ajs dissertation completion fellowship

Association for Jewish Studies (AJS) Dissertation Completion Fellowship

• Divinity School
• Social Sciences
• Fall Quarter (September-December)
• Dissertation Write-Up
• All but Dissertation (ABD) by Fellowship Deadline
• No citizenship requirements

The Dissertation Completion Fellowships award finishing-year fellowships annually (up to $25,000) to PhD students entering the final year of their programs and completing a dissertation in the field of Jewish Studies. The program also provides professional development opportunities, through a mid-year workshop and ongoing contact with mentors during the fellowship year. Only students who are ABD by application deadline, are in the final stages of writing their dissertations, and who display clear evidence of their ability to defend their dissertations by the end of June of the fellowship year are eligible to apply for this program.

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medievalJewishStudiesNow!

A blog for news and current events for medieval jewish studies research today, call for applications: ajs dissertation completion fellowships.

The AJS invites applications for its annual Dissertation Completion Fellowships. The program awards fellowships of up to $25,000 to PhD candidates entering the final year of their degrees and completing a dissertation in the field of Jewish Studies. Fellowships will support students during the 2022 – 2023 academic year.

Deadline: 15 November 2021

Cite this blog post Martina Mampieri (2021, September 12). Call for applications: AJS Dissertation Completion Fellowships. medievalJewishStudiesNow! Retrieved June 9, 2024, from https://doi.org/10.58079/rhfa

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Association for Jewish Studies (AJS) – Dissertation Completion Fellowship

The Dissertation Completion Fellowships encourage the timely completion of doctorates by the most promising graduate students in the field; create a cohort of fellows who will lead the field of Jewish Studies for decades to come; expose new audiences to Jewish Studies scholarship through fellows’ public lectures; and promote continued growth of academic Jewish Studies. The program both provides resources to fellows, in the form of a stipend, as well as professional development opportunities, through a mid-year workshop and ongoing contact with mentors during the fellowship year. Only students who are in the final stages of writing their dissertations and who display clear evidence of their ability to defend their dissertations by the end of June of the fellowship year are eligible to apply for this program.

A unique feature of the program is its public engagement component. Each fellow is asked to give one public lecture or workshop at the end of their fellowship year in which they share their research with a general audience. The purpose of this public speaking component is to give fellows crucial experience in making their work accessible to an interested but non-expert public, and to help satisfy the great demand for engaging and sophisticated discussion of Jewish history, literature, religion, and culture.

Applicants must:

• Be prepared to successfully defend their dissertations within the period of their fellowship tenure.
• Be completing a dissertation in the field of Jewish Studies and be a member of the Association for Jewish Studies
• Have completed all requirements for the PhD except the dissertation (obtained ABD status) by the application deadline.
• At the time of application have progressed no further than the sixth year of the degree program. This includes time for a master’s degree obtained en route to the PhD. In special circumstances, an applicant in her/his seventh year of the degree program may petition to have her/his application considered.
• Write the dissertation in English, although citations may be in other languages provided translations are included.
• Be willing to deliver one public lecture at the end of the fellowship year based on her/his research, to be arranged in cooperation with the AJS.
• Not receive total grant support in excess of $40,000 during their fellowship year. In addition, they may not hold a full-time job or equivalent academic workload during the fellowship year.

Amy Weiss Grants and Communications Coordinator Association for Jewish Studies Tel: 917-606-8249 Email:  [email protected]

Call for Applications: 2016 AJS Dissertation Completion Fellowship Competition

The Dissertation Completion Fellowships will encourage the timely completion of doctorates by the most promising graduate students in the field; create a cohort of fellows who will lead the field of Jewish Studies for decades to come; expose new audiences to Jewish Studies scholarship through fellows’ public lectures; and promote continued growth of academic Jewish Studies, at a time of institutional cutbacks in the humanities and social sciences. The program will both provide resources to fellows, in the form of a $20,000 stipend, as well as professional development opportunities, through a mid-year workshop and ongoing contact with mentors during the fellowship year. Particular attention will be dedicated to training the fellows to speak publicly, in an accessible fashion, about their work. Only students who are in the final stages of writing their dissertations and who display clear evidence of their ability to defend their dissertations by July 2017 are eligible to apply for this program.

A unique feature of the program will be its public engagement component. Each fellow will be asked to give one public lecture or workshop at the end of their fellowship year in which they will share their research with a general audience. The purpose of this public speaking component is to give fellows crucial experience in making their work accessible to an interested but non-expert public, and to help satisfy the great demand for engaging and sophisticated discussion of Jewish history, literature, religion, and culture.

 Application Deadline: March 2, 2016

For further information, including application instructions, please visit the AJS website .  Questions? Contact Amy Weiss, AJS Grants Manager, at [email protected] or 917.606.8249.

AJS’s mission is to advance research and teaching in Jewish Studies at colleges, universities, and other institutions of higher learning, and to foster greater understanding of Jewish Studies scholarship among the wider public.   Its 2000 members are university faculty, graduate students, independent scholars, and museum and related professionals who represent the breadth of Jewish Studies scholarship. The organization’s 75 institutional members represent leading North American programs and departments in the field. Learn more at ajsnet.org .

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Call for applications – ajs dissertation completion fellowship competition.

The Association for Jewish Studies invites applications for its second annual Dissertation Completion Fellowship competition. This program is generously supported through a grant from Legacy Heritage Fund. Launched in 2016, this fellowship program awards seven finishing-year fellowships annually ($20,000 each) to PhD students entering the final year of their programs and completing a dissertation in the field of Jewish Studies. The Fall 2016 competition will support fellowships in the 2017-2018 academic year.

The Dissertation Completion Fellowships will encourage the timely completion of doctorates by the most promising graduate students in the field; create a cohort of fellows who will lead the field of Jewish Studies for decades to come; expose new audiences to Jewish Studies scholarships through fellows’ public lectures; and promote continued growth of academic Jewish Studies, at a time of institutional cutbacks in the humanities and social science. The program will both provide resources to fellows, in the form of a $20,000 stipend, as well as professional development opportunities, through a mid-year workshop and ongoing contact with mentors during the fellowship year. Only students who are in the final stages of writing their dissertations and who display clear evidence of their ability to defend their dissertations by June 20, 2018 are eligible to apply for this program.

A unique feature of the program will be its public engagement component. Each fellow will be asked to give one public lecture or workshop at the end of their fellowship year in which they will share their research with a general audience. The purpose of this public speaking component is to give fellows crucial experience in making their work accessible to an interested but non-expert public, and to help satisfy the great demand for engaging and sophisticated discussion of Jewish history, literature, religion, and culture.

For further information, including application instructions please visit  the AJS website . Questions? Contact Amy Weiss, AJS Grants and communications Coordinator, at [email protected]. You can apply  via Interfolio at this link.

Deadline:  December 6, 2016

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A PhD Student’s Guide to Academic Job Market Resources at Harvard

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Harvard Griffin GSAS Students:

As you consider the academic job market there is a lot to learn, and a lot to do, and you may have many questions.

Good news! Apart from the disciplinary expertise available in your department, a network of experts at Harvard is ready to help you navigate all aspects of the process.

The Mignone Center for Career Success (MCS)

MCS is your one-stop-shop for all your questions about the academic job search! Laura Stark is the graduate career advisor at MCS who specializes in academic careers, including postdoctoral and faculty positions (tenure-track and non-tenure-track, targeting research- and teaching-focused institutions).

Start here for an overview of the academic job market, including:

• Curriculum vitae (CV)
• Cover letter
• Research Statement
• Teaching Statement
• Diversity Statement
• Preparing for interviews
• Negotiations and Decision-making 
• Pursuing jobs beyond academia, too!

Ways to engage:

• Schedule an individual appointment with Laura Stark 
• Attend a workshop or career panel, e.g. The View from the Search Committee (fall 2024)
• Review the MCS Guide to CVs and Cover Letters
• Explore the webinars and resources for Faculty Careers in Beyond the Professoriate
• Laura Stark and Caroline Rende are also happy to help you explore and pursue opportunities beyond academia! Schedule an individual appointment
• See more MCS events and resources for careers in academia and beyond.
• NOTE: MCS advisors work with current Harvard GSAS students and recent alums (<5 years since graduation).

The Derek C. Bok Center for Teaching and Learning

Bok Center advisors are experts in all things teaching and learning. Turn to them for help with:

• Teaching statement
• Sample Syllabi
• Teaching Demo
• Consult the Bok Center’s online resources
• Take a Bok Seminar on Teaching and the Job Market
• Pursue a Teaching Certificate
• Sign up for a consultation
• NOTE: Bok Center advisors work only with current Harvard Griffin GSAS students. Alums should work with Laura Stark at MCS.

The Harvard Griffin GSAS Fellowships and Writing Center (FWC)

FWC staff and postdocs are happy to help you with all of your academic writing needs, including:

• Writing samples
• Research statement
• Submit a piece of writing for feedback
• Come to brainstorming office hours
• Attend a workshop
• Schedule a practice presentation
• NOTE: FWC advisors work only with current Harvard Griffin GSAS students. Alums should work with Laura Stark at MCS.

The Academic Resource Center (ARC)

Need help managing your time, balancing dissertation completion and job search? The ARC can help!

• Schedule an appointment with one of the ARC coaches
• Attend a workshop or participate in an accountability group
• NOTE: ARC advisors work only with current Harvard Griffin GSAS students.

Be sure to consult with your department, faculty, and peers for field-specific advice, but turn to MCS, the Bok Center, FWC, and ARC for additional perspectives and advice!

All of us are happy to partner with departments to offer workshops and provide more tailored guidance. Don’t hesitate to reach out, and don’t forget to check in with your advisors and consult with other faculty in your field who have recently been on search committees.

Content in this blog is adapted from a resource created by the Bok Center for Teaching and Learning:

UW–Madison graduate student awarded Marquette fellowship to advance Milwaukee-based research

UW–Madison graduate student CJ Greer has been awarded the Arnold L. Mitchem Dissertation Fellowship by Marquette University.

The fellowship, which aims to increase the presence of currently underrepresented racial and cultural groups in the U.S. professoriate, provides one year of support for advanced doctoral students at other U.S. universities.

Fellows will be in residence at Marquette University through the 2024-25 academic year during which they will teach a course in their area of specialization, interact with faculty and undergraduate students, give a public presentation, and devote their primary energies to the completion and defense of their dissertations. Mitchem Fellows are also mentored by a senior faculty mentor in their discipline while in residence at Marquette.

Greer is pursuing a PhD in the School of Education’s Department of Educational Leadership and Policy Analysis, with a doctoral minor in Qualitative Research Methodology in Education. His dissertation research is examining how a Milwaukee community-based educational space uplifts Black youth in their pursuit of social justice education activism.

“I am deeply grateful to receive support from the Arnold L. Mitchem Dissertation Fellowship in completing my doctoral journey here at UW,” Greer says. “Receiving this fellowship not only provides additional guidance from the dynamic faculty within the College of Education at Marquette, but also allows me to advance Milwaukee-focused education scholarship in the city I call home. I look forward to this next chapter and contributing to our knowledge about Milwaukee.”

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Five UW–Madison students awarded National Academy of Education/Spencer Foundation Dissertation Fellowships

Five UW–Madison graduate students have received dissertation fellowships from the National Academy of Education (NAEd) and Spencer Foundation.

The competitive NAEd/Spencer Dissertation Fellowship aims to encourage early-career scholars from a range of disciplines to pursue research that can improve education. Competitive applicants are those who bring fresh, constructive perspectives to the practice of education anywhere in the world. In addition to a stipend, the award supports fellows’ professional development through mentoring at retreats led by senior scholars.

This year, 35 fellowships were awarded , including five UW–Madison awardees:

• Yaa Oparebea Ampofo , Educational Policy Studies
• Ariel Borns , Educational Policy Studies
• Anshu Jain , Educational Policy Studies
• Jonathan Marino , Educational Policy Studies
• Alexandra Pasqualone , Educational Policy Studies and History

Read more about each Spencer Fellow below.

Yaa Oparebea Ampofo

Against the backdrop of climate change and environmental degradation across Africa, and as a community-engaged scholar, Yaa Oparebea’s research journey is enhanced by her own hopes and anxieties about the future. Her dissertation, funded by the Wenner-Gren Foundation and Zeit Stiftung Bucerius, explores how Ghanaian youth learn about, experience, and make sense of climate change and other socio-ecological disruptions to their routines and livelihoods. This research also examines how different learning frameworks, environments, and pathways attend to human-planetary health and wellbeing, with a focus on examining their capacities to capture the broad public imagination and influence public policy.

To examine these topics, Yaa Oparebea conducted six months of community mappings and institutional ethnography and 12 months of extensive interviews, participant-observations, and focus group discussions with focal youth participants to look at three major themes: first, how core institutions associated with youth education – such as family, schools, religious institutions, and workplaces – socialize young people about crisis, socio-ecological change, and human-planetary wellbeing; second, how youth make sense of and respond to these efforts in relation to their daily experiences; and third, how youth generate knowledges and actions that may offer new hope to their survival and thriving.

“A study of how youth learn across diverse institutionalized spaces offers a critical, interdisciplinary analysis of knowledge production, teaching, and learning, and new ways of understanding sense-making, experience, and action,” Yaa Oparebea said. “This project challenges pervasive colonialist approaches that overdetermine the importance of formal schooling and overlook youth’s agency in knowledge generation. It informs how we might imagine radically different and decolonizing educational pathways to support youth in generating alternative, hopeful livelihoods and futures, for themselves and the planet.”

Yaa Oparebea’s goal is that such research may deepen our understanding of how various crises are shaping and transforming the work of educators, as well as how we create opportunities for new and powerful educational approaches to realizing sustainable human and planetary wellbeing. Her work speaks to how we might reimagine the educational programs, pedagogies, and policies that support African youth as they situate their needs, responsibilities, and future livelihoods in response to the rapid socio-ecological changes that are reshaping life across the continent and the world.

Ariel Borns

Ariel’s dissertation research explores the interplay of equity-oriented educational reforms around language and literacy in schools serving multilingual students in Indigenous communities in Guatemala. She has conducted qualitative research on projects affiliated with the Wisconsin Center for Education Research, including one that has examined how literacy coaches adapt to a school district’s K-5 literacy reforms. In other work, Ariel has examined migrant and refugee youth’s experiences of belonging and activism in a community-based organization as they contend with the intersecting challenges of racialized immigration and education policies in the U.S.

Her research has been supported by Foreign Language and Area Studies fellowships, a Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship, and the Arvil S. Barr Graduate Fellowship from the UW–Madison School of Education. At UW–Madison, she works with the Qualitative Research Methods Group and International and Comparative Education Research Group. She holds a master’s in Educational Policy Studies from University of Wisconsin–Madison, a master’s in Teaching from Clark University, and a bachelor’s degree in International Development and Social Change and Spanish from Clark University. Prior to her doctoral studies, Ariel was a public school teacher in the U.S.

Ariel’s dissertation examines Guatemala’s national coaching reform, which aims to achieve equity through decentralized efforts to support high-quality instruction as well as linguistically and culturally relevant education for Indigenous populations, who comprise over 50% of the national population.

“Coaching is heralded as solving a host of issues, including weak leadership and ineffective literacy instruction,” Ariel said. “Despite the popularity of coaching reforms for improving teachers’ classroom practices and student reading achievement in the U.S. and in low- and middle-income countries, resources and systems to support such organizational improvements are often lacking, even after successful pilot programs.”

Ariel’s work draws on over 600 hours of observations at public primary schools in Indigenous communities and staff professional development, document analysis, and over 50 interviews with educators and key-informants involved in Guatemala’s coaching system to examine how Indigenous peoples embedded within the state as educational leaders understand, negotiate, and challenge international- and state-driven narratives around language, literacy, quality, and equity. Findings from her research reveal the ways the coaching model sought to improve instruction across three interrelated components of the education system – systemic change, pedagogical improvement, and ethnolinguistic inequality. The findings of this study have the potential to inform efforts to leverage coaching to achieve ethnolinguistic and educational equity in diverse contexts around the globe.

“I hope my research generates insights regarding the potentials, challenges, and unintended effects of educational policies, such as instructional coaching, in ways that promise to improve linguistically and culturally relevant literacy instruction in Guatemala and other low- and middle-income countries,” Ariel said.

Anshu grew up in a non-metropolitan city in north India, and later spent most of his youth in New Delhi, where he first experienced life as a transgender man. Prior to joining UW–Madison, he obtained a master’s degree in Economics from Delhi School of Economics, University of Delhi and worked in three educational and gender/sexuality rights non-governmental organizations (NGOs) in north India. During the third year of his PhD, he also completed a master’s in Gender and Women’s Studies at UW–Madison. Through his work, he seeks to learn from and contribute to transgender support networks, movements, and politics in India. As a teacher, scholar, activist, and writer, his goal is to work towards expanding educational rights, policies, and practices in India to make them relevant for trans individuals and to write about how trans people in India survive and thrive.

Jonathan Marino

Jonathan’s dissertation, funded by Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA) and Foreign Language and Area Studies (FLAS) fellowships, explores the spread of large-scale early grade reading interventions across many developing countries in recent years. Focusing on the case of Uganda, Jonathan traces the emergence of new early grade reading curricula, pedagogies, assessments, and teacher trainings that have been rolled out countrywide in the past decade. Utilizing participant observation in four focal primary schools, interviews with teachers and policymakers, analysis of documents, and a teacher survey, Jonathan seeks to understand the frictions that emerge when implementing standardized reading curricula across diverse linguistic and regional contexts.

“My hope for the dissertation is that it improves our understanding of reading and reading pedagogies in highly multilingual settings and offers recommendations to an early grade reading field that is growing at a rapid pace,” Jonathan said. “More generally, as a researcher, practitioner, and advocate, I hope to participate in movements for educational justice that center the concerns of our youngest learners and enhance the working conditions and well-being of their teachers and caregivers.”

Alexandra Pasqualone

During her time at UW, Pasqualone has served as a project assistant (PA) at the Center for Research on College-Workforce Transitions (CCWT) and a teaching and research assistant to several EPS professors. Currently she is supporting research on UW’s history of Diversity, Equity, and Inclusion (DEI) as a PA for the Center for Campus History (CCH). She also co-founded and co-leads the History of Education Graduate Students (HEGS) organization.

Beyond her involvement on campus, Alexandra has spent the last several years studying Southwest Asian and North African (SWANA) regions and languages through coursework, a 2019 Critical Language Scholarship (CLS) in Meknes, Morocco, a Foreign Language Area Studies (FLAS) Fellowship in 2020-2021, and a CLS Refresh course in Spring 2022. Pasqualone has volunteered as co-facilitator of a bilingual course on Palestinian Apartheid through the Yallah Al-Quds Program and will intern this summer with the American-Arab Anti-discrimination Committee (ADC), supporting work related to federal recognition of a Middle East and North Africa (MENA) category.

Alexandra’s dissertation explores the relationship between public schooling and identity formation among youths of Arab descent in Dearborn, Michigan, from 1948 to 2001. This period stretches from the heightened immigration of Southwest Asian and North African (SWANA) populations to the Midwest following the establishment of Israel to the rise in Islamophobia after 9/11.

“Among a highly concentrated community of Arab immigrants, Dearborn’s youth formed diverse understandings of what it meant to be Arab, what it meant to be American of Arab descent, and how to contend with these identities,” Alexandra said. “This intertwined process of identity formation and racial formation was complex as youth of Arab descent simultaneously asserted their own conceptions of their identities and responded to non-Arabs’ often racist and inaccurate perceptions regarding SWANA populations.”

Grounded in archival sources and oral interviews, Alexandra’s dissertation explores the nuances surrounding the identities of Arab populations in the U.S. and complicates current historical understandings of education and its relationship to race, ethnicity, and what it means to be American.

As a researcher, Pasqualone’s interests center around the power of student voice and youth activism, the history of adolescent educational experiences, and the relationship between schools and themes of race, equity, and identity. She hopes her work on Arab American youth will not only bridge the fields of educational history and Arab American studies, but that it will underscore the distinct experiences and identities of youth of Arab descent as they navigated public schools. More broadly, her research and use of oral history aims to apply student-centered approaches to historical research illuminating the importance of youth as historical actors and pointing to history as a valuable tool for approaching contemporary questions regarding the impact of schools on the identities and experiences of the students they serve.

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Fellowship: Deadline Approaching: AJS Dissertation Completion Fellowship Competition

AJS Dissertation Completion Fellowship Competition to Support Doctoral Completion in the 2017-2018 Academic Year

Application Deadline: Tuesday, December 6, 2016

The Association for Jewish Studies invites applications for its second annual Dissertation Completion Fellowship competition. Launched in 2016, this fellowship program awards seven finishing-year fellowships annually ($20,000 each) to PhD students entering the final year of their programs and completing a dissertation in the field of Jewish Studies. The Fall 2016 competition will support fellowships during the 2017-2018 academic year. 

The Dissertation Completion Fellowships will encourage the timely completion of doctorates by the most promising graduate students in the field; create a cohort of fellows who will lead the field of Jewish Studies for decades to come; expose new audiences to Jewish Studies scholarship through fellows’ public lectures; and promote continued growth of academic Jewish Studies, at a time of institutional cutbacks in the humanities and social sciences. The program will both provide resources to fellows, in the form of a $20,000 stipend, as well as professional development opportunities, through a mid-year workshop and ongoing contact with mentors during the fellowship year. Particular attention will be dedicated to training the fellows to speak publicly, in an accessible fashion, about their work. Only students who are in the final stages of writing their dissertations and who display clear evidence of their ability to defend their dissertations by June 30, 2018 are eligible to apply for this program.

A unique feature of the program will be its public engagement component. Each fellow will be asked to give one public lecture or workshop at the end of their fellowship year in which they will share their research with a general audience. The purpose of this public speaking component is to give fellows crucial experience in making their work accessible to an interested but non-expert public, and to help satisfy the great demand for engaging and sophisticated discussion of Jewish history, literature, religion, and culture.

For further information, including application instructions, please visit the AJS website . Questions? Contact Amy Weiss, AJS Grants and Communications Coordinator, at [email protected] .

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Summer Graduate Student Writing Retreat Begins June 25

University Writing Services is offering a free writing retreat open to all graduate students during the summer. It will take place on Tuesday, June 25, and Wednesday, June 26. Both sessions will run from 10 a.m. to 4 p.m. Participants can drop in anytime.

The retreat is intended for any graduate student looking to make actual progress towards the completion of their seminar paper, conference paper, thesis, dissertation, publication, and/or fellowship application. 

Participants can attend the retreat in-person (at the Student Success Center located inside the Busch Student Center, suite 331 on the North campus) and/or virtually through Zoom. 

Participants are invited to write in a quiet, structured environment alongside other scholars.

One of the retreat’s primary objectives is to increase graduate students' writing accountability and productivity, especially when balancing multiple responsibilities. The facilitator will lead different timed writing activities and provide content aimed to deconstruct large projects into smaller, more manageable tasks while simultaneously cultivating strong, disciplined writing habits. 

Participants will essentially learn new motivational strategies to combat procrastination. This is particularly helpful for graduate students who are either behind on their current project or who want to maximize their summer and get ahead. 

Light snacks will be provided throughout the day. Lunch is not included. 

To register, please fill out the following Google form .

RSVP early because the first 15 registrants will have the opportunity to schedule a 1-on-1 appointment and receive feedback on their current project from an experienced writing consultant during the retreat. This feedback will be delivered either in-person, asynchronously, or via Zoom depending on the registrant’s preferred modality. 

Contact [email protected] with any questions.

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Coordinates of elektrostal in degrees and decimal minutes, utm coordinates of elektrostal, geographic coordinate systems.

WGS 84 coordinate reference system is the latest revision of the World Geodetic System, which is used in mapping and navigation, including GPS satellite navigation system (the Global Positioning System).

Geographic coordinates (latitude and longitude) define a position on the Earth’s surface. Coordinates are angular units. The canonical form of latitude and longitude representation uses degrees (°), minutes (′), and seconds (″). GPS systems widely use coordinates in degrees and decimal minutes, or in decimal degrees.

Latitude varies from −90° to 90°. The latitude of the Equator is 0°; the latitude of the South Pole is −90°; the latitude of the North Pole is 90°. Positive latitude values correspond to the geographic locations north of the Equator (abbrev. N). Negative latitude values correspond to the geographic locations south of the Equator (abbrev. S).

Longitude is counted from the prime meridian ( IERS Reference Meridian for WGS 84) and varies from −180° to 180°. Positive longitude values correspond to the geographic locations east of the prime meridian (abbrev. E). Negative longitude values correspond to the geographic locations west of the prime meridian (abbrev. W).

UTM or Universal Transverse Mercator coordinate system divides the Earth’s surface into 60 longitudinal zones. The coordinates of a location within each zone are defined as a planar coordinate pair related to the intersection of the equator and the zone’s central meridian, and measured in meters.

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• AJS Contingent Faculty and Independent Scholar Research Grants

2024 AJS Contingent Faculty and Independent Scholar Research Grants

The Association for Jewish Studies is pleased to again offer its Contingent Faculty and Independent Scholar Research Grants. The AJS will award five research grants of $1,000 each. Eligible applicants must be current AJS members and hold a PhD. These awards are meant to assist scholars who do not have any guaranteed institutional funding. Research funds may be used to support travel to archives or libraries or to pay for childcare while you are conducting research. These are examples and not an exhaustive list. The research associated with this grant must be completed by December 31, 2024.

Deadline to Apply: April 1, 2024

Qualifications

• •    Applicants must hold a PhD.
• •    Applicants must be current members of the Association for Jewish Studies for 2024.

Application Instructions

Please submit the following:

• •    CV
• •    1–2 page research proposal
• •    Annotated budget explaining how the funds will be used

Questions? Contact Amy Weiss at [email protected]