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Dear
Colleagues,
This
issue of the TUCC electronic newsletter features an
important interview with Associate Provost Vincent Manno
conducted in this past fall. Associate Provost Manno
is responsible for oversight of the interdisciplinary
centers. He is planning interdisciplinary university
priorities with thought and care.
Congratulations
to the TUCC/University College Applied Research project
awardees!! This year, all four of them will focus on
childhood nutrition and physical activity. Watch for
some exciting chronicles as the projects progress.
The
TUCC staff wishes a happy, healthy, and peaceful 2006
to all of you!!
Howard
Spivak
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Lois Wainstock |
Jackie
Calahong |
| Director
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Associate
Director |
Program
Coordinator |
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2005-2006
APPLIED RESEARCH PROJECTS
INNOVATIVE APPROACHES TO
PREVENTING CHILDHOOD OBESITY
FUNDED PROPOSALS
FANtastic
Kids Program
Tara Agrawal, Friedman School of Nutrition Science
and Policy
Advisor: Parke E. Wilde
Measuring
Fruit and Vegetable Consumption at School Lunch:
Plate Waste Pilot Study
Alison Tovar, Friedman School of Nutrition Science
and Policy
Advisor: Aviva Must
Research
into Action:
Understanding and Improving Nutrition in Somerville
and Mattapan
Laura Spring, School of Arts and Sciences (Biology/Community
Health)
Advisors: Gary McKissick and Rebecca O'Malley
Integrated
Nutrition Education and Urban Agriculture
for Obesity Prevention: Lessons from Cuba
Meaghan Murphy, Friedman School of Nutrition Science
and Policy
Advisors: John Hammock and Beatrice Rodgers
CONGRATULATIONS
TO THESE OUTSTANDING STUDENTS!!
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Civic
Engagement Research Group (CERG) presents
"POLITICS,
NEIGHBORHOODS, AND THE MIS-USE OF SOCIAL CAPITAL"
JAMES JENNINGS, DEPT. OF URBAN AND ENVIRONMENTAL
POLICY
AND PLANNING
FRIDAY, FEBRUARY 3, 2006 FROM 12:00PM-1:30PM
Location TBA/Light
Buffet Lunch
Professor
Jennings is a professor in the Dept. of Urban
and Environmental Policy and Planning at Tufts
University. He is the author of Welfare Reform
and the Revitalization of Inner City Neighborhoods
(2003); guest editor of a special issue of The
Annals, Journal of the American Academy of
Political and Social Sciences, Race, Politics
and Community Development in U.S. Cities (2004);
and author of Understanding the Nature of Poverty
in Urban America (1994) and The Politics
of Black Empowerment (1992).
No
RSVP needed. Co-leaders: Susan Ostrander, Sociology;
Kent Portney, Political Science Co-sponsors: Dept.
of Sociology, Dept. of Political Science; Molly
Mead, Tufts University College for Citizenship
and Public Service.
For
more information, please contact:
susan.ostrander@tufts.edu
or kent.portney@tufts.edu
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ELIOT-PEARSON
DEPT. OF CHILD DEVELOPMENT SPRING 2006
COLLOQUIUM SERIES
All colloquia will meet from 3:30pm-5:00pm in
the Curriculum Lab, Room 129,
105 College Avenue, Medford Campus.
January
30: "Beyond the University: 'Research <->
Practice' in
Infant Mental Health and Early Intervention."
Libby Zimmerman, PhD
Visiting Scholar, Eliot-Pearson Dept. of Child
Development
Focus Counseling and Consultation, Inc.
March
6: "Families Across Cultures: Eco-Cultural
and Global Perspectives on Family Change."
James Georgas, PhD
Emeritus Professor of Psychology, University of
Athens, Greece
Onassis Public Benefits Foundation University
Seminars Program
March
27: "How to Measure 'Scaffolding?' Research
<-> Practice Opportunities in Play, Problem-Solving,
and Social Interaction."
Nina Granott, PhD
Visiting Scholar, Eliot-Pearson Dept. of Child
Development
OORIM, LLC
Information:
Donald
Wertlieb, 617-627-3355
or Janie Orthey Rockett, 617-627-2078.
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FIRST
ANNUAL SYMPOSIUM ON SPONTANEOUS ANIMAL MODELS
OF DISEASE FOR CLINICIANS AND SCIENTISTS
THURSDAY, JANUARY 26, 2006 FROM 1:00PM-4:00PM
Reception to follow from 4:00pm-5:30pm
Jaharis Lecture Hall, 150 Harrison Avenue
Friedman School of Nutrition Science and Policy,
Tufts University
Sponsored
by the Residents' Enhanced Veterinary Education
and Academic Learning (REVEAL) Program at Tufts
University Cummings School of Veterinary Medicine
For
more information, please contact:
Dr. Lisa
Freeman, 508-887-4523.
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CALL
FOR PAPERS/ONLINE ABSTRACT SUBMISSION
AMERICAN PUBLIC HEALTH ASSOCIATION (APHA)
134TH ANNUAL MEETING
NOVEMBER 4-8, 2006 IN BOSTON MA
APHA
is currently accepting abstracts for its annual
meeting in November 2006. The theme of the meeting
is Public Health and Human Rights. Abstracts must
be limited to 250 words or less. Two-page summaries
(if required) must be less than 2000 words. Each
contributed paper must be categorized under one
of the topics or areas of interest described in
the call for papers. An abstract can only be submitted
to one Section, SPIG or Caucus. You do not need
to be an APHA member to submit an abstract - However,
if your abstract is accepted for presentation
you must become an APHA Individual member and
you must register for the Annual Meeting. The
abstracts being submitted should not be presented
or published prior to the APHA Annual Meeting.
Submission
Deadlines: Various dates in February and March
2006.
Website:
http://apha.confex.com/apha/134am/oasys.epl
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INTERVIEW
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FEATURED
INTERVIEW: ASSOCIATE PROVOST VINCENT MANNO
LW:
Is there anything in your professional experience that has
led you to where you are? How did you start to think more
structurally?
VM:
: In terms of the university? Is that the context of the
question?
LW:
Yes…or even in more terms of the world, or in terms of
the academy, or in terms of your thinking about interdisciplinary
centers.
VM:
Well, I guess one influence that attracted me to faculty work,
in general, and then more academic leadership roles, is the
ability to work across disciplines. At a university, you can
work on things that you are interested in, but learn an awful
lot about things that you are not an expert in, because all
the experts are available. That's what brought me here. I
also found out that I liked working with people. That was
a discovery! I became Department Chair fairly early in my
career, and that experience was a good one, although it was
baptism by fire. I found out through that experience that
I liked trying to get people together to figure out how we
move as a group, how we fit into larger groups.
Things have evolved, even in engineering and science. I went
to school at an end of a period in engineering and science
when things were still very compartmentalized and silo'd (sp?).
Biologists really didn't interact much with chemists, who
really didn't interact much with engineers, etc. Everyone
had their role; you either were this or you were that. When
I was in school, I think the faculty were fairly certain that
what they were doing both in teaching and in research would
be the major part of the knowledge that their students would
need for a good part of their students' career. They knew
where their students were heading. Now, I think we're much
more uncertain. What I tell my students is that the one thing
I know for sure is that I don't know what they're going to
do in 10 years.
So
you really have to think about what you teach. You have to
realize the research that you are doing, while significant,
is probably going to have a much shorter shelf life than research
in the past because things change so dramatically. Our students
need to realize that the hard part of any profession is not
answering the questions, it is figuring out what the questions
are.
LW:
So you're not just a straight-line person?
VM:
No, I don't think so, except
in maybe geometry!!
LW:
Could you describe your work with the cross-school centers
and what lead you to accept this challenge?
VM:
First, the most important thing about my work with the cross
school programs is that it's just beginning. I think that's
a critical point. I come to this role with little baggage
or a preconceived agenda. I'll take that as an advantage for
me. I feel some freedom in that.
How
I came to this role? - and I think this is one of your questions
related to what led me to accept the challenge. Over the years,
the one thing that I perceived about cross school or interdisciplinary
programs at Tufts was that there were many of them. It was
very hard for me to track as a faculty member. Even at the
School of Engineering level, I had a challenge figuring out
where and how all these centers connected. The new administration
of President Bacow and Provost Bharucha gave us a clear message
that Tufts needed to act as a university, as opposed to a
collection of separate units. I saw that message as a real
shift. An uncoordinated university view is not one that's
compatible with effective cross school initiatives. With the
new administration committed to a university approach, I am
convinced that there is substantive work to be done now.
It's
not easy. There's no center or program that I have found about
which I can say, "oh what I've learned so far is not
impressive; they're not doing good work." However, we
know that there are strengths and weaknesses and that we need
to act strategically. The cross school programs and centers
have the benefit of being more agile and innovative but at
the same time they need to answer to higher standards. This
is in contrast to the schools. The schools answer to benchmark
measures, each of the schools struggle with this on a daily
basis. The centers on the other hand, often operate in more
isolation. There are no natural mechanisms in place for them
to assess themselves or to be assessed.
One
unfortunate commonality that I detect in many of our cross
school programs is a sense of disconnectedness or orphan status.
Now I don't want to talk about blame; this is just the reality
of what it is. The "orphan" nature needs to stop.
Everyone needs to understand where they fit in. I think that
you always operate better knowing where you fit, as opposed
to spending much of your time figuring out where you fit.
We need to discern which of these programs add significant
value to the university and if they do, we should be recognizing
them as important entities. Then, they need direct connectivity
to the university.
That's
basically the role I've taken on. I see my role as dual. There
is an administrative aspect. I'm not shirking from that but
the second dimension is more important to me - providing the
direct conduit, back and forth to the central administration,
to understand where the cross school programs are going, and
to communicate to the cross school programs what's really
going on. It's important for me to help them do their reality
checks. If I'm more plugged in as things are evolving in the
early stages, I'll be in a better position to help the programs
go one way or the other before they go far down a path that
is not productive.
The
real challenge is how to position the cross school initiatives
so that their value added is clear. So, for example - if cross
school programs give the university the ability to attract
top flight faculty; if we can recruit outstanding students
because we have this special program; if we can bring in more
outside support and greater recognition than the schools would
be able to do on their own - the cross school programs can
add that missing dimension. That's a primary role for the
cross school programs, to act as catalysts. What the cross
school programs need is to be plugged in, to have the support
necessary to accomplish their mission. It's crucial that those
folks associated with the program be recognized inside and
outside the university as the leaders in the various disciplines
that they represent. Often, when you get involved with assessing
any program, the first set of questions you get from outside
assessors are, "who are the major players in your program?"
LW:
As you've been studying the centers, are you finding that
we have the right centers? Is this how they need to be configured?
VM:
Unfortunately, I'm going to have to give you what I know is
an unsatisfactory answer, but I don't know at this point.
But is the top bullet on my list. We need to try to figure
out if there are overlaps or redundancies, and if we are positioned
correctly. What is the quality of what they're doing? The
first thing is internal work; the second needs an external
component.
The
right way to start is to concentrate on the most visible cross
school programs. I would include on that list the Tufts Institute
of the Environment (TIE), the Water: Systems, Science and
Society (WSSS) program, Tufts University Center for Children
(TUCC), and the Institute of Global Leadership (IGL). The
Institute for Global Leadership was loosely associated with
Arts and Sciences, but now is positioned as a university level
program. There are other programs - but the four I just mentioned
are the ones that are clearly on my radar screen. My goal
is to learn much more about these, to try to synthesize what
they do, and to think a bit about where they belong.
All
programs benefit from periodic external review to help calibrate
our thinking. We're actually in the middle of an assessment
of TIE right now, both internal and external. The water programs
are too new to really assess, but they are putting together
an external advisory board now. I think the right first steps
for the WSSS program are to establish how they actually operate
and make their external advisory board functional. My inclination
is that TUCC is probably more in the TIE category. I'm looking
forward to interacting with the TUCC leadership like you and
Howard and the Steering Committee, to understand TUCC, and
to start looking where it should go.
LW:
Do you also think that we categorize them in the right way
- for example, is children and families right, or should it
be communities?
VM:
Again, I feel that I can't
say yes or no yet, but I think that's the right question to
ask. I think the challenge for us is to figure out how the
cross school programs have unique Tufts qualities. What I
view as Tufts qualities are agility and a focus on innovation,
and trying to deal with actual problems in contrast it to
other institutions. It gets us out of the mode of saying "we're
not Harvard, MIT, or whoever, but..." I think the centers
and the schools have to be able to articulate their mission
as saying, "this cross school program IS this, without
any 'buts'. We are Tufts University, and we are focused on
solving this type of problem, of being agile enough to change,
and not being burdened by barriers of concrete and marble
pillars." Cross school programs need to build on this
tradition. Whether it is about children or community, there
is the tradition of being out there for the children and the
community; the clinics have always been there, the dental
and medical practitioners have always been there. The fact
that students and real world problems exist didn't come as
a news bulletin to Tufts people. What we're about is figuring
how you take the knowledge that we have as an institution
and that other people have created, and channel this knowledge
into solving problems that affect people.
So
to a certain extent, whether it's called the Tufts University
Center for Children or Tufts University Center for Community,
whatever - it is the mission that is more important. Nevertheless,
at the right time we should take a look at the name, and whether
it captures the mission. Naming is tough. As soon as you name
something, there's implicitness to what you're not. So, if
you're the Tufts Center for Children, then you start to answer
questions, like "Are adolescents children?"
LW:
As you were talking, I was thinking about the whole concept
of these centers. These centers, because everybody kind of
did their own thing, they grew by their own individual interest
rather than by university need. For example, the Center on
Aging - like the Tufts University Center for Children, it's
based on a population group rather than an issue.
VM:
But is it? I have two reactions. First, I think it's important
that all of the cross school initiatives continue to have
that aspect to them. It's important that the people who are
involved with programs like TUCC are committed to it, that
it comes from their own passion, as opposed to the university
deciding we should have a center on this or that.
Now,
that doesn't mean that your evolution has to be completely
internal. For example, we might look at a cross school program
and decide that we don't have all the pieces there - perhaps
it is positioning, perhaps it's leadership, perhaps it's the
need for some specific area of expertise. On other hand, the
program should have a core of folks for which the program
is their major focus. I think it's a weakness to have a cross
school program that may have a lot of buy-in but where everyone
around the table participates in it as just one of the several
things that they do. It needs to be what they are all about
and a big part of the reason why they are here. Again with
an open mind, it's that question I will be asking myself and
others as I look at the programs.
Regarding
your second question about whether it's a population group
or an issue - again, it's both, isn't it? In the past, I think
people would have said that it's a population. Now, we're
in the midst of aging being something very different. As life
expectancies go up, there are more healthy people, active
and productive people in what we would call the "aged"
or "aging" population. At the same time, we have
issues of people who are not healthy, either mentally or physically,
but who are alive. Twenty or thirty years ago, they were dying
at younger ages. It kind of relates back to what I said about
engineering. No matter what engineering field you're in these
days, many more engineers and scientists are working on bio
and health applications than when I went to school. A major
motivation for that are people like me. I'm a member of the
baby boomer generation. This is a very funny generation because
we've all decided that they're not going to die (laughter).
So, we're going to put an amazing amount of resources and
money in that direction because dying is not part of our agenda
(laughter).
LW:
It's similar with kids, in terms of health care costs. I think
it's like 70% or 80% of health care costs go at the other
end of life - and yet there are kids that really ill that
can't get health care. It's like a systemic thing.
VM:
You're right, kids, like the aging population, are dependent.
It's not a population that has internal advocacy. We see from
our everyday news experience that being the child of an affluent
family is very different from being a child from a poor family
- even on a just the day to day health care that you get.
LW:
Is there anything you want to add about your plans?
VM:
As far as the plans are concerned, obviously this is an ongoing
exercise, but it's a high priority. I would be upset with
myself if a year from now we were having this conversation
about TUCC, and I was still at the generalizations stage.
Certainly, we are triaging things. The assessment of TIE and
the various environmental programs, as to where we go from
here, are my highest priorities for this year. My goal is
to help formulate a university level plan by the end of this
academic year, as far as TIE is concerned. I see the other
programs, in particular TUCC, being next as far as setting
its future - whether that future involves an evolutionary
change or a revolutionary change.
One
thing that's driving that is a resource issue. The resources
for the cross school programs really come from two places.
One is from internal resources. If it's an internal resource,
it's basically budgeting within the overall university framework.
While we don't like to think of it this way, if it's the resources
that we know about now, to a certain extent it's a fixed sum
game. So, if a cross school program is going to be supported,
it's going to be supported because of people agreeing that
this is an important thing we should do as an institution
and that we see clear cross benefits.
On
the other hand, and more important, are external resources
- fundraising, capital campaign, and the like. Just as the
schools are preparing for the next capital campaign, and refining
their own priorities and their case statements, my goal over
this year is to work to articulate what are the university-level
cross school priorities so that they have case statements
in a capital campaign that right are out there as advancement
targets. I have an awareness of what the schools' priorities
are, and my job is to help facilitate as many connections
as possible. So, the cross school programs should not only
have their own place in the capital campaign, but also the
explicit connection to the school will be right there as far
as what their goals are.
So
that's my focus this year - TIE, WSSS, TUCC, and IGL and getting
to at least catalog the other programs. We have to work through
how these and other programs should evolve and function as
the catalysts that the university needs. It's already been
a busy year but I am confident that we will get a great deal
accomplished.
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New
Additions to the TUCC Resource Room at 40 Carmichael
Hall
We encourage you to let students know that we have many
publications not usually found in bound collections.
Faculty and students are welcome to search our extensive
database of material.
Other
Resources
The
Data Resource Center for Child and Adolescent Health
provides interactive data search tools, survey results,
technical help via email or phone, and other resources
on child health and well being indicators.
The
State of the World's Children 2006: Excluded and Invisible
is now available on the UNICEF website. The report features
customized statistical tables, audio interviews, photo
essays, personal profiles of children, and information
on issues affecting children today, including HIV/AIDS,
poverty, street children, trafficking, discrimination,
disabilities, and child labor.
The
Center on Children and Families from the Brookings
Institution focuses on research and activities designed
to improve understanding of the reasons for poverty
or low income, especially among working families, and
the potential of various policies to improve their prospects
and the life chances of their children. Expands on the
"Welfare and Beyond" initiative.
State
Approaches to Promoting Young Children's Healthy Mental
Development: A Survey of Medicaid, Maternal and Child
Health, and Mental Health Agencies from the
National Academy of State Healthy Policy (NASHP) examines
how states are promoting the healthy mental development
of children age 3 and under, and looks at critical issues,
from program funding concerns to the availability of
qualified mental health providers.
The
MyPyramid Plan website from the U.S. Dept. of
Agriculture provides kids with resources and information
to help them make smart choices regarding their food
intake and physical activity levels.
Childhood
Obesity News from The Robert Wood Johnson Foundation:
Iron
Deficiency, Prolonged Bottle-Feeding, and Racial/Ethnic
Disparities in Young Children, from the Archives
of Pediatric and Adolescent Medicine (Vol. 159, No.
11, November 2005)
Action
for Healthy Kids is a public-private partnership
of more than 50 national organizations and government
agencies representing education, health, fitness and
nutrition, with the goal of addressing the epidemic
of overweight, sedentary, and undernourished youth by
focusing on changes in schools. The website includes
resources for schools; information on events, programs,
and reports; and state by state action data.
The
Survey of Teens in the Greater Washington, D.C. Area
was a study released by the Washington Post, The Henry
J. Kaiser Family Foundation, and the Harvard School
of Public Health that assesses the views and attitudes
of DC-area teens and their parents on priorities involving
career, child-rearing and family; their personal hopes
and fears; their outlook towards the nation's future;
and generational differences in experiences and expectations.
It also includes comparative data from a national survey
of teens.
Rutgers
University-Camden Center for Children and Childhood
Studies provides support of interdisciplinary
inquiry into the lives of children, and works to promote
understanding, enrichment and the recognition of the
significance of the experiences of childhood through
research, education, and service and outreach projects.
The
National
Conference of State Legislatures website features
an issue area section on Youth, featuring a 2006 audio
conference on children and families, media articles
on youth, and other resources for legislators in the
areas or youth violence, out-of-school time programs,
youth engagement in civic and policy development, youth
in transition, and youth at-risk.
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CONFERENCES/SEMINARS/SYMPOSIA
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Health
Action 2006 Grassroots Meeting. Sponsored by
Families USA. January 26-28, 2006 in Washington,
DC. RSVP by Wednesday, January 25 at 10:00am EST. Information:
202-628-3030 or info@familiesusa.org
Child
Mental Health Forum 2005-2006. Sponsored by
Judge Baker Children's Center, Harvard Medical School,
and Children's Hospital Boston Dept. of Psychiatry.
Wednesdays from 1:00pm-2:30pm at Judge
Baker Children's Center, Room 111, 53 Parker Hill Avenue,
Boston, MA 02120. Free parking, refreshments, and CME's/CEU's
available. Upcoming lectures: February 1
- Cognitive and Behavioral Models of Child and Adolescent
Self-Injury. March 1 - The Developmental
Paths of High and Low Reactive Infant Temperaments.
April 5 - Engendering Identity: Nonconforming
Gender Identity. Information: 617-278-4293.
Call
for Papers: Journal of Youth Development - Bridging
Research and Practice. This is a new multidisciplinary
applied research and practice on-line journal focused
on the development of school-aged youth through the
transition to adulthood (ages 6-22). Funded from the
National 4-H Leadership Trust. Manuscripts accepted
anytime. Deadline for consideration in the Fall
issue is March. For information, contact Patricia
Dawson, editor.
Conference
- Creating Opportunities to Learn: A Forum for Addressing
Disproportionality. Sponsored by the National
Center for Culturally Responsive Educational Systems
(NCCREST). February 15-17, 2006 in Denver,
CO. Information: 303-556-3990 or shelley.zion@cudenver.edu.
2006
Annual Conference - Early Childhood: Building the Foundation
for Lifelong Health. Sponsored by the Association
of Maternal & Child Health Programs (AMCHP). March
4-8, 2006 in Arlington, VA. Information: 410-654-3010
or amchp@designingevents.com.
Family
Support America's 11th Biennial International Conference.
Sponsored by Family Support America. March 26-29,
2006 in Chicago, IL. Information hotline: 312/338-0900,
ext. 152. Registration
available online.
9th
Annual Conference: Walking the Talk - Achieving the
Promise of Authentic Partnerships. Sponsored
by the Community-Campus Partnerships for Health (CCPH).
May 31-June 3, 2006 in Minneapolis, MN.
Early Bird Registration Deadline: April 16, 2006. Questions:
Contact Anne
Moreau, CCPH Program Assistant, 206-543-8178.
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JOB
OPPORTUNITIES/INTERNSHIPS
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Carney, Sandoe
and Associates (CS&A) is an educational recruitment
firm that places teachers and administrators in private,
independent and like-kind (charter, magnet, pilot and
merit) schools across the nation. They have placed over
16,000 teachers and administrators in independent schools
since 1977. Placement services are completely FREE for
all candidates and teacher certification is not required.
To become a teaching candidate with CS&A, please complete
the candidate
application online. In addition, candidates can
also register online for the various 2006 Recruitment
Conferences in Boston (February 10-11); Atlanta (February
17-18); Boston LINK (March 1-4); San Francisco (March
17-18); Washington D.C. (April 7-8). Information: Cindy
Staton, Recruitment Assistant, 800-225-7986.
Pediatric
Oncology- School Liaison Program Staff Position, The
Pediatric Psychosocial Division at the Dana Farber Cancer
Institute: Full-time position. The School Liaison
Program provides consultative services to parents, school
personnel, and medical staff regarding the neuropsychological
late effects of cancer treatment and appropriate services
for school-aged children who have completed active treatment
involving the central nervous system. The successful
candidate should have extensive knowledge and experience
in neuropsychological evaluation and interpretation,
school consultation, special education rules and regulations,
and academic, social, and emotional interventions for
students with learning difficulties. Applicant should
be licensed in psychology, special education, or social
work. Master's level candidates must have at least two
years of relevant experience in school-related settings.
Interested applicants should forward a letter of interest,
curriculum vitae, and three letters of reference to:
Nancy Frumer Styron, Psy.D., 44 Binney Street, D-312,
Boston, MA 02115.
Two
Postdoctoral Openings, The Center for Developmental
Research, Örebro, Sweden: These positions would
start this spring 2006 or by September 2006 at the latest,
and extend over one year with the possibility of a second
year, given adequate progress and availability of funds.
The postdocs will work directly with Håkan Stattin
and Margaret Kerr on issues of parent-adolescent relationships,
parenting strategies, reciprocal parent-adolescent interactions,
and their relations to adolescent adjustment. They will
use longitudinal data that has already been collected
for this purpose, and they will participate in carrying
out a planned line of research. The working language
at the Center is English, and there is much communication
and cooperation among researchers, including 3 guest
researchers/postdocs and 6 doctoral students. Salary
is 18,000 Swedish Crowns per month, after taxes (about
2,000 euros or 2,600 US$). Housing help is provided
and postdocs will have funding for travel to conferences.
Successful candidates should have excellent data analytic
skills, excellent writing skills, and knowledge and
interest in the area of parenting and adolescent adjustment.
Deadline: January 20, 2006. Applicants may send
a CV, references, and a 2-3 page description of data
analytic skills, research interests, and prior research
experience to Håkan
Stattin or Margaret
Kerr.
Grant
Reviewers for the U.S. Department of Health and Human
Services' Administration on Children, Youth and Families
(ACYF): The four bureaus of the ACYF - Child Care
Bureau, Children's Bureau, Family and Youth Services
Bureau, and Head Start Bureau - are currently recruiting
grant reviewers and panel chairpersons. Both novice
and experienced reviewers are welcome to apply. Many
ACYF grant programs involve community-academic partnerships,
community-based research and/or evaluation. Depending
on the grant program, reviewers could be researchers,
program evaluators, prevention specialists, curriculum
developers, and front-line service providers, among
others. The Family and Youth Services Bureau in particular
is seeking youth advocates/workers, and young adults
(ages 19-24) currently enrolled in an institution of
higher learning (at least sophomore status), or with
a degree from an accredited college/university with
a discipline in the social sciences (public health,
social work psychology or sociology), and/or have worked
or been the recipient of long or short-term services
from a residential facility. See website
for information on how to apply.
Internship
Opportunity, YouthBuild USA: YouthBuild USA is the
national intermediary and technical assistance provider
for over 220 local YouthBuild programs, which engage
young adults ages 16-24 in a year-long program where
they spend half their time in the classroom earning
their GED or high school diploma, and the other half
on a construction site, learning the construction trade
and building affordable housing in their neighborhoods.
The Civic Engagement Committee of the Affiliated Network
of YouthBuild USA has written a voter engagement curriculum
for low-income young adults, to be published in January
2006. There is a need to distribute and market this
important piece to all YouthBuild programs, but also
to other institutions that work with low-income youth:
community colleges, service and conservation corps,
community development organizations, and elsewhere.
An important goal is increasing the number of youth
that vote in the 2006 Congressional elections around
the country, as well as the number of youth who may
vote in the 2008 presidential elections. YouthBuild
USA seeks a motivated individual with an interest for
and passion about youth civic engagement, anti-poverty
efforts, and marketing to serve as an intern for the
winter-spring 2006 semester. Work-study funding possible.
Contact: Anne
Wright, Director, Affiliated Network, YouthBuild
USA, 617-741-1202.
Senior
Associate and Research Assistant, Casey Strategic Consulting
Group, Annie E. Casey Foundation: The Casey Strategic
Consulting Group is designed to support human service
leaders and their systems in bringing about reform,
with the goal of strengthening communities and family
connections by working with public sector officials
and agencies committed to substantially improving the
lives of the citizens they serve. Both positions require
Internet, Powerpoint, Excel, MSWord, and Access software
proficiency, and availability to travel within the United
States. Annual salary commensurate with experience.
Benefits include medical, dental and vision insurance,
vacation and sick leave, and a retirement plan. Positions
will remain open until filled. To apply, email resume
and cover letter to hrjobs@aecf.org.
Information:
- Senior
Associate: full-time, mid-level position.
Qualifications: Graduate degree, including but not
limited to an MPP, MPA, MBA, JD, and MPH; Minimum
of 15 years of post bachelor's degree experience (including
graduate school); Demonstrated interest, working knowledge,
and experience in programs related to health and human
services, child welfare issues, or juvenile justice
issues; Strong project management, research, writing,
analytical, and communication skills;. Candidates
with private sector consulting experience, public
human services management experience, or public sector
background in child welfare systems or juvenile justice
are strongly encouraged to apply.
- Research
Assistant: Full-time, entry-level position.
Qualifications: Bachelor's degree required; Demonstrated
interest, working knowledge, and experience in programs
related to health and human services, child welfare
issues, or juvenile justice issues; Demonstrated academic
excellence, strong research and analytical skills,
and ability to prepare reports and conduct literature
reviews; Ability to conceptualize and present information
to a variety of audiences; Must be a team player with
strong interpersonal skills and be able to work effectively
with consultants, state and local government staff,
CSCG staff, and other Foundation staff.
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FELLOWSHIPS/FUNDING
OPPORTUNITIES
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Listed
in order by deadline
Solicitation
for Proposals - Outcome Evaluations of Violence Prevention
Programs: for proposals to conduct comprehensive
evaluations of promising violence preventions programs
with the objective of expanding the list of effective
interventions to prevent violence to and by youth. Principal
Sponsor: National Institute of Justice. Grant.gov Funding
No. 2006-NIJ-1154; SL 000732. Applicants must submit
a proposal that includes a program narrative, budget
narrative/detail, and other forms as applicable. Deadline:
February 24, 2006. Applications must be
submitted online at Grants.gov; Paper applications are
not accepted. Application
instructions. Solcitation(pdf).
American
Educational Research Association (AERA) Research Grants
Program - Call for Proposals: This program is also
supported by the National Science Foundation (NSF) and
the National Center for Education Statistics (NCES)
of the Institute of Education Sciences. Goals: to stimulate
research on issues related to U.S. education policy
and practice using NCES and NSF data sets; to improve
the educational research community's firsthand knowledge
of the range of data available at the two agencies and
how to use them; and to increase the number of educational
researchers using the data sets. Researchers must include
the analysis of data from at least one NSF or NCES data
set in the proposed study. Evaluation criteria: importance
of the proposed policy issue, the strength of the methodological
model and proposed statistical analysis, and relevant
experience and research record of the applicant. Successful
applicants will be expected to submit for review a progress
report and a final report. Qualifications: Applicants
may be U.S. citizens, U.S. permanent residents, or non-U.S.
citizens, and must have received the doctoral degree
by the start date of the grant. Researchers who have
previously received a Research Grant as a PI or Co-PI,
a Postdoctoral Fellowship, or an AERA Fellowship through
the AERA Grants Program may not apply for a Research
Grant. All applications must include: An AERA Research
Grants Program cover sheet; Research proposal (limited
to 7 single-spaced pages); Symbolic or figural model
outlining the framework for the study; Proposed budget;
Current curriculum vitae; Brief list of current other
support (grants, awards, etc.). Minority researchers
are strongly encouraged to apply. Deadlines: March
1, 2006 (for April review); September 1, 2006 (for October
review). Two (2) hard copies of all required
materials must be submitted and received by the deadlines
above. Electronic submission will not be accepted, and
incomplete applications will not be considered. Applications
should be sent to: Ms. Jeanie Murdock, Program Director,
AERA Grants Program, 5662 Calle Real, #254, Goleta,
CA 93117-2317. Questions: Jeanie
Murdock, Phone: 805-964-5264; Fax: 805-964-5054.
Website
Using
Technology to Augment the Effectiveness of Parenting
Programs in the Prevention of Child Maltreatment:
to help advance knowledge of the role of technology
in improving parenting programs and outcomes. Specific
proposals are being sought that take a previously demonstrated
efficacious or effective parenting program and examine
the effects of information and communication technology
(e.g. cell phones, internet, video conferencing, web
cameras, etc.) on program outcomes, fidelity, enrollment
and attrition rates, and cost-effectiveness in reducing
child maltreatment. Principal Sponsor: National Center
for Injury Prevention and Control, Centers for Disease
Control and Prevention (NCIPC/CDC). Grant No. CDC-RFA-CE06-006.
Deadline: March 19, 2006.
Neurodevelopment
and Neuroendocrine Signaling in Adolescence: Relevance
to Mental Health: request for research grant
applications to identify neurodevelopmental and neuroendocrine
mechanisms that impact emotional and cognitive development
and emerging psychopathology during adolescence, utilizing
animal models and human studies. Principal Sponsors:
Dept. of Health and Human Services, National Institutes
of Health (NIH), National Institute of Mental Health
(NIMH). Grant #: PA-05-162. Application
Submission Dates
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Please
let us know if the Center can be of assistance
to you in pursuing any of these opportunities.
Please
also let us know if you do pursue these leads,
so that we can continue to improve our information
exchange processes.
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Tufts
University Center for Children is an interdisciplinary,
cross-school center dedicated to improving the lives
of children, youth and their families in the nation
and around the world. It is unique in its capacity to
focus the research, teaching and advocacy resources
of the University on helping children grow to healthy,
productive adulthood.
The
goals of Tufts University Center for Children are:
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To
better understand the needs of children, youth,
families and the communities that support them |
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To
demonstrate the promise of innovation in an interdisciplinary
approach |
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To
train academicians, students and practitioners in
child and family studies |
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To
make the world better for children |
TUCC
is sponsored by the Provost’s Office. Members of
the 2004-2005 Steering Committee: Drusilla Brown (Arts
& Sciences), Jeanne Goldberg (Nutrition), Richard
Lerner (Arts and Sciences), Molly Mead (UCCPS), Ify
Mora (Student Liason, UCCPS), Amy Pobst (Arts &
Sciences), Paul Waldau (Veterinary), Anthony Schlaff
(Medical), Analucia D. Schliemann (Arts & Sciences),
Diane Souvaine (Engineering), Christina Economos (Nutrition),
Anthi Tsamtsouris (Dental), William Moomaw (Fletcher),
Donald Wertlieb (Arts & Sciences).
For
further information, or to get involved, please contact
Jackie Calahongat
617-627-4375, email tucc@tufts.edu,
or visit our website.
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