on Mount Vernon, a large country estate situated along the East River.  In 1826, the building was converted into the Mount Vernon Hotel, a popular country resort for the new middle class seeking to escape the city. Accredited by the American Alliance of Museums (AAM), MVHMG interprets travel, leisure, work and play in antebellum New York and Jacksonian America. The Museum is owned and operated by the Colonial Dames of America, a women’s genealogical organization dedicated to historic preservation.


To apply, complete the application form found on this website and email it with the following additional  materials to by Monday, March 12, 2018.  Note:  Fellows must be enrolled in graduate or undergraduate programs before and after Summer 2018.


  • A personal statement of one page (this can be included in your cover letter), detailing your interest in the Fellowship program. Clearly state your professional goals and areas of interest and what skills and abilities you can contribute to the Museum’s work. Discuss the most significant historical work you have read and explain how and why it affected you. Describe your teaching experience. Finally, describe the outcomes you hope the experience will produce.


  • Two letters of recommendation from professors or supervisors in a related field


  • Current resume or Curriculum vitae


  • Writing Sample

CFP | Massachusetts Historical Society

Submissions Due: March 15


The Massachusetts Historical Society in Boston invites proposals for four of its 2018-2019 seminar series:


The “Boston” in the series’ names signals not the topics we address, but the numerous academic institutions in Boston, Cambridge, and greater New England whose students and faculty regularly gather around our seminar table. The sessions are widely announced on H-Net, social media, email, and in our publications. They are well attended, often attracting more than two dozen participants.


Each series meets 4-7 times during the academic year. Most sessions focus on the discussion of pre-circulated works in progress, especially article or chapter-length papers, distributed to seminar registrants at least three weeks before the program. Suggestions for other media types or formats are welcome; they are of particular interest to the series on the History of Women, Gender, & Sexuality. The essayist and an assigned commentator will each have an opportunity for remarks before the discussion is opened to the floor. Seminars meet for approximately 90 minutes and are followed by refreshments and the opportunity for further networking.

In your proposal, please indicate when your paper can be available for distribution, as well as your preference (fall or spring) based on when the seminar’s feedback would be helpful to you. Advise us of any special scheduling conditions, such as a planned trip to Boston or an extended period when you cannot make a presentation. The steering committees will consider all proposals for the available session slots, and proposers will be notified by mid-May.


Interested researchers should submit a proposal (500 words) and CV by March 15, 2018 to Katheryn Viens (, Director of Research at the Massachusetts Historical Society. For more information about our seminar series, and to see CFPs specific to each series, visit

Fellowship | CLIR CCEPS Fellow @ TCC

Job Posting Title:



Job Description:

Essential Functions:

• Reformat and edit of still photography, documents, reports, and other archival materials for the CCDL as needed.
• Utilize specialized equipment, software, and resources for digitization, reformatting, and conversion including: Adobe CC (Photoshop, Acrobat) and large format camera.
• Perform imaging, post-processing, quality control, optical character recognition, text markup, metadata creation and editing, data entry, and file management.
• Upload digital surrogates into digital asset management system.
• Observe, document and follow-up any copyright issues in accordance with grant specifications.
• Update workflow documentation and records under the direction of the supervisor.
• Write weekly reflective posts about digitizing and creating metadata for the CCEPS blog, “Out of the Box,” and provide written weekly updates to supervisor.
• Give a culminating presentation about project work at end of semester.
• Participate in online exhibits, events, conferences, workshops and training sessions as needed.
• Read all communication from library staff and remain current on library policies and procedures.
• Arrive on time for scheduled shifts.
• Attend student worker program meetings/socials and additional training sessions as needed or required.
• Opportunity to work in a specialized department in the library with more advanced training.


Required Education Summary:

Must be currently enrolled and attending one of The Claremont Colleges.


Required Knowledge and Critical Skills:

● Strong interpersonal and communication skills (written and verbal).
● Attention to detail.
● Ability to establish and maintain cooperative working relationships.
● Ability to learn and perform new tasks quickly and effectively.
● Ability to learn digitization software and equipment.
● Ability to work independently, take initiative, and multitask.


Preferred Knowledge and Critical Skills:

● Specialized interest and knowledge of local water history, water in the West, environmental analysis and/or multimedia disciplines.
● Familiarity with digitization software such as: Adobe CC (Photoshop, Acrobat).
● Prior digitization experience.
● Familiarity with CONTENTdm or other digital asset management systems.


Work Schedule:

The regular hours for this Part time position will vary, Monday–Friday. Holiday, weekend and evening work hours may be required. Regular hours may vary due to needs of the organization or business unit.



This job description defines the essential job duties of this position. The Claremont Colleges Services expects that employees hired for this position can perform the essential functions of this job without imposing risk of substantial harm to the health or safety of themselves or others. It may also include marginal functions, generally defined within Title I of the Americans with Disabilities Act (ADA) and the Occupational Safety and Health Administration (OSHA).


For more information, including how to apply, please visit:

Employment | Learning Experience Observer @ TCC

Job Posting Title:

Learning Experience Observer


Job Description:

The Learning Experience Observation Program is designed to achieve a deeper understanding of teaching and learning that comes from shared analysis and revision between faculty and students. The Learning Experience Observation Programs pairs students (observers) and faculty to work together over the course of a semester. The goals of the program are to

  • Allow faculty and students to explore questions relating to teaching and learning in an affirming way so as to improve and develop effective classroom practices,
  • Foster open, critical, constructive dialogue between faculty and students in support of good teaching,
  • Change the culture at the Claremont Colleges so that dialogues about teaching and learning among faculty and students is natural, common, and desired.


Learning Experience Observers (LEOs) are students who observe a faculty member's class and meet with them weekly to provide insights and feedback. LEOs will receive ongoing training from The Claremont Colleges Center for Teaching and Learning (CTL). 


Essential Functions: Learning Experience Observers (LEOs) are expected to perform these duties and responsibilities:

  • Be on time for the class being observed and all weekly meetings with faculty and CTL staff
  • Communicate clearly and have an open mind. Withhold judgment.
  • Take detailed notes during each class observation that will be the basis of weekly meetings with the faculty partner.
  • Advise CTL staff if any questions or issues arise.
  • Keep in confidence all that is observed, between CTL staff and faculty partner.


Required Experience

  • The LEO does not have to have any prior experience with the subject matter for the class being observed.


Required Knowledge and Critical Skills: Candidates must possess the knowledge, skills and abilities to be able to successfully perform the essential functions of the job or must be able to demonstrate how the essential functions will be performed (with or without reasonable accommodation) using other knowledge, skills and abilities not listed below:

  • High degree of emotional intelligence
  • Ability to maintain confidentiality
  • Strong interpersonal and communication skills


Preferred Knowledge and Critical Skills

  • It is also helpful if the Learning Experience Observer has knowledge and experience with matters relating to equity, diversity, justice in higher education.


Required Education:

  • Enrollment at any of The Claremont Colleges (graduate or undergraduate).


Required Hours: Approximately 4 hours a week for class observation, debrief with faculty, and training meetings. Holiday, weekend and evening work hours may be required. Regular hours may vary due to needs of the organization or business unit.



This job description defines the essential job duties of this position. The Claremont College Services expects that employees hired for this position can perform the essential functions of this job without imposing risk of substantial harm to the health or safety of themselves or others. It may also include marginal functions, generally defined within Title I of the Americans with Disabilities Act (ADA) and the Occupational Safety and Health Administration (OSHA).



This job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities and qualifications required of employees assigned to this position. When duties and responsibilities change and develop, The Claremont Colleges Services will review this job description and make changes of business necessity.


For more information, including how to apply, please visit:

Employment | Honnold Library Student Assistant

Job Posting Title:

Library Student Assistant 1


Job Description:

Essential Functions:

• Provide in-person and telephone assistance at all service points with a high level of customer service.
• Identify patron needs and devise strategies for meeting those needs, including referring the patron to a librarian or staff member when appropriate.
• Provide information about events, facilities, collections, services, and policies at The Claremont Colleges Library, The Claremont Colleges, and The Claremont Colleges Services.
• Assist patrons in locating print materials within the library.
• Assist patrons with the use of the online catalog, electronic resources, WiFi, computer login, multi-function printers, projectors, microfilm, and other available technology.
• Perform general circulation duties, including checking items in and out, navigating patron and item records, processing holds and fines, and other circulation core functions, etc.
• Participate in collection maintenance by organizing and re-shelving books, processing new books, and processing Search Requests and Claims Returned, etc.
• Read all communication from library staff and remain current on library policies and procedures.
• Arrive on time for scheduled shifts and pick up additional shifts as needed.
• Attend student worker program meetings/socials and additional training sessions as needed or required.
• Adhere to the strict confidentiality policies of the library.
• Record usage statistics and gather additional data as requested.
• Contribute to one-time and continuing data-gathering, analysis, and assessment projects.
• Perform other related duties as assigned.


Required Education Summary:

• Currently enrolled and attending one of The Claremont Colleges.


Required Knowledge and Critical Skills:

• Strong interpersonal and communication skills (written and verbal).
• Strong customer service focus.
• Ability to establish and maintain cooperative working relationships.
• Ability to learn and perform new tasks quickly and effectively.
• Punctuality, dependability, and flexibility.
• Attention to detail.


Preferred Knowledge and Critical Skills:

• Knowledge of techniques necessary to identify and meet the research and service needs of library patrons.
• Expertise with the online catalog, electronic resources, and technology used in the library.
• Familiarity with events, facilities, collections, services, and policies at The Claremont Colleges Library, The Claremont Colleges, and The Claremont Colleges Services.


Work Schedule:

Students average 8-19 hours weekly, including evenings and weekends. Shifts may be available during breaks from classes on request.



This job description defines the essential job duties of this position. The Claremont Colleges Services expects that employees hired for this position can perform the essential functions of this job without imposing risk of substantial harm to the health or safety of themselves or others. It may also include marginal functions, generally defined within Title I of the Americans with Disabilities Act (ADA) and the Occupational Safety and Health Administration (OSHA).


For more information, including how to apply, please visit:


Fellowship | LGBTQ Research Fellowship Program @ USC

Applications must be received by March 1, 2018.

The ONE Archives Foundation is pleased to announce the launch of its new LGBTQ Research Fellowship Program, offering limited-term research fellowships to support scholars engaged in graduate-level, post-doctoral, and independent research. Faculty, graduate students, and independent scholars who are interested in conducting primary source-based research at theONE Archives at the University of Southern Californian (USC) Libraries are invited to apply.

“The LGBTQ Research Fellowship Program will contribute toward deeper scholarship around LGBTQ history and its importance in advancing social change. The Fellowship program further enhances the ONE Archives Foundation’s LGBTQ education initiatives. We are delighted to support scholars and researchers expand knowledge and understanding of our diverse, queer communities,” said Jennifer C. Gregg, Executive Director of the ONE Archives Foundation.

“The ONE Archives Foundation’s LGBTQ Research Fellowship Program seeks to support academics and established researchers to advance scholarship around LGBTQ history by providing short-term support to access the collections at ONE Archives at the USC Libraries, making the academic world and a larger public aware of the important and unique holdings in the archives,” says Dr. Joseph Hawkins, Director of the ONE Archives at the USC Libraries and ONE Archives Foundation Board Member.

Applications are invited for residence between May 2018 and December 2018. Applicants may request funding up to the full amount of $1,500. Applicants will be notified of results by April 1, 2018. Desired outcomes could include scholarly writings, publications, and media and art projects.

Please visit for detailed information about the research resources of the ONE Archives at the USC Libraries.  

For more information about the LGBTQ Research Fellowship Program, please visit:

CFP | Haunted History in France and America: When the Ghosts of Slavery Resurface

Submissions Due: January 21


The 2018 French PhD Program’s Annual Conference at the Graduate Center, City University of New York

March 23, 2018


Call for papers:

Haunted History in France and America: When the Ghosts of Slavery Resurface


As seen in Charleston, South Carolina and more recently in Charlottesville, Virginia, monuments that celebrate slave-owning heritage such as confederate flags and memorials honoring anti-abolitionists have become contentious subjects, leading to outrage and violence. For some, these controversial symbols represent racial oppression; for others, their heritage, turning historic landscapes into a stage for the ongoing conversation about race and inequality in America.  Unlike France, the United States has yet to officially acknowledge slavery as a crime against humanity or to erect slave memorials that pay homage to the victims.  

          2018 will mark the 170th anniversary of the abolition of slavery in France’s former colonies.  Since the 150th anniversary of the Abolition of Slavery in 1998 and the Taubira law of 2001, the French State has sponsored a number of memorials across continental France and its overseas departments. These include memorials along the slave ports of arrivals in Western France, the impressive ACTe memorial in Guadeloupe, François Hollande’s commitment to build a state-of-the-art slave memorial museum in Paris, and the declaration of May 10th as the national day for commemorating slavery. Nevertheless, the current will to equate remembrance with reparation seems at odds with the reality in France where institutionalized racism along with socioeconomic disparity between Whites and Blacks continue to intensify racial division. On both sides of the Atlantic, people call for the creation of slave memorials to break the cycle of the past. Creating monuments alone is not sufficient.  The conversation about race must take place as well.  And as Professor Jennifer Allen says in a recent conversation with NPR, “the discussions about monuments and the Confederacy...are an opportunity for the U.S. to reimagine its relationship to the past” (2017). She further suggests that the moment the younger generation becomes involved in the debate, “you start to see a sort of qualitative re-evaluation of the kind of forms memory and commemoration might take” (2017). The same can be applied to France.  The symbolic act of remembering must be followed by real actions that will bring meaningful changes not only in the lives of slaves’ descendants but also in racial equality.

We are particularly interested in interdisciplinary studies and welcome a diversity of methodological approaches. Our goal is to have a stimulating conversation on this heated debate from both sides of the Atlantic.  Contributions may address one or more of the following:

  • Memory politics
  • Trauma theory and slavery
  • Critical race theory
  • The reconstruction of slavery in literature
  • Absence of slave autobiographies and narratives in French literature
  • The unsung heroes of slavery abolition
  • Social history
  • Sources and archives on slavery
  • Public space as historic landscape
  • Architecture and the politics of memorialization
  • Reconstruction of memory
  • The significance of selective versus collective memory
  • Disguising and displacing slavery in France
  • Cinema and memory
  • Commemoration, museums, and monuments
  • Museums as sites of contestation
  • Myths and silence in the discourses of abolition
  • Schoelcherism and politics of assimilation
  • Slavery and the struggle for freedom as imaginary narratives
  • The role of Saint-Domingue in the first emancipation
  • Haiti as the first black nation and antebellum America


Submissions: abstracts accepted in French or English.  Please send an abstract of 250 to 300 words along with a short biographical statement (100 words maximum) that includes your university affiliation to:   

Abstracts will be accepted until midnight EST on January 21, 2018.  Responses will be given no later than January 31, 2018.