WDI 2019 Staff Application
Thank you so much for your interest in working with the Women's Debate Institute. The qualifications and job responsibilities are listed below.

Qualifications:
- Commitment to the mission of the Women's Debate Institute
- Teaching experience (including coaching)
- Comfort with a diversity of debate formats and/or styles
- Experience with diverse constituencies

Job Responsibilities:
- Attendance at the WDI from August 2-7, 2019 (Travel assistance based on need)
- Create and teach sessions on relevant substantive content (coordinate and mentor with staff, use team teaching strategies)
- Develop and implement engaging strategies to teach debate skills
- Coordinate with staff and board on development of curriculum and teaching materials during the year in advance of WDI (teaching materials finalized one month before WDI)
- Productive collaboration with students, staff, and board members
- Participate in community development exercises with students and staff while at the WDI
- Willing and eager to work with diverse constituencies

Please complete the application below and submit a resume/CV. All applications are due by April 1st, 2019. Applicants will be notified on or around April 15th, 2019.

Legal name (for travel) *
Preferred means of address (How do you like to be addressed, e.g. name, pronoun, title, etc.)
Mailing address (for reimbursement) *
Preferred means of communication *
E-mail Address *
Phone Number *
Facebook name
Would you consent to a criminal background check to confirm you are eligible to work with minors? *
Highest level of education attained (PhD, MA, BA, etc.) *
Areas of Academic Expertise *
Current Employment/Academic Program *
List your debate work experience (camp faculty/staff) *
List your teaching experience (including coaching) *
If you have a resume or CV, please upload it here.
Please list two references and their contact information (email and phone) that could speak to your coaching/teaching experience *
WDI Learning Goals
At the Women's Debate Institute, we strive to create a supportive environment for students to build connections and learn more about ways they can improve their communities. Our learning goals for the curriculum are listed below:

* Power, privilege, gender and sex awareness
* Empowering students to communicate and advocate
* Community building
* Debate Skills –including but not limited to:
-general working knowledge of debate
-cross-examination/speaking skills (attending to power differences, perceptions, bodies, performances)
-impact analysis
-flowing
-evidence analysis
* College
- encourage students to set goals about college attendance
- help with college admissions process
- help students succeed in college
- encourage students to debate in college

Curriculum Offerings
Below is a list of our main lectures, skills workshops, general sessions. From this list, we would like you to select which best fit with your expertise.

MAIN Lectures (45 minutes, large audience-60+)
- Foundations of Critical Theory (90 minute session)
- Foundations of Feminist Theories
- Foundations of Race Theories
- Foundations of Queer and Trans Theories
- Open (Varies by staff preference)

Discussion sections (after each main lecture, we offer a number of small breakout discussion sections)

SKILLS Workshops (1 hour, moderate audience-20, run as team-taught workshop)
- Essentials of Argumentation (3 small sections)
- Researching and Analyzing Evidence
- Speaking and Cross Examination
- Refutation

General courses (time and audience depend, aimed in general at all or most camp attendees)
- College lecture (helping students realize they can attend/succeed in college, application assistance, connection with debate programs)
- Introduction to High School Policy Debate topic (aimed at policy debate students who did not have the opportunity to attend a national high school camp)
- Balancing Life and Debate (Workshop, Panel, Q&A)

What are the top three lectures you would feel comfortable teaching?
What are the top three lectures you would feel comfortable co-teaching?
What are the top three lecture topics you would feel comfortable leading a small breakout discussion group on?
In addition to the four main topics already listed, we have a fifth slot for a main lecture. The main lectures are meant to provide foundational knowledge that is useful across debate formats, styles, and topics. They are meant to give students fundamental background that enables them to understand the literature they read when researching and debating. Do you have an idea you would like to propose for this fifth slot? If so, provide a paragraph description.
In addition to the four main topics already listed, we have a fifth slot for a main lecture. The main lectures are meant to provide foundational knowledge that is useful across debate formats, styles, and topics. They are meant to give students fundamental background that enables them to understand the literature they read when researching and debating. Do you have an idea you would like to propose for this fifth slot? If so, provide a paragraph description.
Do you have a specific main lecture topic that you would like to offer? Briefly explain how you would present the content. Your description can include specific authors, activities for the students, or resources you could provide (future research guidance).
Which skill sessions would you like to team teach (select two)?
Select any of the general sessions you would like to be involved in?
Advocacy Workshop
In 2017, we piloted a workshop during which students were introduced to different strategies they could use to translate their debate skills into tools for community activism. Students were very engaged in this session, so we would like to continue to develop this aspect of our curriculum.
Would you like to participate in the Advocacy Workshop?
Electives
As the final component of the high school curriculum, we offer students the opportunity to choose from a number of electives that highlight the specific knowledge and skill set of our staff. These electives are quite short (30 minutes) and offer only a brief glimpse into a topic that we hope the students might become interested in and pursue on their own.
Identify one elective you would like to offer and briefly explain how you would present the content. Your description can include specific authors, activities for the students, or resources you could provide (future research guidance). *
The WDI is making a concerted effort to move away from a lecture-based teaching environment. Describe a technique or strategy that illustrates your teaching philosophy (150 words maximum) *
The WDI is a non-competitive space and we endeavor to facilitate collaboration across diverse constituencies. In 150 words or less, tell us what you would bring to the WDI to assist us in furthering this mission. *
Are you open to being part of our mentorship program that develops more one-on-one relationships with WDI students
Would the availability of a $300 stipend impact your ability to attend? *
Is there anything else you would like us to know about you?
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