Jenelle Job, Ph.D.
Senior director of Title IX; Interim director of disability and accessibility services
Office: Title IX
Location: Earlham Hall, Room 145
801 National Road
Richmond, Indiana 47374
I grew up in Montréal, Quebec, Canada. Je parles couramment le français. Heading west for graduate school, I gained exceptional clinical training in assessment and therapy with a culturally and linguistically diverse population of students across Alberta and the Northwest Territories. These experiences continued in an APA-accredited internship with the Dallas Independent School District wherein I was responsible for psychological services, behavioral support, risk assessment and crisis intervention for students from pre-K to 12th grade. Licensed as a Specialist in School Psychology, I worked with the district for four years, providing school- and community-based mental health services to children, adolescents and families before transitioning to academia. In 2016, I found my true passion in Title IX compliance, educational programming and campus safety as Title IX coordinator at the University of the Southwest.
I am eager to contribute to the division of Student Life at Earlham College in support of a safe, equitable and healthy campus community, upholding the privileges of the Office of Title IX with great care, conscientiousness and consistency.
I believe genuinely in Title IX’s mission to reduce or eliminate barriers to educational opportunities caused by sex discrimination and harassment. What is truly important is bringing the spirit of Title IX alive on a campus committed to the pursuit of diversity, equity, inclusion and safety of all community members and visitors.
- Ph.D., University of Alberta
- M.Ed., University of Alberta
- B.A., Concordia University
- DEC, John Abbott College
- American Psychological Association
- National Association for School Psychologists
- Association of Title IX Administrators
Pei, J. Job, J., Poth, C., O’Brien-Langer, A., & Tang, W. (2015). Enhancing learning environments for students affected by Fetal Alcohol Spectrum Disorders: An exploratory study of Canadian pre-service teacher knowledge and conceptions. Journal of Education and Training Studies, 3(5), 134-143.
Job, J. M., Poth, C-A., Pei, J., Wyper, K., O’Riordan, T., & Taylor, L. (2014). Combining visual methods with focus groups: An innovative approach for capturing the multifaceted and complex work experiences of FASD prevention specialists. International Journal of Alcohol and Drug Research, 3(1), 71-80.
Job, J. M., Poth, C., Pei, J., Brandell, D., Caissie, B., & Macnab, J. (2013). Toward better collaboration in the education of students with fetal alcohol spectrum disorders: Voices of teachers, caregivers, and allied professionals. Qualitative Research in Education, 2(1), 38-64.
Atkinson, E., Job, J., Pei, J., Poth, C., O’Riordan, T., & Taylor, L. (2013). Capturing the experiences of FASD prevention workers through quilting. First Peoples Child & Family Review, 8(1), 122-129.
Job, J. M., & Klassen, R. M. (2012). Motivation beliefs for a non-academic task for adolescents with learning disabilities: Evidence of generalized miscalibration. Contemporary Educational Psychology, 37, 162-169.
Pei, J., Job, J., Kully-Martens, K., & Rasmussen, C. (2011). Executive function and memory in children with and without fetal alcohol spectrum disorder. Child Neuropsychology, 17(3), 290-309.
Segalowitz, N., Lacroix, G. L., & Job, J. (2011). Chapter 7: The L2 semantic attentional blink: Implications for L2 learning. In Trofimovich, P. & McDonough, K. (Eds.). Insights from psycholinguistics: Applying priming research to L2 learning and teaching (pp.
155-178). Amsterdam, The Netherlands: John Benjamins.