Go Global! Launch an International Career Here or Abroad
Wednesday, April 3rd, 2013, 5:30pm-7:00pm, C4C Abrams Lounge
Special Guest Speaker: Stacie Berdan, http://stacieberdan.com/
~International career expert and author
~Contributor for the Huffington Post, US News, Fortune/CNN and others
Learn how to acquire and apply your relevant experience as a distinct and differentiated advantage in the job search to increase your odds in landing an international work assignment at home or abroad. Stacie Berdan will cover the following topics:
Is going global right for you?
Increasing your odds of going global.
How to make the most of it.
Target group: Undergraduate and graduate students who already have some international experience such as study abroad, internship abroad, international degree, foreign language skills, etc. No need to sign up – just show up! And bring all questions!
Testimonial from last year’s presentation:
I loved that she highlighted focusing on thriving countries and industries, and how these are where you should be looking for opportunities (and maybe think about countries that aren’t growing or don’t have demand for workers, and how what this means for your job search).
Stacie suggested that we read the news daily. This is vital to having a global mindset, and being successful at obtaining or maintaining an international career. In addition to following the trends and growth that could enable you to have more opportunities when applying/seeking jobs abroad.
The websites she gave were great. She also talked about how to use social media with your job search domestically and abroad- very helpful!
It was also helpful to hear about the variety of opportunities domestic and abroad for international careers (she had creative ideas). Ways to start…IE teach English, volunteer, etc.
Questions about this event? Contact Sandra.Rosewell@colorado.edu
Apple – At-Home Advisor; Career Buffs Job ID #39804
Apple is now hiring students at University of Colorado-Boulder to work part-time from home! As an Apple At-Home Advisor, you’ll support the products that have made Apple the iconic technology company that it is. Working from home, you’ll be part of a virtual team that provides technical support to our customers. You’ll be the expert on our most popular products, which will make you pretty popular with our customers too.
We’re looking for currently enrolled students who enjoy working on computers and helping fix common issues that arise. So if you’re passionate about working with people and enjoy working independently, you might have what it takes to be an Apple At-Home Advisor. We’ll provide you with a great benefits package, competitive pay, the Apple employee discount on our products, and an iMac to use while you’re working from home. We’ll even build a custom schedule that works with your classes. You take care of our customers, and we’ll take care of you. What’s great about being an Apple At-Home Advisor is that you’ve probably already got what it takes to do the job. And what you don’t, we’ll provide for you in the form of comprehensive paid training and regular support to make sure you’re successful. An At-Home Advisor works independently with the utmost professionalism, integrity, and dependability. They are action-oriented and very self-motivated—not only taking great care of our customers, but also proactively identifying issues that can prevent future customer concerns. In addition, an At-Home Advisor has a high technical aptitude, good problem-solving skills, and a desire to help others find answers. A job at Apple is unlike any other you’ve had. You’ll be challenged. You’ll be inspired. And you’ll be proud. Because whatever your job is here, you’ll be part of something big. Bring passion and dedication to the table—like everyone here—and there’s no telling what you could accomplish. To learn more about opportunities at Apple, visitwww.apple.com/jobs/us/collegeadvisor or look for Apple representatives on your campus.
This position requires that you are a currently enrolled student at CU and will remain enrolled through May 2014.
-Currently enrolled student at CU-Boulder through May 2014
-Cumulative GPA of 2.7 or higher
-Minimum 35 WPM
-Customer service focus and ability to work independently
-Available to work full-time over the summer and during school breaks
-Committed to working part-time for a minimum of 20 hours per week while school is in session
-Satisfactory criminal background check
-A quiet workspace, ergonomic chair, and desk
-High-speed Internet service (2Mbps or better) from a reliable provider and a dedicated telephone landline
Click on the URL below to view the job description and/or to apply. You will need to log into our job site with your Apple ID (the same one you use for iTunes), upload your updated resume and submit. https://jobs.apple.com/us/search?#&ss=26840051&t=0&so=&lo=0*USA&pN=0&openJobId=26840051
Please look for an Apple recruiter on your campus very soon AND attend one of our Virtual Information Sessions for more information on the program:
Mar 22 1p CST
Mar 29 12p CST
April dates: TBA
WHAT: “Grounding the Asian American & Pacific Islander Policy Voice Through Survey,” the second annual convening of the Asian American and Pacific Islander Policy Research Consortium
This free, one-day event examines the challenges and benefits of national and local surveys, explores how other research methods complement surveys, and develops an agenda to increase university-community and university-government collaborations through surveys. For program and registration, please see http://www.aapiprc.com/. Come learn from the nation’s leading experts on Asian American and Pacific Islander survey design.
WHEN: Wednesday, April 17, 2013 (10:30am-6pm)
WHERE: University of Washington, Husky Union Building, 4001 Northeast Stevens Way, Seattle, Washington
10:30 am – 12:00 pm Student Session
12:15 pm – 12:55 pm Registration
1:00 pm – 1:10 pm Opening: Shirley Hune (UW)
1:10 pm – 1:25 pm Keynote: Kendee Yamaguchi (WA State Attorney General Director of Policy, Legislative Affairs and External Relations)
1:30 pm – 2:20 pm National Surveys: Models, Challenges, and Opportunities
Carolyn Wong – moderator (UMass Boston); Arnold Butch de Castro- The National Latino and Asian American Study (UW); Cary Fund – The Rise of Asian Americans Survey (Pew Foundation); Karthick Ramakrishnan – Asian American Political Participation Survey (UC Riverside)
2:25 pm – 3:15 pm State and Local Efforts: Representing Community Views
Donald Chi – moderator (UW); Ninez Ponce – California Health Interview Survey (UCLA); Sophia Cheng and Asma Men – A3PCON (UCLA); Sili Savusa – Pacific Islander communities (Executive Director, White Center Community Development Association)
3:30 pm – 4:35 pm Methodological Intersections: Survey and Complementary Approaches
Linda Vo – moderator (UCI); Monica Trieu (Purdue); Michael Itti (Asian Pacific Islander Voices in Education Initiative, Win/Win); Sharyne Shin (Interim Community Development Association)
4:40 pm – 5:00 pm Closing Session: Paul Ong (UCLA); Hyeok Kim (Interim Community Development Association and White House Initiative on Asian Americans and Pacific Islanders); Taeku Lee (UC Berkeley)
5:00 pm – 6:00 pm Reception
Get hired as a Peer Career Advisor!
Do you love public speaking? Are you interested in boosting your professional skills and empowering your peers to do the same? Career Services is seeking applications from undergraduate students interested in serving in a leadership role as a Peer Career Advisor (PCA). This position allows students to use their strengths and talents in conducting career related presentations and helping students navigate the job/internship search process. The position will start August 19th to provide training before the fall semester starts. This position pays $9.75/hr and works 8-15 hrs/week. Please send your application materials to firstname.lastname@example.org by April 5. If you have questions, call 303-492-4120. You will be contacted if you are chosen for an interview.
In addition, the office is looking for one student to assist with international employment work. This may include researching and reviewing international internship and teaching organizations, developing international career resources, and reaching out to student groups and faculty on campus related to this arena. If you are specifically interested in assisting with international employment, please indicate this in your cover letter.
To get a full job description, go to:
Chicana/o History and Culture
June 3-July 5
Approved for arts and sciences core curriculum: United States context OR Human Diversity.
Dr. Johanna B. Maes
Through a wide range of historical and social scientific studies, novels, autobiographies, testimonios, films, music, art, and border studies this course will introduce students to the wealth and diversity of Chicana and Chicano culture and history. In order to understand the dialectics of contemporary Chicana/o identity, students will be provided with brief historical overviews of Chicana/o peoples and the historical presence of Chicano peoples in what is now called the Southwest; the US/México border; the rise of the Chicana/o student and community movements; immigration; regional differences; and contemporary debates surrounding gender, sexuality, cultural identity, mainstream invisibility and criminalization. The format of the class will be a combination of lectures, films, written exercises and student research projects. This course is targeted for fresh- (men and women) and sophomores and comprises a core requirement for the major and minor in Ethnic Studies.
Themes in American Culture
July 9-August 9
Approved for arts and sciences core curriculum: United States context.
Dr. Johanna B. Maes
Course Description This course examines the historical, institutional and socio-cultural processes and practices related to the educational experiences of Latinas and Latinos in American culture. We will discuss the k-12 educational system where topics such as bilingual education, charter schools, curriculum tracking and inequitable school policies have impacted Latina and Latino students in the US. We will also explore socio-cultural issues such as parental and family influences, teen pregnancy and gang involvement which can affect the educational trajectory of this particular population. Finally, we will analyze the higher educational system in the US while analyzing the experiences that Latinas and Latinos have while competing for four-year and post-secondary degrees. Themes of gender, class, race, and ethnicity will be apparent throughout the class readings, films, and discussions.
Chicana Feminism and Knowledge
July 9-August 9
11am-12:35pm– ETHN 3136
Approved for arts and sciences core curriculum: human diversity.
Dr. Johanna B. Maes
Course Description This course will provide students with a general background on Chicana feminist thought where emphasis will be placed on the sociocultural, historical, and educational experiences of this marginalized population. We will analyze and examine the diversity of feminisms that occur within Chicana intellectual through historical and theoretical perspectives. We will explore the themes of Chicanas in the Chicano Movement, sexuality, gendered violence, spirituality/religion, family and creative expressions through visual and literature. We will also devote a large section of the class to examining Chicana feminist perspectives within k-12 and higher education. The overall goal of this class is to examine the ways in which Chicanas are individually and collectively challenging external factors and are creating change in our society.
Contemporary Issues in African American Studies:
Black Women, Popular Culture, and the Pursuit of Happiness
— Upper- division Elective —
M-F, 12:30-3:30 pm
Dr. Bianca Williams
This course takes an in-depth look at how the pursuit of happiness in the United States is affected by race and gender, particularly for Black women. By putting representations of Blackness, womanhood, and happiness into conversation with one another, students will be able to examine the extent to which historical processes of racism and sexism continue to leave their imprints on an individual’s ability to attain happiness and success. Throughout the course, we will examine representations of race, gender, and happiness present in self-help books, music, films, magazines, blogs, and other forms of media. Therefore, the following questions are of interest for this course:
(1) How do race and gender affect an individual’s ability to pursue happiness?
(2) What are the emotional and economic “costs” of happiness?
(3) What do the experiences of Black women pursuing happiness in the U.S. mean for the broader American concept of “the pursuit of happiness?”
African American Social and Political Thought
Summer Session A
M-F, 12:45-2:20 pm
Dr. Bianca Williams
Fulfills Human Diversity and U.S. Context requirements
This course is designed to provide an introduction to the historical and contemporary thinking, writings, and speeches of African Americans. While the texts for this course span the early 20th and 21st centuries, and were written in a particular social and political context, each piece is applicable to our lives today. Beginning with some of the most prominent critics of racism in the U.S., such as W.E.B. DuBois and Carter G. Woodson, we end with some of the most profound anti-racist, feminist theorists of our time, Angela Davis, Patricia Hill Collins, and Melissa Harris-Perry. Throughout the semester, we will engage in lively discussion and analysis of how race and racism have changed drastically over the past one hundred years, while simultaneously remaining incredibly the same. We will analyze music videos (by artists like Jay-Z, The Roots, Nicki Minaj) and political commentary shows (by Melissa Harris-Perry and Jon Stewart) in order to decipher how the conclusions of past theorists apply to the contemporary moment.