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Postdoctoral Research Fellow Position, The Listening Project, Tufts

Duration: Up to 3 years

Deadline for applications: 30/06/2017

Contact: David Hammer (This email address is being protected from spambots. You need JavaScript enabled to view it.)

The Department of Education at Tufts University, in collaboration with the departments of Physics and Biology, invites applications for a full-time postdoctoral scholar to work with The Listening Project, supported by the Howard Hughes Medical Institute Initiative for Inclusive Excellence. The initial appointment is for the academic year 2017-2018, renewable for up to three years total.

The project aims to help instructors elicit, recognize, and engage with the productive beginnings of science in all students’ thinking. We emphasize including and supporting students whose voices and reasoning can be missed in traditional courses.

Faculty and teaching assistants will work in groups to collect, study, and make sense of examples of students’ work in introductory science, using video from classes and copies of assignments and exams. The first focus will be on interpreting students’ thinking and experience, including when that is challenging to do. From there, the groups will consider possibilities for what might help those students make progress toward disciplinary practices of learning and knowledge of canonical ideas.

The postdoctoral scholar will be part of the project leadership team, with responsibilities to help lead instructor working groups, collect and study data from target introductory classes in biology and in physics, and collaborate in research on learning, teaching, and change in higher education.

The position requires a PhD, graduate preparation in a natural science, scholarly background in STEM discipline-based education research, and expertise in responsive teaching, ideally with an emphasis on underrepresented groups.

Applications must be submitted via Interfolio at https://apply.interfolio.com/42537. Please submit a letter of application, including descriptions of your background and research interests, and a CV; please also arrange for three confidential reference letters, which the writers should submit directly. Contact department administrator Michelle Paré at This email address is being protected from spambots. You need JavaScript enabled to view it. for questions about the position or the application process.

Review of applications will begin immediately and continue until the position is filled.

Tufts University, founded in 1852, prioritizes quality teaching, highly competitive basic and applied research and a commitment to active citizenship locally, regionally and globally. Tufts University also prides itself on creating a diverse, equitable, and inclusive community. Current and prospective employees of the university are expected to have and continuously develop skill in, and disposition for, positively engaging with a diverse population of faculty, staff, and students.

Tufts University is an Equal Opportunity/ Affirmative Action Employer. We are committed to increasing the diversity of our faculty and staff and fostering their success when hired. Members of underrepresented groups are welcome and strongly encouraged to apply. If you are an applicant with a disability who is unable to use our online tools to search and apply for jobs, please contact us by calling Johny Laine in the Office of Equal Opportunity (OEO) at 617.627.3298 or at This email address is being protected from spambots. You need JavaScript enabled to view it.. Applicants can learn more about requesting reasonable accommodations at http://oeo.tufts.edu.

 

Postdoctoral Fellow Position, Learning and Cognition Lab, Arizona State University, Tempe.

Duration: 2+ Years

Deadline for applications: 31/08/2017

Contact: Ryan Michels (This email address is being protected from spambots. You need JavaScript enabled to view it.)

The Learning and Cognition Lab, under the direction of Dr. Michelene T.H. Chi, at the Mary Lou Fulton Teachers’ College and the Institute for the Science of Teaching and Learning at Arizona State University, is seeking a PostDoctoral Scholar, available start date in June, 2017, for an IES-funded grant (#R305A150432). The lab develops and tests our theories of learning and translates them into theories of instruction. We use methodological approaches from the cognitive and learning sciences. Designed interventions are tested in classrooms with a focus on their potential to be implemented at scale. This grant translates ICAP, a theory of active engagement (Chi, 2009; Chi & Wylie, 2014), to classroom practice.

The postdoc scholar will work on the second classroom phase of the ICAP project. Explicit tasks include:

  • Working with an ASU education professor on this project and a classroom teacher who are designing new lessons for two science chapters, Heredity and Natural Selection;
  • Help design and document the PD for these two lessons;
  • Help design PD for collaborations;
  • Help the PI design intervention conditions for implementation in 20 classrooms for the fall of 2018;
  • Oversee data collection, implementation of PD for 20 teachers, data scoring.
  • Help develop coding rubric for videos of teachers.

 The postdoc is also encouraged to carry out supplementary studies with the P.I. on collaborative learning, to include review of relevant literature on collaboration in classroom practices. The ideal candidate is expected to be able to:

  • Initiate research to address topics on collaborations, including the use of gestures;
  • To plan research designs that involve quantitative and qualitative methods;
  • Can carry out such studies, including finding participants;
  • Can code qualitative data using quantitative techniques introduced in Chi’s paper on verbal coding (1997);
  • Can prepare findings for peer-reviewed conference presentations and journal submissions.

 This position will involve mentoring, collaborating, and working with other faculty, postdocs, graduate and undergraduate researchers in the Learning and Cognition Lab as needed. For consideration, the candidate should have:

  • Ph.D. in Cognitive Sciences, Learning Sciences, Educational Psychology, Education, and related fields (required)
  • Experience teaching in U.S. Public Schools, preferably in the 7th-9th grades 
  • Strong ability to communicate effectively within the lab, with external collaborators, and with students, parents, and school personnel
  • Knowledgeable about experimental design
  • Experience with data collection, particularly in public classrooms
  • Knowledge of statistical analyses
  • Science background (preferred)

Interested candidates should submit applications as soon as possible to Ryan Michels at This email address is being protected from spambots. You need JavaScript enabled to view it., including the following: curriculum vitae, email contact information for three references, and a statement of research interests. The appointment, which includes health benefits, is available for two+ years, to be evaluated and renewed annually contingent on performance and funding. Questions can be directed to This email address is being protected from spambots. You need JavaScript enabled to view it..

Other Information: Arizona State University is a VEVRAA Federal Contractor and an Equal Opportunity/ Affirmative Action Employer. All qualified applicants will be considered without regards to race, color, sex, religion, national origin, disability, protected veteran status, or any other basis protected by law. Please see Arizona State University's complete non-discrimination statement. The Arizona State University Libraries actively encourages diversity among its applicants and work force, see also the Title IX statement found at https://www.asu.edu/titleIX/.

 

 

Post-docs/Research Scientist - Embodied Learning for Preschool Scientists (Move2Learn), UCL Knowledge Lab, London

 

 

Duration: 1 July 2017 - 30 June 2020

Deadline for applications: 30 May 2017

Contact: Sarah Price (This email address is being protected from spambots. You need JavaScript enabled to view it.)

Applications are invited for a Research Associate to work on Embodied Learning for Pre-school Scientists (Move2Learn) - a new NSF/Wellcome Trust/ESRC funded project, under the Science Learning+ programme of research.

Move2Learn is a three-year project jointly funded by the NSF, Wellcome Trust and ESRC, under the Science Learning+ programme of research. It is a researcher-practitioner partnership, with interdisciplinary expertise in Museum research, Early Years Education, HCI design and AI Ed. Building on theories of embodied cognition and learning design research, this project aims to identify key body-based experiences that are aligned with the development of science concepts and skills, and examine how these experiences help young children express, communicate, integrate, and develop their scientific thinking. This will inform our understanding and design of effective embodied experiences for museum exhibits across multiple topics and socio-cultural contexts.

The project is co-ordinated by the Patricia and Phillip Frost Museum of Science, Miami and University of Edinburgh in collaboration with University College London, Glasgow Science Centre, University of Illinois, Urbana-Champagne and The Children’s Museum of Indianapolis.

The researcher will work alongside Professor Sara Price (UCL IOE) in collaboration with other project partners.

The post is full time, fixed term for 36 months.

Salary (inclusive of London allowance) £34,056 - £41,163 per annum.

 

 

PhD Studentship at UCL Knowledge Lab, London

Duration: 3 years from October 2017

Deadline for applications: 30 June 2017

 

Contact: Sarah Price (This email address is being protected from spambots. You need JavaScript enabled to view it.)

Applications are invited for a 3 year PhD studentship based at the UCL Knowledge Lab, London. This PhD post is funded by the Wellcome trust as part of a larger UK/US Practitioner/Research $2.4million project: Move2Learn. The student would be supported by, and expected to contribute toward, the wider Move2Learn team, in particular, with a parallel PhD post at the University of Edinburgh. 

Move2Learn us a three-year project jointly funded by the NSF, Wellcome Trust and ESRC, under the Science Learning+ programme of research. It is a researcher-practitioner partnership, with interdisciplinary expertise in museum research, Early Years Education, HCI design and AI Ed. Building on theories of embodied cognition and learning design research, this project aims to identify key body-based experiences that are aligned with the development of science concepts and skills, and examine how these experiences help young children express, communicate, integrate and develop their scientific thinking. This will inform our understanding and design of effective embodied experiences for museum exhibits across multiple topics and socio-cultural contexts.

The project is co-ordinated by the Patricia and Philip Frost Museum of Science, Miami and University of Edinburgh in collaboration with University College London, Glasgow Science Centre, University of Illinois, Urbana-Champagne and the Children’s Museum of Indianapolis, The Science Museum, London and Learning through Landscapes. 

This is a fully funded studentship, undertaken full time over a three-year period. The student will be based at UCL Knowledge Lab a leading interdisciplinary research unit focused on digital communication and learning, and based within the Culture, Communication and Media Department, University College London.

Supervisor(s): Professor Sara Price; Dr Esme Glauert

Candidate Requirements

The funding available is for UK/EU students only (due to the funding for fees available).

The proposed PhD focus is flexible but should be related to:

  • Early Learning (0-8 years)
  • STEM subjects
  • Embodied Cognition as a theoretical foundation (the role of the body in conceptual development)
  • Creative science communication

Candidates must have:

  • A first class or upper second class undergraduate degree, and a Master’s degree (preferably with Distinction) in a relevant discipline, including but not limited to the Learning Sciences, Early Years Science, Psychology, Computer Science, HCI, Design
  • Experience of undertaking postgraduate research
  • Proven excellent spoken and written English
  • Demonstrate a strong interest/knowledge of embodied interaction/ cognition and early years informal science learning and/or communication
  • A desire to work collaboratively in an interdisciplinary team
  • Experience of working with digital technologies would be an advantage

Funding Details:

Area of research: Learning Sciences: early years science learning

Funding Source: Wellcome Trust

Funding available: 3 years

Details of fees:

Stipend: Yr1: £22,278; Yr2: £24,093; Yr3: £26,057

Fees: Yr1: £6,570; Yr2: £6,899; Yr3: £7,243

Further information about the Move2Learn project: http://www.de.ed.ac.uk/move2learn

Further information on the UCL Knowledge Lab: https://www.ucl.ac.uk/ioe/departments-centres/centres/ucl-knowledge-lab

How to apply:

Eligible candidates should apply via email and submit to This email address is being protected from spambots. You need JavaScript enabled to view it.

  • An up-to-date curriculum vitae (CV)
  • A 4 page research proposal. The proposal should demonstrate an understanding of and identification of the theoretical frameworks to be engaged with. A competent research design should be evident and issues of recruitment should also be addressed. Any risks to the completion of the project (e.g. ethical approval, recruitment) should be identified.
  • An outline of your research methods training and experience (max 1 page)
  • A copy of a piece of your own work: e.g. a written (in English) publication for a peer reviewed journal (If jointly written publications are submitted please indicate your role in the writing and percentage of effort); an extended blog post; or a piece of relevant coursework

 

 

 

Post-docs/Research Scientist at School of Education, University of Edinburgh

Duration: August 2017-May 2020

Deadline for applications: 24/05/2017

Contact: Andrew Manches (This email address is being protected from spambots. You need JavaScript enabled to view it.)

Applications are invited for a new Research Associate post to work on a Learning Sciences research project – Move2Learn- exploring how interactive exhibits designed to encourage meaningful actions can enhance young children's scientific learning.

Move2Learn project

Move2Learn is a three-year project jointly funded by the NSF, Wellcome Trust and ESRC, under the Science Learning+ programme of research. It is a researcher-practitioner partnership, with interdisciplinary expertise in Museum research, Early Years Education, HCI design and AI Ed. Building on theories of embodied cognition and learning design research, this project aims to identify key body-based experiences that are aligned with the development of science concepts and skills, and examine how these experiences help young children express, communicate, integrate, and develop their scientific thinking. This will inform our understanding and design of effective embodied experiences for museum exhibits across multiple topics and socio-cultural contexts.

The project is co-ordinated by the Patricia and Phillip Frost Museum of Science, Miami and University of Edinburgh in collaboration with University College London, Glasgow Science Centre, University of Illinois, Urbana-Champagne and The Children’s Museum of Indianapolis. The researcher will work alongside Dr Andrew Manches (UCL IOE) in collaboration with other project partners.

This post is full time, 35 hours, fixed term for 34 months.

Salary: £32,004-£38,183 per annum.

Link for more details: https://www.vacancies.ed.ac.uk/pls/corehrrecruit/erq_jobspec_version_4.display_form

 

  

Post-Doctoral Scholar at Krause Innovation Studio

Begins: Summer/Fall 2017

Deadline for applications: 01/09/2017

Contact: Scott McDonald (This email address is being protected from spambots. You need JavaScript enabled to view it.)

Postdoctoral Scholar Positions at the Krause Innovation Studio in The Pennsylvania State University’s College of Education beginning Fall of 2017. The Krause Studios for Innovation are an initiative to design and research learning environments to support innovative teaching and learning in higher education. Postdoctoral scholars at the Studio will become part of a vibrant research and design community that bridges departments in the College of Education, including Learning, Design and Technology and Educational Psychology, as well as across campus with the College of Information Sciences and Technology, the Penn State Libraries, and Educational Technology Services. Applicants must have a doctorate in education or a related field completed by time of appointment or September 1, 2017. Preference will be given to prospective scholars who have an emerging research agenda/interest in one or more of the following areas: learning sciences, design or design-based research, innovation in education or educational contexts, or entrepreneurship education. The successful candidate will have opportunities to design and/or co-investigate questions leading to data collection, analyses, and peer reviewed publication using existing Studio data and tools or designing new lines of research; work collaboratively with the Director of the Krause Studios for Innovation on Studio programming and research; provide leadership for the Krause Studios for Innovation research teams, including mentoring and management of undergraduate and graduate students; participate in the emerging educational technology entrepreneurial community at Penn State. This is a fixed-term appointment funded for one year from date of hire with an excellent possibility of re-funding and includes salary plus health insurance coverage. Interested candidates should submit a cover letter, CV, and names and contact information of 3 professional references. https://psu.jobs/job/71015

 

Post-doc/Research Scientist at Wisconsin center of education research, University of Wisconsin, Madison  

University of Wisconsin – Madison
Assistant Program Director/Researcher
Teachers as Learners
PVL # 90085

This is a wonderful opportunity for a postdoctoral level scholar interested in teacher learning to conduct research and assist in the administration of a new research program aimed at improving our understanding of teaching and teacher change. The successful applicant will interact with some of the top scholars in this research area in the US and worldwide, as well as be centrally involved in designing, conducting, and disseminating state-of-the art research on teachers as learners. The work takes place at one of the most celebrated educational research institutions in the world. UW-Madison’s School of Education and many of its programs are consistently ranked as being among the very best in the nation. In addition, Madison, WI boasts an excellent quality of life, with lake front running, biking, boating; a “foodie” and craft beer culture; an arts and cultural center more typical of cities many times it size; excellent pubic transportation; excellent public schools; and a high regard for progressive values.

Assistant Program Director/Researcher

Degree and area of specialization:

  • Ph.D. in Education, Cognitive Science, Learning Sciences, Developmental Psychology, or related field.
  • Minimum of 2 years of experience in an educational or social science research setting (graduate program experience is acceptable).

Principal duties:

The Wisconsin Center for Education Research (WCER) seeks a highly motivated postdoctoral level scholar who can support the functioning of a new research program, Chaired by Professor Mitchell Nathan (Educational Psychology/Learning Sciences), and funded by the James S. McDonnell Foundation, to promote research on ""Understanding Teacher Change and Teachers as Learners in K-12 Classrooms"" (https://www.jsmf.org/apply/teachers-as-learners/). This includes correspondences with the members of the James S. McDonnell Foundation (JSMF) JSMF organization, members of the expert advisory board, funded investigators, and interested applicants. Duties will include budgeting. Program management duties are expected to occupy 25% of this full time position, and will increase and decline seasonally to match proposal due dates, advisory board meetings, etc.

In addition to program management, this scholar will participate in education research under Professor Nathan's direction, investigating teaching and learning in classrooms and laboratory settings, the design and experimental and qualitative study of the influence of evidence-based interventions on teaching and learning performance, as well as the dissemination of research findings. This scholar will join one of the largest education research centers in the United States. Research duties are expected to occupy 75% of this full time position.

The overarching goals of this position are to: (a) provide thoughtful administrative support for carrying out the various elements of successfully conducting an education research grants program for a modest amount of investigators and proposals, and (b) design, conduct and disseminate rigorous empirical research and development efforts aimed at improving our understanding of teachers as learners and implementers of education research.

Duties will include:

Assistant Program Management Duties:

  • Assist Professor Nathan in his duties chairing the JSMF Teachers as Learners (TAL) grants program
  • Program planning of the itineraries and agendas for scholarly audiences research investigators
  • Serve as a liaison to the officers and staff at JSMF
  • Processing grant proposals for committee review
  • Compilation of reviews for reporting to investigators
  • Organizing annual meetings of the advisory board
  • Organizing annual meetings of the investigators
  • Effective written communication

Research on Teaching Duties:

  • Work with Professor Nathan on current and new research on teaching and learning
  • Review relevant literature on teacher learning, beliefs, and instructional practice; student learning; and student-teacher interactions
  • Producing collaborative and independent research designs to address hypothesis drive research questions
  • Contribute to data collection
  • Contribute to data analysis (quantitative, qualitative, mixed methods)
  • Management of research assistants involved in data collection and analysis
  • Prepare research methods and findings for formal submission to peer-reviewed conferences and journal articles
  • Research presentations to scholarly communities
  • Work with the campus Institutional Review Board (IRB) as well as external research boards of collaborating institutions, school districts, and informal learning settings

Other duties as assigned

Minimum number of years and type of relevant work experience:

Demonstrated interest and experience in research in one or more of the following:

  • Program planning for scholarly audiences
  • Conference or grant proposal peer review process
  • Research on teaching and teachers
  • Classroom research
  • Educational psychology
  • Experience conducting qualitative, quantitative and mixed methods analyses of education/social science data including work with large datasets
  • Analyzing video data
  • Proven experience in independent and collaborative academic writing in education research, including manuscripts for peer-reviewed conference and journal publication as well as technical reports
  • Strong organizational skills, detail-oriented and ability to effectively prioritize multiple priorities and responsibilities
  • Ability to take responsibility to meet deadlines and initiate tasks without close supervision
  • Ability to collaborate effectively and work well in teams

 Preferred Skills & Experience:

  • Experience organizing scholarly workshops
  • Experience conducting independent and collaborative research

Knowledge of any of the following:

  • Research literature on teaching, pre-service teacher education, in-service teacher professional development, teacher beliefs, and cognitive principles of instruction
  • Graduate-level training in research design, quantitative and qualitative analysis techniques   

 

TO ENSURE CONSIDERATION
Application must be received by: APRIL 28, 2017 -11:55PM

For complete job description and HOW TO APPLY:

http://jobs.hr.wisc.edu/cw/en-us/job/494852/assistant-program-directorresearcher

Questions about the position can be directed to:

Mary Hegge
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Ph. :(608)262-9173

UW-Madison is an equal opportunity/affirmative action employer. We promote excellence through diversity and encourage all qualified individuals to apply.

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School of Education, University of California, Irvine: Associate Professor 

The School of Education at the University of California, Irvine invites applications for a faculty position at the Associate Professor level in School-Based Research-Practice Partnerships and Community Engagement. 

We invite applicants whose scholarship: (a) is grounded in a commitment to school-based partnerships and community engagement , (b) focuses on expanding learning opportunities for children and youth who have been historically marginalized in the public education system, (c) emphasizes equity, access and successful pathways, and (d) is collaborative and multidisciplinary.

This new hire will directly contribute to the mission of both the University and the School of Education through research and community engagement activities that will leverage existing resources and expertise. As UC Irvine prepares to become a Hispanic Serving Institution, we are particularly interested in applicants with a track record of funded research and whose commitments and scholarship contribute to our understanding of the challenges and opportunity gaps that Latino children and youth face, while also focusing on systemic innovations. 

Expertise may include organizational processes that shape the implementation of educational policies; social innovation frameworks, such as networked improvement communities and improvement science; innovative design of learning environments for K-12 students and/or teachers; children/youth learning from sociocultural, social capital, and complex social systems perspectives; policy and practice of curriculum inequality; equity in learning experiences and access to resources and educational programs. 

The faculty will join the well-established Center for Research on Teacher Development and Professional Practice (http://faculty.sites.uci.edu/teacherresearchcenter/) and will contribute to expanding its reach. The Center’s central goals are to advance research on teacher development, teaching practices, and student learning and to promote research-based professional development programs across the teacher education continuum. The Center currently houses 6 faculty members, 11 collaborators (from both within and outside UC Irvine), and several doctoral students. In addition, the Center regularly hosts international visiting scholars. Current funded projects include the study of teacher noticing and career-long learning, innovations in and sustainability of teacher professional development, equitable practices in mathematics and science classrooms, bridging in and out-of-school science learning through research-practice partnerships, teacher identity development, and student engagement in STEM learning. Research involves local schools and educational, community-based organizations. The selected candidate will also work in collaboration with the School of Education Director of Community Engagement and Student Success and with the UCI Center for Educational Partnerships (CFEP; http://www.cfep.uci.edu/). The CFEP creates school-university partnerships to improve student academic achievement and address academic inequities and performance disparities through the development of systemic capacity building strategies with local K-12 schools and districts, other postsecondary institutions, businesses and communities. 

The new hire will be expected to contribute to our graduate and undergraduate programs, and particularly to our Ph.D. in Education program, to our Masters’ of Arts in Teaching, and to our undergraduate major in Education Sciences. A more complete description of the School of Education can be found at http://education.uci.edu

 

To Apply:  Applications should be submitted online at https://recruit.ap.uci.edu/apply/JPF03935 Successful candidates must possess a Ph.D. (or equivalent) and have demonstrated excellence in research, teaching, and service. Applications must include a cover letter indicating research and teaching interests, curriculum vitae, and two or more relevant publications/papers. A separate statement that addresses past and/or potential contributions to diversity, equity and inclusion should also be included in the application materials. Letters of recommendations will be requested at a later date from referees of semi-finalists for the position. 

Review of applications will begin on September 5, 2017 and will continue until the position is filled. Inquiries about the position may be directed to Search Committee Chair Rossella Santagata (This email address is being protected from spambots. You need JavaScript enabled to view it.) or Director of Personnel Tammy Ho (This email address is being protected from spambots. You need JavaScript enabled to view it.). 

The University of California, Irvine is located in Orange County (OC). OC is home to 27 school districts, 594 schools, and over 23,000 teachers and administrators serving more than 500,000 students. OC is socioeconomically diverse. Latinos comprise 48.9% of K-12 students; the remaining half is comprised of Whites (28.8%), Asians (16.9%), African-Americans (1.5%), and smaller percentages of Native Hawaiian/Pacific Islanders and American Indian/Alaskan. Over half of OC K-12 students participate in the Free or Reduced Price Meal Program and over a fourth of students are designated as English Language Learners (Orange County Department of Education, 2015). The University of California, Irvine is an Equal Opportunity/Affirmative Action Employer advancing inclusive excellence. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected categories covered by the UC nondiscrimination policy.

 

University of Illinois at Urbana-Champaign, Postdoctoral Research Fellow

The Embodied and Immersive Technologies (EmIT) Lab (http://emit.education.illinois.edu) at the University of Illinois at Urbana-Champaign seeks a postdoctoral research associate to conduct research and manage efforts related to two NSF awards related to embodied interaction and STEM Learning.  Both projects involve the design and development of computer simulations that allow K-16 students to interact in physical ways with science content (e.g., performing gestures that enact a representation of molecular interactions). We are collecting data pertaining to how the use of these simulations impact student explanations as well as formal assessments of their understanding.  The postdoctoral research associate will have, or develop, expertise in design-based research, learning simulation design, embodied cognition theory and applications to education, and the ability to coordinate data collecting efforts both in school and laboratory settings.  This postdoc will work with Dr. Robb Lindgren and other faculty, graduate, and undergraduate students working on these projects. Mentorship and training opportunities will be provided as needed, and opportunities exist for this person to pursue their own research questions, develop new project proposals, etc. 

Specific Responsibilities: data analysis (both qualitative and quantitative components), writing papers for conferences and journal articles, participation in design meetings and working with developers to configure study-ready simulations, assist with the management of data collection efforts (e.g., working with school partners, IRB, etc.), mentoring graduate and undergraduate student work. 

Qualifications: Applicants should have a Ph.D. in learning sciences, educational psychology, cognitive psychology, human computer interaction, computer science, or a STEM discipline with strong interest in how people learn in that discipline. Experience collecting and analyzing data from student interactions with technologies is desired. Likewise, experience designing interactive learning experiences and particularly working with physical interfaces in STEM content areas in a plus. In general, applicants should have strong academic writing and communication skills, the ability to manage high-level aspects of a research project, and should be comfortable working with and experimenting with new technologies. 

Start date: The preferred start date is August 14th, 2017, but an earlier date is negotiable. The appointment is for 1-year with the potential to be renewed for an additional year contingent on performance and availability of funding. Salary is competitive and commensurate with experience and relevant research. To ensure full consideration, applications must be submitted by April 24h, 2017 and will continue to be reviewed until the position is filled. 

To apply: Please complete a candidate profile at https://jobs.illinois.edu and submit a letter of interest, curriculum vitae, contact details for 3 people who can provide a reference, and up to two writing samples. Prospective applicants with questions about the position are encouraged to contact Robb Lindgren (This email address is being protected from spambots. You need JavaScript enabled to view it.). 

The University of Illinois conducts criminal background checks on all job candidates upon acceptance of a contingent offer. Illinois is an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, religion, color, national origin, sex, sexual orientation, gender identity, age, status as a protected veteran, status as a qualified individual with a disability, or criminal conviction history. Illinois welcomes individuals with diverse backgrounds, experiences, and ideas who embrace and value diversity and inclusivity. (www.inclusiveillinois.illinois.edu

 

 

University of Wisconsin, Madison: Assistant Program Director and Researcher for Teachers as Learners

Deadline for Application: April 28, 2017

This is a wonderful opportunity for a postdoctoral level scholar interested in teacher learning to conduct research and assist in the administration of a new research program aimed at improving our understanding of teaching and teacher change. The successful applicant will interact with some of the top scholars in this research area in the US and worldwide, as well as be centrally involved in designing, conducting, and disseminating state-of-the art research on teachers as learners. 

The work takes place at one of the most celebrated educational research institutions in the world. UW-Madison’s School of Education and many of its programs are consistently ranked as being among the very best in the nation. In addition, Madison, WI boasts an excellent quality of life, with lake front running, biking, boating; a “foodie” and craft beer culture; an arts and cultural center more typical of cities many times it size; excellent pubic transportation; excellent public schools; and a high regard for progressive values. 

Assistant Program Director/Researcher Degree and area of specialization: Ph.D. in Education, Cognitive Science, Learning Sciences, Developmental Psychology, or related field. Minimum of 2 years of experience in an educational or social science research setting (graduate program experience is acceptable). 

Principal duties: The Wisconsin Center for Education Research (WCER) seeks a highly motivated postdoctoral level scholar who can support the functioning of a new research program, Chaired by Professor Mitchell Nathan (Educational Psychology/Learning Sciences), and funded by the James S. McDonnell Foundation, to promote research on "Understanding Teacher Change and Teachers as Learners in K-12 Classrooms" (https://www.jsmf.org/apply/teachers-as-learners/). This includes correspondences with the members of the James S. McDonnell Foundation (JSMF) JSMF organization, members of the expert advisory board, funded investigators, and interested applicants. Duties will include budgeting. Program management duties are expected to occupy 25% of this full time position, and will increase and decline seasonally to match proposal due dates, advisory board meetings, etc. In addition to program management, this scholar will participate in education research under Professor Nathan's direction, investigating teaching and learning in classrooms and laboratory settings, the design and experimental and qualitative study of the influence of evidence-based interventions on teaching and learning performance, as well as the dissemination of research findings. 

This scholar will join one of the largest education research centers in the United States. Research duties are expected to occupy 75% of this full time position. The overarching goals of this position are to: (a) provide thoughtful administrative support for carrying out the various elements of successfully conducting an education research grants program for a modest amount of investigators and proposals, and (b) design, conduct and disseminate rigorous empirical research and development efforts aimed at improving our understanding of teachers as learners and implementers of education research. 

Duties will include:

Assistant Program Management Duties: 

  • Assist Professor Nathan in his duties chairing the JSMF Teachers as Learners (TAL) grants program
  • Program planning of the itineraries and agendas for scholarly audiences research investigators
  • Serve as a liaison to the officers and staff at JSMF
  • Processing grant proposals for committee review * Compilation of reviews for reporting to investigators
  • Organizing annual meetings of the advisory board * Organizing annual meetings of the investigators
  • Effective written communication Research on Teaching Duties:
  • Work with Professor Nathan on current and new research on teaching and learning * Review relevant literature on teacher learning, beliefs, and instructional practice; student learning; and student-teacher interactions
  • Producing collaborative and independent research designs to address hypothesis drive research questions
  • Contribute to data collection
  • Contribute to data analysis (quantitative, qualitative, mixed methods)
  • Management of research assistants involved in data collection and analysis
  • Prepare research methods and findings for formal submission to peer-reviewed conferences and journal articles
  • Research presentations to scholarly communities
  • Work with the campus Institutional Review Board (IRB) as well as external research boards of collaborating institutions, school districts, and informal learning settings

Other duties as assigned

Minimum number of years and type of relevant work experience: Demonstrated interest and experience in research in one or more of the following: 

  • Program planning for scholarly audiences
  • Conference or grant proposal peer review process
  • Research on teaching and teachers
  • Classroom research
  • Educational psychology
  • Experience conducting qualitative, quantitative and mixed methods analyses of education/social science data including work with large datasets * Analyzing video data * Proven experience in independent and collaborative academic writing in education research, including manuscripts for peer-reviewed conference and journal publication as well as technical reports
  • Strong organizational skills, detail-oriented and ability to effectively prioritize multiple priorities and responsibilities
  • Ability to take responsibility to meet deadlines and initiate tasks without close supervision
  • Ability to collaborate effectively and work well in teams 

Preferred Skills & Experience

  • Experience organizing scholarly workshops
  • Experience conducting independent and collaborative research Knowledge of any of the following:
  • Research literature on teaching, pre-service teacher education, in-service teacher professional development, teacher beliefs, and cognitive principles of instruction
  • Graduate-level training in research design, quantitative and qualitative analysis techniques

TO ENSURE CONSIDERATION Application must be received by: APRIL 28, 2017 -11:55PM 

For complete job description and HOW TO APPLY: http://jobs.hr.wisc.edu/cw/en-us/job/494852/assistant-program-directorresearcher 

Questions about the position can be directed to: Mary Hegge Email: This email address is being protected from spambots. You need JavaScript enabled to view it. Ph. :(608)262-9173 UW-Madison is an equal opportunity/affirmative action employer. We promote excellence through diversity and encourage all qualified individuals to apply.

 

Research Associate in Medical Education University of Wisconsin, Department of Surgery, Madison, WI 

 

Requirements: Degree and area of specialization: Master's or PhD degree required, preferably specializing in education or related field involving training and assessment expertise (i.e. cognitive psychology, industrial engineering, etc.) 

Minimum number of years and type of relevant work experience: Training and experience with research design as well as quantitative and qualitative data analysis methods preferred. Experience or interest in medical education, especially across the continuum of student and physician learning is desirable. In addition, the candidate should have experience and interest in grant writing as well as an interest in publishing and presenting scholarly works in medical education. 

Job Duties: The Department of Surgery is seeking a collaborative educator to work in the Medical Education and Research Program as a Medical Education Researcher. The candidate will work with support from the Faculty Associate in Educational Research and Vice Chair of Education in performing research in medical education to ultimately improve the education of medical students, residents, fellows and practicing clinicians.

 

Specific Duties Include: 

 

1) Education Research and Development 75%

  • Take on a leadership role in advancing the progress of specified education research projects in the department through advising on data collection and analysis methods, writing abstracts and papers for publication, and composing applications for project funding, if needed
  • Collaborate with Department of Surgery Faculty Associate in Educational Research and other faculty in educational innovation opportunities
  • Assist in acquiring grants which support the development of medical education program development and research •
  • Conduct systematic literature reviews in support of education research projects
  • Support the dissemination of scholarly work through publication
  • Collaborate on the design and analysis of qualitative and quantitative education research studies and the design of mixed- method studies (including a variety of qualitative approaches)
  • Participate in research lab meetings with faculty and researchers engaged in educational innovation
  • Collaborate with students, residents and faculty in developing educational research and scholarship, assisting projects to completion, and collaborating on presentations and publications from completed projects.
  • Work in partnership with the Faculty Associate to establish relationships within University of Wisconsin and across institutions to advance the quality and reputation of education and research at the University of Wisconsin. 

2) Program Evaluation 25%

 

Work with the Faculty Associate to advise faculty, residents, and research fellows in the development, implementation, and evaluation of new curricula including:

  • performance based assessments and evaluation methods to facilitate compliance with competency-based teaching and assessment standards
  • integration of advanced technologies for learning
  • assist with the evaluation of training courses for a wide variety of faculty and trainees.

Additional Information: The desired candidate should have a demonstrated ability in curriculum development, instructional design, implementation, assessment and evaluation. The candidate should have well-developed, relationship-building skills, analytical and critical thinking skills, and strong written and oral communication skills.

Start Date: As soon as possible 

Percent Time: 100% Salary: NIH Standards Deadline for applications: available until filled 

To apply: Please email a cover letter and CV to Cory Reithmeyer, (608) 263-0787, This email address is being protected from spambots. You need JavaScript enabled to view it.

 

 

Leadership Position, Capella  University

Deadline for application:  5/31/2017

Begins:

Contact:

Position is based in Minneapolis

Capella University seeks an experienced, innovative higher education professional to serve as Director of Curriculum, Assessment, and Learning Science. This position provides strategic vision and leadership in the ongoing development and quality improvement of our curricular and learning delivery models. The Director will work in a highly cross-functional organization, integrating across schools and units related to curriculum and course development, assessment, and academic affairs functional teams. In addition, the Director will provide leadership, management, and supervision to the Library staff and the Academic Director of Direct Assessment.

Responsibilities
Strategic Leadership Functions
• Ensuring the integration of learning science design and applications into all appropriate program and curriculum designs, including course design and educational activities across all academic functions and within each Capella School.
• Innovating and refining assessment models and types, ensuring a focus on authentic and competency-based assessments; alignment to academic, professional, employer, and sector needs and expectations; and maintain standards of reliability and validity in all assessment design, deployment, analysis, and activities.
• Direct the refinement, design and/or implementation of data analytics related to the strategic functions and goals, using data to drive decisions and monitor progress.
• Lead cross-functional teams and Schools in innovating and developing FlexPath, Capella University’s direct assessment program.
• Maintaining and improving university models for competency-based program and curriculum development, design, implementation, and delivery.
• Aligning curricular, instructional, assessment, and learning science innovations and initiatives to overall University strategic vision and mission.
• Coordinating and collaborating with key partners and leaders in Schools, curriculum and course
design teams, academic operations, academic affairs, and IT.
• Provide thought leadership in curricular models, methods, and innovations; instructional strategies, methods, and research; and learning and cognitive sciences as they relate to Capella’s academic models and delivery methods.
• Collaborate with leadership in Academic Affairs, the Schools, curriculum and course design, and assessment to develop university-wide principles and models regarding curricular architecture and scaffolding, assessment strategies and formats, and educational activities.
• Serve, along with other academic and professional staff, as internal subject matter expert, providing input into and/or delivery of professional development opportunities for faculty and staff.

People Leadership and Management Responsibilities
• Supervise the Academic Director of Direct Assessment, and indirectly their staff, as well as, Library staff.
• Partner closely with Director, Competency-Based Learning Solutions, who leads the curriculum and course development teams.

Qualifications
• Earned doctorate in curriculum and instruction; instructional psychology and technology; education innovation and leadership; instructional design; cognitive science; learning science and human development; educational psychology; learning sciences and technology design; or related field.
• Significant coursework and/or professional experience in: program design; curriculum design and implementation; institutional, programmatic, and course-based assessment; learning science, design and implementation of learning innovations; design, implementation, and improvement of instructional methodologies.
• 5 years or more of leadership experience in the field of higher education post doctoral, including significant roles in programmatic and curricular design and implementation, university, program, and course-based assessment, and online and/or distance education.
• Minimum of 3 years of teaching, instructional design or related experience in the field of higher education in online, hybrid, and/or ground-based delivery modalities.
• Demonstrated ability to lead curricular and instructional academic innovation in design models, delivery methods, and modalities; intra- and inter-departmental change management, and enterprise-wide cross-functional initiatives.
• Experience in the design, delivery, and/or implementation of competency-based education in higher education and/or other adult educational settings is preferred but not required.
• Strategic thinking, with a proven ability to work cross-functionally.
• Superior ability to communicate in face-to-face and remote meetings as well as in writing, professional presentations, etc.
• Ability to propose, advocate, and influence for creative solutions to further improve the University’s educational offerings.
• Ability to meet deadlines and juggle competing priorities in a fast-paced environment.

 

Post-doctoral Appointment, School of Education and Social Policy, Northwestern University

Deadline for application: 5/31/2017

Begins: July 1, 2017

Contact: Natalie Jou at This email address is being protected from spambots. You need JavaScript enabled to view it.

We seek a postdoctoral fellow to work on major research studies under the auspices of the National Center for Research in Policy and Practice, a knowledge utilization center funded through the Institute of Education Sciences at the U.S. Department of Education. One study is a mixed-methods, cross-case comparison of the role of research and other forms of information in four school districts. The second is a two-year comparative study of research-practice partnerships. This one-year position begins July 1, 2017 and has the possibility of extension through June 30, 2019. We seek an experienced researcher with a strong background in qualitative field methods, and mixed methods analysis; and substantive expertise in one or more of the following: the relationship between research and practice, district decision making, organizational theory, policymaking, or implementation of Common Core Standards in Mathematics. Familiarity with research-practice partnerships is desirable.

The first study is led by Cynthia Coburn and Jim Spillane at Northwestern University. The second study is led by Cynthia Coburn and Bill Penuel at University of Colorado-Boulder. The postdoctoral fellow will participate in all phases of the projects including: developing instruments; data collection; data analysis, and the publication of results. The principal investigator will encourage the postdoctoral scholar to develop publications that build on her or his emerging research agenda. The postdoctoral scholar must be able and willing to travel to research sites; work both individually and as part of a multi-campus team; and provide supervision to undergraduate and graduate research assistants.

QUALIFICATIONS
Applicants should have an earned doctorate in education, sociology, learning sciences, public policy, or related field. The position carries a competitive salary plus health insurance coverage and has the possibility of renewal, conditional upon performance and available funding. Review of applications will begin immediately and will continue until the position is filled.

Northwestern University is located in an attractive lakefront community adjacent to Chicago. Northwestern University is an Equal Opportunity, Affirmative Action employer. Members of historically underrepresented groups are strongly encouraged to apply. Hiring is contingent upon eligibility to work in the United States. Employment eligibility verification required upon hire.

To apply, please send a cover letter, CV, and two representative publications to Natalie Jou at This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Post-doctoral Appointments in Technology and Learning, University of Pittsburgh

Deadline for application: 4/30/2017

Contact: Margaret Gibson at This email address is being protected from spambots. You need JavaScript enabled to view it.

The University of Pittsburgh seeks exceptional candidates for 2-year post-doctoral appointments jointly in the Learning Research and Development Center (LRDC) and the University Center for Teaching and Learning. The appointments combine LRDC’s mission in learning research and development with the Teaching Center’s mission in support of the University’s teaching, including through the use of technology.

The persons filling these positions will work with LRDC faculty and Teaching Center staff on cutting-edge research on college student learning in both technology-enhanced and traditional classrooms, as well as on-line instruction. A wide range of projects is possible: instructional design and innovation, learning analytics, educational data mining, automatic essay scoring, educational gaming, the social context of web-based learning are examples among many possibilities.

The University Center for Teaching and Learning (http://www.teaching.pitt.edu) provides support for teaching, educational technology, and assessment. It seeks innovative ways to improve instruction and assists efforts of instructors to infuse technology into their classroom teaching. It also manages large amounts of data from its online and blended courses, MOOCs, learning management system, and teaching observations. In collaboration with LRDC and other University units, the Center seeks to apply learning science research to improvements in instruction.

LRDC (http://www.lrdc.pitt.edu) is an international leader in interdisciplinary research and development in learning and education. It draws faculty from psychology, education, and computing and information sciences to study learning in its cognitive, neural, social, and organizational aspects. LRDC has expanding research on college student learning.

Candidates should have expertise related to learning and education and experience in the use of technology in education. Backgrounds in instructional design, cognitive psychology, discipline-based science education research, data mining, educational technology, and AI, among others, are appropriate. Submit cover letter, CV, and letters of recommendation to Margaret Gibson at This email address is being protected from spambots. You need JavaScript enabled to view it.. Applications received by April 30, 2017 are assured of being reviewed.

The University of Pittsburgh is an Affirmative Action, Equal Opportunity Employer. Women and members of under-represented minority groups are especially encouraged to apply.

 

Professor of Mathematics and/or Science Education, Baylor University

Deadline for application: Review of applications will begin immediately and will be accepted until the position is filled.

Begins: August, 2017

UNIVERSITY: Baylor University is a private Christian university and a nationally ranked research institution, consistently listed with highest honors among The Chronicle of Higher Education’s “Great Colleges to Work For.” Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating university in Texas. The university provides a vibrant campus community for over 15,000 students from all 50 states and more than 80 countries by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Baylor is actively recruiting new faculty with a strong commitment to the classroom and an equally strong commitment to discovering new knowledge as we pursue our bold vision, Pro Futuris.

SCHOOL: Baylor's School of Education, which will celebrate its 100th anniversary in 2019, ranks among the nation’s top 20 education schools located at private universities. With 50 full-time faculty members, the school's growing research portfolio complements its long-standing commitment to excellence in teaching and student mentoring.

The school boasts an array of excellent academic offerings in three academic departments - Curriculum and Instruction, Educational Leadership and Educational Psychology. Baylor's undergraduate program in teacher education, enrolling 450 students, has earned the School of Education national distinction for its innovative partnerships with local schools that provide future teachers deep clinical preparation. Nearly 175 graduate students pursue advanced study and professional preparation in Master’s, Ed.S., Ed.D. and Ph.D. programs.

Through exciting new academic initiatives both at home and abroad and searches underway for eight new faculty colleagues, the school has entered into a period of significant expansion and of deepened impact through the production of meaningful, high-quality research and the preparation of outstanding leaders, teachers and clinicians.

Baylor seeks to fill the following faculty position in the Department of Curriculum and Instruction.

POSITION: Professor of Mathematics and /or Science Education

QUALIFICATIONS: Consistent with the stated mission of the University to be a world-class institution dedicated to Christian principles and ideals the qualifications for the position include: 

  • Doctoral degree in an appropriate field;
  • Distinguished record of scholarship commensurate with appointment at the rank of tenured professor;
  • Nationally-recognized program of research related to improving instruction and student achievement;
  • History of external funding; 
  • Evidence of excellence in teaching at the university level, leadership in the profession at the national level, and the ability to mentor early-career faculty and graduate students; and
  • Experience teaching in preschool-12 settings.

Preference will be given to applicants who have: 

  • Evidence of a commitment to equity and social justice;
  • Teaching, leadership or research experience in urban schools.

RESPONSIBILITIES: The mathematics and science education programs in the Department of Curriculum and Instruction include an undergraduate degree; master’s degrees with several cognate options; an Ed.D. in Curriculum and Instruction and a Ph.D. in Curriculum and Teaching. This faculty member will join the existing mathematics and science education teams to form a group with a focus on improving instruction and student achievement in mathematics and science. The primary responsibilities of this position include:

  • Continuing and expanding an evidence-based research agenda that enjoys national recognition;
  • Participating in individual or collaborative activities to secure and extend external funding; 
  • Teaching in the undergraduate and/or graduate programs; 
  • Recruiting and mentoring students; and
  • Providing leadership to the program, department and school at a time of growth and innovation in the lives of those units.

RANK AND SALARY: Tenured Professor. The salary will be commensurate with professional experience and qualifications. The anticipated date of appointment is August 2017.

SUBMISSION DEADLINE: Review of applications will begin immediately and will be accepted until the position is filled. 

APPLICATION PROCEDURE: A complete application includes a letter of application; curriculum vitae; completed application form; a copy of transcripts documenting terminal degree (original required prior to on campus interview); and, three letters of reference. Materials should be submitted electronically to: https://apply.interfolio.com/38585.

Baylor University is a private not-for-profit university affiliated with the Baptist General Convention of Texas. As an Affirmative Action/Equal Opportunity employer, Baylor is committed to compliance with all applicable anti-discrimination laws, including those regarding age, race, color, sex, national origin, marital status, pregnancy status, military service, genetic information, and disability. As a religious educational institution, Baylor is lawfully permitted to consider an applicant’s religion as a selection criterion. Baylor encourages women, minorities, veterans and individuals with disabilities to apply.

 

Assistant Professor of Educational Psychology, California State University, Chico

Begins: August, 2017

Deadline for application: Review of applications begins on November 28, 2016

The Department of Psychology is searching for a tenure track assistant professor to start August, 2017. California State University, Chico is seeking faculty who are competent in their field, collaborative with colleagues and staff, and committed to student success. The position is contingent on funding.

Minimum Qualifications: The minimum education requirement for appointment to this position is a Ph.D. or Ed.D. in Educational Psychology, Learning Sciences, or a closely-related field. Candidates nearing completion of the doctorate may be considered; however, the doctorate must be complete prior to the beginning of the academic year (August, 2017). CSU, Chico is a Hispanic Serving Institution. Achieving HSI status is an important milestone in our progress to create a more inclusive learning community that recruits, enrolls, supports and graduates a diverse and high-quality student population, therefore we also require for this position a demonstrated ability/interest in working in a multi-ethnic and multi-cultural environment. Requirements also include the ability and interest in teaching a course on the psychology of teaching; the ability and willingness to supervise graduate and undergraduate student research projects; accomplishments in research and scholarly activities; and a record of or potential for grant development.

Preferred Qualifications: Preferred qualifications include evidence of the potential for excellence in college instruction; applied research and/or applied experience in school or other learning settings; the ability to teach courses in our School Psychology program; and the ability to teach developmental psychology courses.

Responsibilities: This tenure-track position carries responsibilities in the areas of teaching (undergraduate and graduate courses), scholarship (develop a successful research program; seek external funding), and service. Teaching assignments are based upon qualifications of the individual and the needs of the department.

Salary: Salary commensurate with education and experience.

The Department: The Psychology Department (http://www.csuchico.edu/psy) consists of 17 tenured/tenure-track faculty members, 21 lecturers, and three office staff members. The department has faculty in diverse areas of study. There are approximately 1000 majors, 100 minors, and 100 graduate students. The department offers a BA in Psychology and MA and MS degree programs for preparing students for MFT licensure, school psychology, doctoral study and other professions. The Psychology Department is a part of the College of Behavioral and Social Sciences (http://www.csuchico.edu/bss).

Closing Date: Review of applications will begin on November 28, 2016. Completed applications received after that date may be considered.

How to Apply: Applications accepted online only at: http://jobs.csuchico.edu/postings/3919

 

Assistant or Associate Professor in Science Education, Curriculum & Instruction - College of Education - University of Illinois at Urbana-Champaign

Begins: August, 2017

Deadline for application: Review of applications will begin Nov. 15th, 2016

Contact: For more information, please contact the search committee chair, Professor Robb Lindgren This email address is being protected from spambots. You need JavaScript enabled to view it., 217-244-3655, or the Interim Department Head, Professor David Brown, This email address is being protected from spambots. You need JavaScript enabled to view it., 217-333-0663.

The Department of Curriculum and Instruction at the University of Illinois Urbana-Champaign is seeking candidates for an assistant or associate professor faculty position with a focus in Science Education. This is a full-time, academic year (9 month paid over 12 months) tenure track position.

The Department of Curriculum and Instruction, which over the past decade has been consistently ranked in the top ten in the nation by US News and World Report, has a long-standing reputation as a leader in science education. We seek an individual who will further this tradition of excellence in their research, teaching, and service. The successful candidate will undertake a program of research that will lead to an outstanding and sustained record of scholarship and external funding. Teaching assignments will include graduate and undergraduate courses in science education and related fields. The successful candidate will also participate in graduate program development and in the recruitment and training of graduate students. More information about the department is available at http://education.illinois.edu/ci/.

Qualifications: An earned doctorate in science education or closely related field is required before the starting date. The successful candidate will have a strong preparation in science; interest/expertise at the secondary and/or elementary level; and clear potential for establishing a strong research program in science education. Evidence of publications, quality teaching, and external grant funding is required for candidates at the rank of associate professor, consistent with a tenured position. While the specific area of research specialty is open, we especially encourage applicants with interests in the intersection of science and engineering education, social-justice and equity issues in science education, the learning sciences, and the use of emerging technologies in the classroom. Experience teaching in a K12 setting would also be considered highly valuable.

Responsibilities: Carry out an active program of research and actively pursue external funding. Advise and recruit Master’s and doctoral students in science education. Develop and teach undergraduate and graduate-level courses related to science education (including online/hybrid courses). Contribute to the ongoing development of undergraduate and graduate programs. Provide university, state, and professional service.

Starting Date and Salary: The proposed starting date is August 16, 2017 or as soon as possible thereafter. Salary is highly competitive and commensurate with rank and experience.

To ensure full consideration, applications must be received by November 15, 2016. Please create a candidate profile at https://jobs.illinois.edu and upload one file that contains a cover letter, curriculum vitae, statement of teaching and research interests, and the contact information for three references. All requested information must be submitted for your application to be considered. Review of applications will begin immediately and will continue until the position is filled. Invitations to interview may be extended before the closing date of November 15, 2016; however, no decision will be made before that date. For more information please contact the search committee chair, Professor Robb Lindgren, This email address is being protected from spambots. You need JavaScript enabled to view it., 217-244-3655, or the Interim Department Head, Professor David Brown, This email address is being protected from spambots. You need JavaScript enabled to view it., 217-333-0663.

The University of Illinois conducts criminal background checks on all job candidates upon acceptance of a contingent offer.

Illinois is an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, religion, color, national origin, sex, sexual orientation, gender identity, age, status as a protected veteran, status as a qualified individual with a disability, or criminal conviction history. Illinois welcomes individuals with diverse backgrounds, experiences, and ideas who embrace and value diversity and inclusivity. (www.inclusiveillinois.illinois.edu).

Assistant or Associate Professor of Education (tenure track or tenured), School of Education, University of California, Irvine

Begins: July 1, 2017

Deadline for applications:  Review will begin November 9, 2016 and will continue until the position is filled.

Contact:  Contact Tammy Ho (This email address is being protected from spambots. You need JavaScript enabled to view it.) for more information. 

The School of Education at the University of California, Irvine is seeking to fill a tenure-track or tenured  he School of Education at the University of California, Irvine is seeking to fill a tenure-track or tenured position at the Assistant or Associate Professor levels. We invite applicants with outstanding research trajectories in the wide range of disciplines related to Education, and who come from diverse epistemological and methodological perspectives. The selected candidate will be expected to contribute to our graduate and undergraduate programs, and particularly to our Ph.D. in Education program, which offers specializations in Language, Literacy, and Technology; Educational Policy and Social Context; and Learning, Cognition and Development; and to our new undergraduate major in Education Sciences.

Successful candidates must possess a Ph.D. (or equivalent) by July 1, 2017 and have demonstrated excellence in research and teaching.

Applications should be submitted on line at https://recruit.ap.uci.edu/apply/JPF03737 and must include a cover letter; curriculum vitae; a separate statement that addresses past and/or potential contributions to diversity, equity and inclusion; three letters of recommendation for Assistant level, letters will be requested at a later date for Associate level; and up to three relevant recent publications/papers. Review of applications will begin on November 9, 2016, and will continue until the position is filled.

The University of California, Irvine is an Equal Opportunity/Affirmative Action Employer advancing inclusive excellence. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected categories covered by the UC nondiscrimination policy. A recipient of an NSF ADVANCE Award for gender equity, UCI is responsive to the needs of dual career couples, supports work-life balance through an array of family-friendly policies, and is dedicated to broadening participation in higher education.

Post-docs/Research Scientist at School of Education and Social Policy (Northwestern University)

Post-Doctoral Fellow for STEM Education and Computational Thinking Projects http://ct-stem.northwestern.edu/

Begins: June 2017

Deadline for applications:  available until filled

Contact: Laura Salus (This email address is being protected from spambots. You need JavaScript enabled to view it.)

Northwestern University School of Education and Social Policy seeks applicants for a postdoctoral fellow in the learning sciences. The start date is as soon as possible and the expected duration of the position is two years with possibility of renewal for a third. The candidate will be part of a team of researchers, faculty, and teachers involved in a newly funded initiative by the National Science Foundation as well as an ongoing project with the Spencer Foundation. The goal of the project is to broaden participation in computing fields, increase student interest in STEM fields, and bring classroom curriculum more in line with science as practiced in the 21st century. In this effort we will develop, implement, and evaluate computational activities for high school and middle school STEM classrooms. The project will focus primarily on under-resourced schools and underrepresented youth to improve the equity of and access to the highest quality educational materials. We are also conducting research with scientists to better understand how they use computation in their science practice, and building a comprehensive taxonomy for computational thinking in STEM.

This position provides opportunities for in-depth qualitative and quantitative research in schools as well as in science laboratories. Successful candidates will be comfortable conducting research in school and classroom environments and coordinating with teachers and administrators. The candidate will be part of a collaborative research team involving Northwestern faculty from computer science and learning sciences. This is a dynamic and vibrant collaborative environment comprised of faculty, post-docs, students, computer programmers, modelers, and curriculum developers.

The candidate would co-supervise the work of graduate students and staff, publish research papers, contribute to grant writing and materials development, work closely with implementing schools, and help shape the overall scope and direction of the research. There will be close mentorship from the PIs (Uri Wilensky & Michael Horn) as well as opportunities to learn from other truly outstanding senior scholars and practitioners. Fellows will fully participate in research laboratories including the Center for Connected Learning and Computer-Based Modeling (CCL) and the Tangible Interaction Design and Learning (TIDAL) Lab. 

A successful candidate will have a doctorate in learning sciences or a related field (e.g., science education, computer science education), strengths in research methods, a science background, good communication skills, experience with classroom-based research, and be a strong writer. Preference will be given to applicants with expertise in computational education and prior work with middle or high school teachers and students.

To apply, please send a cover letter, CV, sample publications and the names and contact info of 3 references to This email address is being protected from spambots. You need JavaScript enabled to view it.. Application review will begin immediately and continue until the position is filled.

Minorities and women are strongly urged to apply. Northwestern University is an Equal Opportunity, Affirmative Action Employer of all protected classes including veterans and individuals with disabilities. Hiring is contingent upon eligibility to work in the United States. Northwestern University is located in an attractive lakefront community adjacent to Chicago. For more information about the School of Education and Social Policy, go to http://www.sesp.northwestern.edu/.

 

 

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