The College is looking for your feedback! Please take a moment to help us out.


Graduate Students: Apply for Jobs in the Social Sciences Collegiate Division

The deadline for applications for the 2014-2015 academic year is April 30, 2014.

The Social Sciences Core and Civilization Studies sequences offer two teaching opportunities for graduate students: teaching internships and lectureships. These jobs are open only to registered University of Chicago PhD students. Teaching interns and lecturers must be registered in a PhD program at the University of Chicago during every quarter of employment. This site provides information regarding course curriculum, job responsibilities, and the application process. Contact the SSCD Division Coordinator at sscd-jobs@uchicago.edu with questions about this site.

Applications for teaching internships and lectureships consist of two parts: an online application and the supplemental documents listed with the application form. Use the links below to access the online forms. Applicants may use the same supplemental materials for multiple applications or may choose to submit a separate set of supplemental materials for each application. Students applying for more than one position must submit an online application for each position. Internship applicants may apply for up to three positions. Lectureship applicants can apply in one Core sequence and up to two Civilization Studies sequences. The information below further defines the application policies and job expectations for each position.

The deadline for all applications is April 30, 2014. Late applications will not be considered. Application decisions will be sent by email in June.

Apply for a Social Sciences Internship / Lectureship

About SSCD Teaching Internships

Applicant Requirements for Teaching Interns
The following information applies to Teaching Internships in the SSCD in general. Requirements that are specific to particular courses are given in the job descriptions for those courses below.
  • Must be a registered PhD student in at least the third year of scholastic residency during the internship
  • Preference given to students who have passed qualifying exams
  • Applicants to History of European Civilization must complete their oral exams before beginning the internship
  • Must complete full term of internship to be considered for a lectureship
  • Length of commitment varies from sequence to sequence

The Teaching Intern’s Role
Interns are apprentices to the faculty in whose course they have been appointed. They are expected to learn from the supervising faculty member how to teach a course in the Core Curriculum to a small number of students in a seminar-style discussion class. They are being trained by the supervising faculty in order to assure a steady supply of advanced graduate students who are qualified to teach the University of Chicago's Core Curriculum in keeping with the traditions of the College and the standards demanded by the faculty. Members of the faculty who have interns assigned to them retain full responsibility for all aspects of the course. Interns may be asked to assist the supervising faculty member in certain regards, but their main responsibility is to learn how to teach the course on their own.

The Teaching Intern's Responsibilities
  • Attend the fall workshops on teaching in the College offered by the Center for Teaching and Learning, unless they have already done so for prior teaching appointments
  • Meet on a regular basis with the faculty member supervising them in order to discuss the progress of the class and the ways in which an experienced instructor handles the pedagogical, intellectual, and administrative issues such a class raises
  • Read the assigned materials
  • Attend the meetings of each class
  • Learn how to grade papers and exams
  • Teach one or two classes per quarter under the supervision of the faculty member to whom they have been appointed
  • Participate in weekly and quarterly staff meetings

APPLY FOR A TEACHING INTERNSHIP


About SSCD Lectureships

Applicant Requirements for Lectureships
The following information applies to Lectureships in the SSCD in general. Requirements that are specific to particular courses are given in the job descriptions for those courses below.
  • Must be a registered PhD student in at least the fourth year of scholastic residency
  • Must have completed a full internship in the same sequence
  • Lecturers are chosen on the basis of their qualifications as teachers and scholars, the progress of their dissertation, and their willingness to participate actively in the affairs of the staff.
The Lecturer’s Role
Lecturers have full responsibility for teaching one or more sections of an SSCD Core course in the social sciences or civilization studies for one or more quarters. Within limits established by tradition, faculty consensus, and a syllabus of shared readings, lecturers have discretion to teach the course as they prefer. In order to maintain the intellectual and pedagogical cohesion of the curriculum, lecturers are expected to participate in meetings of the staff teaching the course to which they have been appointed.

The Lecturer's Responsibilities
  • Attend the fall workshops on teaching in the College offered by the Center for Teaching and Learning, unless they have already done so for prior teaching appointments
  • Participate in weekly and quarterly staff meetings
  • Order books and put readings on reserve well in advance of the beginning of the quarter
  • Prepare a syllabus that clearly states the objectives of the course, the requirements that students will be expected to fulfill, and the basis on which they will be graded
  • Announce clear policies on grading, attendance, class participation, and cheating, and adhere to those policies
  • Grade and comment on papers and examinations on a timely basis
  • Maintain office hours
  • Give students feedback on their performance

APPLY FOR A LECTURESHIP


Course Sequence and Job Descriptions

Classics of Social and Political Thought

What is justice? What makes a good society? This sequence examines such problems as the conflicts between individual interest and common good; between morality, religion, and politics; and between liberty and equality. We read classic writings from Plato, Aristotle, and Aquinas to such great founders and critics of modernity as Machiavelli, Hobbes, Locke, Rousseau, Tocqueville, Mill, Marx, Nietzsche, and Weber. Writing before our departmentalization of disciplines, they were at the same time sociologists, psychologists, political scientists, economists, and moralists; they offer contrasting alternative conceptions of society and politics that underlie continuing controversies in the social sciences and in contemporary political life.

Classics of Social and Political Thought Teaching Internship
  • An internship in this sequence is generally a three quarter commitment, however there may be exceptions based on scheduling and availability of positions.
  • The intern must be at least a third year graduate student in the University of Chicago, specializing in areas related to the study of political philosophy or social theory such as Political Science, Social Thought, History, Philosophy, Sociology, Divinity, etc.
  • The intern works closely with the instructor of one section, attending all sessions and the weekly staff lunch, teaching one or two sessions and grading one set of papers and/or exams under the supervision of the instructor, and holding regular office hours.
Classics of Social and Political Thought Lectureship
  • A lectureship in this sequence is a one quarter commitment.
  • The lecturer must have reached the fourth year of graduate study in areas related to the study of political philosophy or social theory such as Political Science, Social Thought, History, Philosophy, Sociology, Divinity, etc.
  • The lecturer should have completed an internship in two and preferably three quarters of the course.
  • The lecturer will be appointed in the College and will have full responsibility for one or more sections of the "Classics" Core course, including grading and holding regular office hours.
  • The lecturer is expected to participate in weekly staff lunches to discuss the design, planning, and organizing of the course.
  • The lecturer is also expected to engage faculty in the Social Sciences Division and participate in the intellectual life of the university.

Mind

This sequence takes an empirical, scientific approach to understanding the functions of the mind. Drawing on psychology, anthropology, sociology, economics, and a number of other social as well as biological sciences, the course examines how the mind operates at multiple levels of analysis (e.g., biological, psychological, societal) and across a variety of time scales (e.g., exploring processes that unfold over the course of milliseconds as well as those that unfold over millennia). We examine issues such as how people apprehend reality, the development of thought across the life span, the impact of social contextual factors on mental processes, the ideal of rationality and systematic deviations from that ideal, how different languages and cultures represent different ways of seeing and thinking about the world. Cross-cutting these specific topic areas is a sustained exploration of the process by which contemporary social science is conducted. For example, we consider what constitutes a legitimate social scientific question, what counts as valid empirical evidence, and how data are used to test theories and to support causal claims.

Mind Teaching Internship Job Description
  • An internship in this sequence is typically a three quarter commitment.
  • The intern must be at least a third year graduate student in the University of Chicago, specializing in an area related to the study of the mind, such as psychology, human development, neuroscience, philosophy, etc.
  • The intern is expected to help in the day-to-day running of the course, to attend all lectures and meetings of the section to which he or she is assigned, and to assist the instructor in leading discussion, grading, and providing feedback to students.
  • At the discretion of the faculty member to whose section the intern is assigned, the intern may be asked to assume primary responsibility for leading no more than three class discussions.
Mind Lectureship Job Description
  • A lectureship in this sequence is a one quarter commitment.
  • The lecturer must have reached the fourth year of graduate study in an area related to the study of the mind, such as psychology, human development, neuroscience, philosophy, etc., and should have extensive knowledge of the themes and problems addressed in the course.
  • The lecturer must previously have served as an intern in the Mind sequence.
  • The lecturer will be appointed in the College and will teach one section, coordinating with other instructors staffing the course and using a common course syllabus.
  • The lecturer is expected to attend all staff meetings convened by the faculty member chairing the course that quarter, to assist in designing the syllabus, and to hold regular weekly office hours for students in the course.

Power, Identity, Resistance

Autumn
This course focuses on the work of three central figures in modern political economy and social theory: Adam Smith, Karl Marx and Emile Durkheim. The aim of the quarter is to introduce students to the very idea of theorizing about society, economy and politics through close readings of central works of each author. The focus is on the organization of economic process and the the ways in which it relates to social and political relations and institutions. The central questions are these: How historically distinctive is the modern form of capitalist economy? Do human beings "naturally" act in certain ways in the economy and society? How much can individual self-control be relied on? What is the role of power in economic life?
Winter
The focus of winter quarter is modern liberalism and its critics. The course investigates the distinctly modern liberal claim that society (or groups of associated individuals) make states for their own protection and the governance of their affairs. Authors are interrogated on questions concerning individuality, liberty, equality, the limitation of state power, the importance of stability, the value of democratic participation in governance, and the role that organized society plays in political life, among other issues. Both defenders and critics of the liberal conception of liberty and the state are addressed. Texts include Machiavelli, Hobbes, Locke, Rousseau, Burke, Marx, and Hegel.
Spring
Spring Quarter analyzes the way in which selected themes from the first two quarters work themselves out in the history of the twentieth and twenty-first centuries. Broadly, we consider the role and place of violence in liberal thought and practice. Problems of individual psychological violence as well as social and political violence are considered. Readings include texts by Kant, Nietzsche, Freud, Fanon, Arendt, Woolf, Martin Luther King, and Foucault.

PIR Teaching Internship Job Description
  • An internship in this sequence is a mandatory two quarter commitment.
  • The intern must be at least a third year graduate student in the University of Chicago, specializing in areas related to the study of political philosophy or social theory such as Political Science, Social Thought, History, Philosophy, Anthropology, Sociology, etc.
  • The intern is expected to help in organizing and maintaining the course, to attend all lectures, and to participate in weekly staff meetings.
  • The intern will also be expected to teach one class per quarter, under the supervision of the instructor.
  • Interns will participate in course grading and student supervision, under the direction of the instructor.
PIR Lectureship Job Description
  • A lectureship in this sequence is a one quarter commitment.
  • The lecturer must have reached the fourth year of graduate study in areas related to political philosophy or social theory such as Political Science, Social Thought, History, Philosophy, Anthropology, Sociology, etc., and should have extensive knowledge about topics covered by the course.
  • The lecturer must previously have completed a two-quarter internship in the Power, Identity and Resistance sequence.
  • The lecturer will be appointed in the college and will teach full time in the "PIR" Core course.
  • All lecturers are expected to participate in the design, planning, and organization of the course, to attend all meetings, lectures and films as well as weekly staff meetings.
  • The lecturer is also expected to engage faculty in the Social Sciences Division and participate in the intellectual life of the university.

Self, Culture, and Society

Autumn
The classic social theories of Smith, Marx, and Weber, along with contemporary ethnographic and historical works, serve as points of departure for considering the characterizing features of the modern world, with particular emphasis on its social-economic structure and issues of work, the texture of time, and economic globalization.
Winter
In this quarter, we focus on the relation of culture, social life, and history. On the basis of readings from Durkheim, Lévi-Strauss, Sahlins, Foucault, Benjamin, Adorno, and other anthropologists and cultural theorists, we investigate how systems of meaning expressed through metaphors, symbols, rituals, and narratives constitute and articulate individual and social experience across a range of societies, including our own, and how those systems of meaning change historically.
Spring
In this quarter, we concern ourselves with the question of how personhood is constructed socially, culturally, and historically. Our considerations include issues of gender, sexuality, and ethnic identity, through the study of the wide range of approaches found in the works of Freud, Mauss, Mead, Marcuse, Vygotsky, de Beauvoir, Fanon, and others.

Self, Culture, and Society Teaching Internship Job Description
  • An internship in this sequence is a mandatory three quarter commitment.
  • The intern must be at least a third year graduate student in the University of Chicago, specializing in an area related to the study of social life, such as anthropology, history, human development, philosophy, political science, sociology, social thought, etc.
  • The purpose of the internship is to prepare qualified graduate students to teach in the Core.
  • The intern will be assigned to a section of the course, where they will be mentored by a faculty member.
  • Interns are expected to help in organizing and maintaining the section of the course to which they have been assigned, to attend all class meetings and lectures, and to participate in weekly staff meetings. They will participate in course grading and student supervision, under the direction of the faculty member. At the discretion of the faculty member to whose section the intern is assigned, the intern may be asked to lead one or two class discussions.
Self, Culture, and Society Lectureship Job Description
  • A lectureship in this sequence is a one quarter commitment.
  • The lecturer must have reached the fourth year of graduate study in an area related to the study of social life, such as anthropology, history, human development, philosophy, political science, sociology, social thought, etc., and should have extensive knowledge of the themes and problems addressed in the course.
  • The lecturer must previously have completed a three-quarter internship in the Self, Culture, and Society sequence.
  • The lecturer will be appointed in the College and will teach in the Self, Culture, and Society Core course.
  • The lecturer is expected to teach one or more sections of the course, participate in the design, planning and organizing of the course, as well as in weekly staff meetings, and to hold regular weekly office hours for students in the course.

Social Science Inquiry

Contemporary culture is awash in scientific claims about the human condition. As evident in best-sellers like Freakonomics, Moneyball, and The Tipping Point, a data-driven conception of social life is occurring not just in the higher echelons of business or government, but in popular discourse as well. This course provides an introduction to this "positivist" approach. The Autumn Quarter starts by introducing students to the various ways that social scientists think about the world. Examples include theoretical models from Milton Friedman, Thomas Schelling, and John Nash; path-breaking experiments from Stanley Milgram and Daniel Khaneman; and quantitative research on topics ranging from voting to gun violence to baby names. Through these works, students will learn how researchers theorize about social phenomena. In the Winter Quarter, students will be introduced to social science research tools. They will learn how to collect data, conduct experiments, and make causal inferences from statistics. Using the General Social Survey, the National Election Studies, and other surveys, students will gain hands-on experience working with large data sets. In the Spring Quarter, students will conduct their own substantial research project. Students will learn how to translate their ideas into research questions, their theories into testable hypotheses, and their findings into meaningful conclusions. By year's end, students will develop a critical perspective on many perennial social questions and, ultimately, acquire "quantitative literacy," essential skills in an increasingly data-driven world.

Social Science Inquiry Teaching Internship Job Description
  • An internship in this sequence is generally a three quarter commitment, however there may be exceptions based on scheduling and availability of positions.
  • The intern must be at least a third year graduate student in the University of Chicago, specializing in the quantitative study of social science.
  • The intern is expected to help in the day-to-day running of the course, to attend all class meetings of the section to which he or she is assigned, and to assist the instructor in grading and providing feedback to students.
  • The intern should be comfortable with the use of statistical packages such as SPSS, Stata, or others.
  • At the discretion of the faculty member to whose section the intern is assigned, the intern may be asked to lead no more than three class discussions.
Social Science Inquiry Lectureship Job Description
  • A lectureship in this sequence is a one quarter commitment.
  • The lecturer must have reached the fourth year of graduate study in an area related to the quantitative study of social science, and should have extensive knowledge of the themes and problems addressed in the course.
  • The lecturer must previously have served as an intern in the Social Science Inquiry sequence for at least two quarters.
  • The lecturer will be appointed in the College and will teach one section, coordinating with other instructors staffing the course and using a common course syllabus.
  • The lecturer is expected to attend all staff meetings convened by the faculty member chairing the course that quarter, to assist in designing the syllabus, and to hold regular weekly office hours for students in the course.

America in World Civilization

Available as a three-quarter sequence (Autumn, Winter, Spring) or as a two-quarter sequence (Autumn, Winter; or Winter, Spring). This sequence meets the general education requirement in civilization studies. This sequence uses the American historical experience, set within the context of Western civilization, to (1) introduce students to the principles of historical thought, (2) probe the ways political and social theory emerge within specific historical contexts, and (3) explore some of the major issues and trends in American historical development. This sequence is not a general survey of American history.
Autumn
Subunits examine the basic order of early colonial society; the social, political, and intellectual forces for a rethinking of that order; and the experiences of the Revolution and of making a new polity.
Winter
Subunits focus on the impact of economic individualism on the discourse on democracy and community; on pressures to expand the definition of nationhood to include racial minorities, immigrants, and women; on the crisis over slavery and sectionalism; and on class tensions and the polity.
Spring
Subunits focus on the definitions of Americanism and social order in a multicultural society; Taylorism and social engineering; culture in the shadow of war; the politics of race, ethnicity, and gender; and the rise of new social movements.

America in World Civilization Teaching Internship
  • An internship in this sequence is a one quarter commitment.
  • The intern must be at least a third year graduate student in the University of Chicago, specializing in areas related to the study of U.S. History from the colonial era through the present.
  • The intern is expected to help in organizing and maintaining the course, to attend all class meetings of the section to which he or she is assigned, and to assist the instructor in grading and providing feedback to students. At the discretion of the faculty member to whose section the intern is assigned, the intern may be asked to prepare and deliver brief introductions to the assigned documents and to lead no more than three class discussions.
America in World Civilization Lectureship
  • A lectureship in this sequence is a one quarter commitment.
  • The lecturer must have reached the fourth year of graduate study in areas related to U.S history from the colonial era through the present and should have extensive knowledge of the themes and problems addressed in the course.
  • The lecturer must previously have served as in intern in the American Civilization sequence.
  • The lecturer will be appointed in the College and will teach one section in dialogue with other instructors staffing the course and using a common course syllabus. The lecturer is expected to attend all staff meetings convened by the faculty member chairing the course that quarter, to assist in designing the syllabus, to hold regular weekly office hours for students in the course, and to participate generally in the intellectual life of the university.

Colonizations

This three-quarter sequence approaches the concept of civilization from an emphasis on cross-cultural/societal connection and exchange. We explore the dynamics of conquest, slavery, colonialism, and their reciprocal relationships with concepts such as resistance, freedom, and independence, with an eye toward understanding their interlocking role in the making of the modern world.
Colonizations I
Themes of slavery, colonization, and the making of the Atlantic world are covered in the first quarter.
Colonizations II
Modern European and Japanese colonialism in Asia and the Pacific is the theme of the second quarter.
Colonizations III
The third quarter considers the processes and consequences of decolonization both in the newly independent nations and the former colonial powers.

Colonizations Teaching Internship Job Description
  • An internship in this sequence is a one quarter commitment.
  • The intern must be at least a third year graduate student at the University of Chicago, specializing in any area of study related to the subject matter covered in the sequence which approaches the concept of civilization from an emphasis on cross-cultural/societal connection and exchange and explores the dynamics of conquest, slavery, colonialism, and their reciprocal relationships with concepts such as resistance, freedom, and independence, with an eye toward understanding their interlocking role in the making of the modern world.
  • Teaching interns will assist faculty with various aspects of instruction as preparation for the possibility of teaching their own section in the year(s) following.
  • The first quarter covers themes of slavery, colonization, and the making of the Atlantic world; the second, Modern European and Japanese colonialism in Asia and the Pacific; the third considers the processes and consequences of decolonization both in the newly independent nations and the former colonial powers.
Colonizations Lectureship Job Description
  • A lectureship in this sequence is a one quarter commitment.
  • The lecturer must previously have served as an intern in the Colonizations sequence and have reached the fourth year of graduate study in any area of study related to the subject matter covered in the sequence which approaches the concept of civilization from an emphasis on cross-cultural/societal connection and exchange.
  • The lecturer will be appointed in the College and will teach one section in the sequence commensurate with his/her area of expertise. The lecturer is expected to attend all staff meetings convened by the faculty member chairing the course that quarter, to assist in designing the syllabus, to hold regular weekly office hours for students in the course, and to participate generally in the intellectual life of the university.

History of European Civilization

European Civilization is a two-quarter sequence designed to use close readings of primary sources to enrich our understanding of Europeans of the past. As we examine the variety of their experiences, we will often call into question what we mean in the first place by “Europe” and “Civilization.” Rather than providing a narrative of high politics, the sequence will emphasize the contested geographic, religious, social and racial boundaries that have defined and redefined Europe and its people over the centuries. We will read and discuss sources covering the period from the early middle ages to the present, from a variety of genres: saga, biography, personal letters, property records, political treatises, memoirs and government documents, to name only a few. Individual instructors may choose different sources and highlight different aspects of European Civilization, but some of the most important readings will be the same in all sections. The two-quarter sequence may also be supplemented by a third quarter, in which students will have the opportunity to explore in greater depth a particular topic in the history of European civilization.

History of European Civilization Teaching Internship Job Description
  • An internship in this sequence is a two quarter commitment.
  • The intern must have passed his/her oral examinations and be at least a third year graduate student at the University of Chicago, specializing in areas related to the study of the history of European civilization from late antiquity to the present.
  • The intern is expected to help in the day-to-day running of the course, to attend all class meetings of the section to which he or she is assigned, and to assist the instructor in grading and providing feedback to students. At the discretion of the faculty member to whose section the intern is assigned, the intern may be asked to lead a certain limited number of the class meetings in discussion.
History of European Civilization Lectureship Job Description
  • A lectureship in this sequence is a one quarter commitment.
  • The lecturer must have reached the fourth year of graduate study in areas related to the study of the history of European civilization from late antiquity to the present and should have extensive knowledge about topics covered by the course.
  • The lecturer must previously have served as an intern in both History of European Civilization I and II. The lecturer will be appointed in the College and will teach one section in dialogue with other instructors staffing the course.
  • The lecturer will be wholly responsible for the design of this section, with the provision that he or she incorporate into the syllabus the readings agreed by the permanent staff as common to all sections for the current academic year. The lecturer is expected to attend all staff meetings convened by the faculty member chairing the course that quarter, to hold regular weekly office hours for students in the course, and to participate generally in the intellectual life of the university.

The University of Chicago Wordmark
College Directory | University Directory | Maps | Webmail | Make a Gift | Contact Us

© 2014 The University of Chicago
5801 South Ellis Ave. Chicago, IL 60637 | 773.702.1234