201 programming-"IMPRS-ML"-"IMPRS-ML"-"IMPRS-ML" positions at DePaul University in United States
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that each of our faculty, staff, and students bring to our community. Applicants should be at the ABD stage of their doctoral program or hold a PhD in Anthropology (preferred), and have a demonstrated record
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programs, including the First-Year Program and the Sophomore Seminar in Multiculturalism. Courses will be taught in person during the 2025-2026 Academic Year. Please visit the following URL for information
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staff members. The Staff Psychologist actively participates in UCAPS clinical training program by providing supervision for master-level and doctoral-level trainees and maintains clinical records in
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-position:inside;} The Department of Counseling and Special Education's Counseling Program, in the College of Education, invites expressions of interest for part-time faculty teaching opportunities. Part-time
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the admissions funnel and driving prospective students from inquiry to enrollment in KGSB's graduate business programs. This individual engages with prospective students, supports recruitment initiatives, and
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strategy for a high-impact, student-centered career services operation in support of the College and University’s strategic plan. Advance a career ecosystem that fosters strong industry engagement, enhances
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for achieving attendance and ticket revenue goals through strategic marketing programs, initiatives, promotions, and fan experiences. What You'll Do: Provide strategic direction, planning, and execution for all
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activities, the University partnership with DePaul College Prep as well as the Academic Program Review process. The position interacts with the members of the Academic Integrity Board in order to facilitate
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development and implementation of college alumni programs, services and outreach which align with the goals of the university. This person will work in collaboration with the Associate Director, Alumni
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peer support coaching initiatives, and uses data to inform outreach, communication, programming, and interventions. This position requires an identity-conscious, theory-informed, and student-centered