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Post-doctoral Scholar Position at University of California, Berkeley

Application deadline: December 14, 2018

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

See https://aprecruit.berkeley.edu/apply/JPF01962
We seek a full-time postdoctoral scholar to join our research group in science and technology education. (See https://wise.berkeley.edu and https://wise-research.berkeley.edu for more details.)
The scholar will work in a multidisciplinary collaboration funded by the National Science Foundation, including leaders in education, technology, and the science disciplines. Dr. Marcia Linn, at University of California, Berkeley, is the Principal Investigator.

Our current work has two synergistic thrusts. One is designing open-ended inquiry activities using promising technologies that enable students to gain understanding of complex science topics. Another is collaborating with teachers to support them as they customize and refine their instruction. These thrusts jointly have the potential to enable students to become more self-directed learners and teachers to promote student autonomous inquiry. This research contributes to instructional frameworks to guide future education researchers, curriculum and assessment designers, and policy makers. The scholar will design a research program in collaboration with the group to investigate applications of new learning technologies in classrooms and to improve teaching and learning in science and engineering. The group includes learning scientists, classroom teachers, professional developers, instructional designers, computer scientists, and experts in learning analytics, qualitative, and quantitative methods. The collaborators are creating new technologies including developing natural language processing tools for essays, logging student data, building simulations, and designing automated guidance. The group builds on previously successful uses of technology such as the Web-based Inquiry Science Environment (WISE) interactive units that serve diverse middle and high school student populations.

The postdoctoral scholar will have the opportunity to learn about advances in educational technology and learning sciences and to contribute to all aspects of the work. The scholar will gain expertise in all aspects of research including design of innovations, authoring publications, developing new research grants, producing annual reports, writing Human Subjects protocols, designing teacher workshops, and managing research teams.

Minimum qualifications required (at time of application):

• Completion of all degree requirements except the dissertation at the time of application.

Additional qualifications (by the start date of the job):

• PhD or equivalent international degree by the start date of the job.

Preferred qualifications:

• Demonstrate quantitative analysis skills (including ability to analyze computer log files), and experience working in K-12 schools in the U.S.
• Demonstrate background in the natural sciences, engineering, mathematics, or computer science.
• Demonstrate research experience relevant to the learning sciences and to designing and analyzing complex innovations in school settings.
• Demonstrate the ability to work on a team, collaborate with teachers and school leaders, develop innovations in partnership with others, and communicate effectively in writing

We seek a candidate, who can start as early as January 7, 2019. The position, which has an annual salary starting at $51,200, is for one year with possible renewal for a second and third year. The school/department is interested in candidates who will bring to their research the perspective that comes from a non‐traditional educational background or understanding of the experiences of those under‐represented in higher education.

UC Berkeley has an excellent benefits package as well as a number of policies and programs to support employees as they balance work and family.

All interested applicants should apply at https://aprecruit.berkeley.edu/apply/JPF01962. For information about the position or applications process, please contact Annette M. Lewis at This email address is being protected from spambots. You need JavaScript enabled to view it.. This position is open until filled.

A completed application will include 1) Current Curriculum Vitae; 2) Statement of Purpose, 3) Contact information for three references. References will only be contacted for finalists. All letters will be treated as confidential per University of California policy and California state law. Please refer potential referees, including when letters are provided via a third party (i.e., dossier service or career center), to the UC Berkeley statement of confidentiality (http://apo.berkeley.edu/evalltr.html(link is external)) prior to submitting their letters.

The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age or protected veteran status. For the complete University of California nondiscrimination and affirmative action policy see:
http://policy.ucop.edu/doc/4000376/NondiscrimAffirmAct.https://aprecruit.berkeley.edu/apply/JPF01962

 

Assistant Professor Position at the Simon Fraser University

Application deadline: January 2, 2019

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The Faculty of Education, Simon Fraser University, seeks applications for a tenure-track position in Educational Technology and Learning Design at the Assistant Professor rank beginning September 1, 2019.

The successful candidate will join an existing complement of learning sciences scholars to contribute to teaching and graduate student supervision in our vibrant programs in Educational Technology and Learning Design. These include a PhD program at our Burnaby campus and a Master’s program at our Surrey campus that serves professionals from K-12, postsecondary and industry environments. The successful candidate will also have opportunity to serve in the Faculty’s undergraduate and teacher education programs.

Candidates must possess an earned doctorate in Learning Sciences, Educational Technology, or a closely related field. To contribute effectively to teaching in our programs, candidates should have a broad mastery of current and historical scholarship involving theory-informed design and use of technological innovations to support teaching and learning. We encourage applicants with experience in research and teaching in K-12, postsecondary and/or informal learning environments.

The successful applicant will have an active program of empirical research that enhances scholarly theory and informs practical designs for learning. Applicants must have established or demonstrate strong promise to develop an original, externally-funded program of research, either solo or in collaboration with other faculty in Educational Technology and Learning Design.

Located in the Greater Vancouver area, SFU’s Faculty of Education is committed to scholarly excellence, leading-edge pedagogy, innovative curriculum, engagement with teachers, and a participatory democratic culture. We offer programs on three campuses in Burnaby, Surrey, and downtown Vancouver and work with learning communities, school districts, institutions of higher education and industry partners throughout British Columbia. The Faculty has an outstanding record in research grants and publications, and in the design and delivery of innovative on-campus, blended, and community-based programs in teacher education, professional development and graduate work. We seek candidates who are able to contribute in these areas and have interests in education across disciplinary boundaries, in keeping with the non-departmental organization of the Faculty.

SFU is a university that serves students of diverse ethnic, cultural, linguistic and international origins. Therefore, interest and/or experience in working in multicultural and international settings with students of diverse backgrounds is a desired attribute of all applicants.

Applicants are asked to email separate files (Word or PDF) to This email address is being protected from spambots. You need JavaScript enabled to view it.:

1. A signed application letter that includes the description of the applicant’s scholarly interests, research plans and achievements to date, teaching experience, and potential contributions to the faculty, as well as names and contact information of three referees. (If unable to send an application letter with a scanned signature, a signed original should be mailed to: Chair, Appointments Committee, c/o Devi Pabla, Faculty of Education, Simon Fraser University, 8888 University Drive, Burnaby, BC, Canada, V5A 1S6).

2. A current curriculum vitae; and

3. Two examples of scholarly papers

Deadline for applications is January 2, 2019

Only short-listed candidates will be contacted. Please do not ask referees to send letters of reference. All qualified applicants are encouraged to apply; however, Canadians and permanent residents will be given priority. Simon Fraser University is committed to employment equity and welcomes applications from all qualified women and men, including visible minorities, persons of aboriginal heritage, persons with disabilities, and LGTBQ-identified persons. The position is subject to availability of funding and final approval by the SFU Board of Governors. Under the authority of the University Act personal information that is required by the University for Academic Appointment Competitions will be collected. For further details see: https://www.sfu.ca/vpacademic/faculty_openings/collection_notice.html

 

Assistant Professor of Technology, Learning & Leadership at the University of Maryland, College Park

Application Deadline: December 1st, 2018

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The Department of Teaching and Learning, Policy and Leadership (TLPL) in the College of Education at the University of Maryland, College Park invites applications for a tenure-track position in Technology, Learning and Leadership at the rank of Assistant Professor. The TLPL Department is deeply committed to equity and excellence, embraces a broad range of theoretical and methodological orientations, values collaborative research and encourages faculty to work across program divisions and specializations. Technology, Learning, and Leadership (TLL) is interdisciplinary, and as a result, the ideal candidate could have expertise in any number of content areas in addition to technology. Therefore, all disciplinary topics (e.g. Art, Equity, Literacy, Policy, Science, Teacher Education, etc.) are welcome. Currently, faculty conduct research in several areas, including computational thinking, gaming, STEM and computer science education, and mobile and wearable technologies. The successful candidate will have complementary research interests to the expertise already present. As the TLPL Department is committed to increasing the diversity of the campus community, candidates are encouraged to identify their experiences in working with a diverse range of faculty, staff, and students, and their contributions to a climate of inclusivity.

 

Open Rank Professor of Education, Educational Psychology, Pennsylvania State University

Review of Application: November 10, 2018

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Open Rank Professor of Education, Educational Psychology
Position Announcement
Department of Educational Psychology, Counseling, and Special Education
Position Available
An open-rank, tenure-track position in Educational Psychology co-funded by the College of Education and the Institute for CyberScience (ICS).
Beginning Fall Semester 2019.

Appointment Conditions
This position is a tenure track, 36-week faculty appointment with the possibility of supplementary summer appointments in research and/or teaching. Full University benefits apply. Penn State has a strong commitment to the diversity of its workforce. We encourage applications from individuals of diverse backgrounds.

Responsibilities
The successful candidate will: have an active program of research, be responsible for teaching residential and online undergraduate and graduate courses, advise master’s and doctoral graduate students, and provide service to the Department, College, University, and professional organizations or other external agencies.

Required Qualifications
Candidates must have an earned doctorate in Educational Psychology, the Learning Sciences, Statistics, or a closely related field before the start date of the appointment. Candidates must also demonstrate a commitment to a significant program of interdisciplinary research that has the potential to secure external funding, commensurate with experience. Candidates must provide evidence of excellence in teaching and advising, commensurate with experience. Candidates must show potential to work with underserved and/or underrepresented populations.
The successful candidate will have expertise in the methodologies that intend to capture the complex, dynamic processes involved in learning and instruction through the use of computationally intensive and/or data intensive approaches.
As an ICS co-hire, the successful candidate will also have expertise in cyber-enabled research, including the development and application of innovative computational methods, and is expected to engage in interdisciplinary research that relies substantially on some combination of big data, complex simulations, machine learning, and related methodologies. Further information on the institute and its co-hires can be found at http://ics.psu.edu.

Desirable Qualifications
Research agendas may include one or more of the following:
• Methods for quantifying patterns generated by the complex, rich data sets that represent ongoing learning processes at the individual and group levels. Examples include, but are not limited to: social network analysis, natural language processing, learning analytics, data visualization, and Bayesian modeling.
• Methodologies that can be tied to learning outcomes and that attend to processes at the individual level, where that individual may be embedded in groups, conditions, or contexts.
• Methodologies that disentangle the patterns of influence within nested data sets to enrich understandings of the learning process in different settings.

The Pennsylvania State University
Penn State [http://www.psu.edu] is a comprehensive, multi-campus research university serving all regions of the Commonwealth, as well as the nation and the world in instruction, research, and service roles that require responsiveness to and support from society's public and private sectors. As a land-grant university, Penn State is responsible for providing a wide array of programs in the professional and technical disciplines, as well as a balanced offering of undergraduate and graduate programs in the arts and sciences. Penn State shares with other major research universities the traditional responsibilities to discover, develop, preserve, and disseminate knowledge.
The University Park campus is located within State College, PA, which was recently ranked number 5 in a ranking of top college towns by the American Institute for Economic Research, and number 15 in a ranking of the Safest College Towns in America by Safewise. State College is in a valley in the Appalachian Mountains, providing ample opportunity for outdoor recreation, and is within drivable distance from Washington, DC, Philadelphia, Pittsburgh, and New York City.

The College of Education
The College of Education (https://ed.psu.edu) at Penn State was established in 1923 to deepen and extend knowledge about the formation and utilization of human capabilities. It offers resident degree programs at the undergraduate and graduate levels as well as an extensive outreach effort aimed at continuing professional development for educators at distant locations. The College's research program is extensive and College faculty members secured over $36.7 million in external support during the past three years from a wide range of national and state government agencies, private foundations, and corporations. The College's location within a large, research oriented, land-grant University provides numerous opportunities for studying education from multidisciplinary perspectives in the context of a university-wide commitment to making life better for all citizens.
The College houses four academic departments: Curriculum and Instruction; Education Policy Studies; Educational Psychology, Counseling, and Special Education; and Learning and Performance Systems. The departments offer seven undergraduate majors to more than 2,250 students and 11 graduate programs to nearly 1,800 students, under authority of the Graduate School. Recent surveys rank the Penn State College of Education among the top colleges, schools, and departments of education in the United States and the world. The Educational Psychology program’s goal is to conduct translational research through grounded theoretical model building and empirical investigations with overt sensitivities to critical questions of educational importance.
The Institute for CyberScience
The Institute for CyberScience (ICS; https://ics.psu.edu/ ), one of Penn State’s five university-wide research institutes, connects researchers from numerous disciplines to answer critical scientific questions and societal issues through cyber-enabled research and methodology. ICS has nearly 300 affiliated faculty, with over 20 tenure-track co-hired faculty, engaged in interdisciplinary computation and data enabled research. Our co-hired and affiliated faculty utilize our ICS operated Advanced Cyber Infrastructure (ICS-ACI), Penn State’s high-performance research cloud, which is in the top 15 among our peers.

Application procedures:
Applicants must submit a detailed letter of application documenting qualifications for the position, current curriculum vitae, copies of official graduate transcripts (for candidates seeking appointment at the assistant professor level), and up to three representative reprints or preprints of scholarly publications (if available), and at least three names, mail and e-mail addresses, and telephone numbers of academic references. Review will begin November 10, 2018, and applications received by that date are assured full consideration; however, applications will be considered until the position is filled.

All application materials must be submitted electronically to https://psu.jobs/job/83695.
Inquiries can be made to the Search Chair:
Dr. Pui-Wa Lei
Educational Psychology-ICS Co-Hire Search Chair
140 CEDAR Building, University Park, PA 16802
This email address is being protected from spambots. You need JavaScript enabled to view it.
This job announcement is also available in alternate format. Employment will require successful completion of background check(s) in accordance with University policies. Penn State is committed to affirmative action, equal opportunity, and the diversity of its workforce. 

 

Assistant or Associate Professor in learning sciences at the University of Delaware

Review of application: November 19, 2018

Contact: Nancy Lavigne

The University of Delaware invites applications for a tenure-track Assistant or Associate Professor position in the Learning Sciences with expertise in learning technologies. The candidate should be an outstanding and energetic scholar with an interdisciplinary outlook who is committed to understanding how people learn in different contexts (e.g., classrooms, after-school programs, museums, digital games, professional development, etc.). Interests could be in supporting teaching and learning through learning technologies, the impacts of technology on the education system more broadly, and/or the design and efficacy testing of learning technology tools. The anticipated start date of this position is September 1, 2019.

Qualifications and Responsibilities. Doctoral degree in the learning sciences, educational technology, educational psychology, cognitive science, or a related field is required. Expertise in teacher education, professional development, and/or STEM learning is desirable. Depending on rank, the successful candidate will have a demonstrated record of scholarship and have secured external funding for their research, or have a strong potential to do so. In addition, candidates at the Associate level should have a record of excellence in teaching. The ideal candidate will exhibit the ability to create and support diversity, equity, and inclusiveness in all aspects of their work.

Responsibilities will include pursuing a rigorous and innovative line of research and supervising doctoral students. In addition, the candidate will teach undergraduate and graduate-level courses in educational technology and related topics delivered in face-to-face, hybrid, and online formats.

Learning Sciences at UD. The Learning Sciences faculty includes nine dynamic faculty whose interests include integrating technology into classrooms, incorporating engineering design in the science curriculum, studying and facilitating language development and playful learning, using science and literacy to foster scientific knowledge, and understanding why children struggle in mathematics and developing interventions to close the math achievement gap. Faculty in this specialization area have long-standing collaborations with colleagues at other institutions, departments at UD, and within the learning sciences. Learning Sciences faculty presently hold a total of 8 million in research funding and routinely receive external grants from the Institute of Education Sciences, the National Science Foundation, the National Institute of Child Health and Human Development, and private foundations. Faculty also held an IES Postdoctoral Training Grant focused on bridging cognitive, developmental, and education sciences. A commitment to mentoring junior scholars in their research and teaching is shared among Learning Sciences faculty.

About the University and the School of Education. Founded in 1743, the University of Delaware combines tradition and innovation, offering students a rich heritage along with the latest in instructional and research technology. Located in Newark, Delaware, within two hours of New York, Philadelphia, Baltimore, and Washington, D.C., the University is a Land Grant, Sea Grant, Space Grant, and Carnegie Research University (a research designation accorded to fewer than three percent of the degree-granting institutions in the U.S.), and with external funding exceeding $200 million annually. A state-assisted, privately governed institution, the University enrolls approximately 17,000 undergraduates and 4,000 graduate students. The University of Delaware has been recognized for the past five years by the Chronicle of Higher Education as one of America’s best university employers. The University of Delaware strongly believes that our future success is firmly predicated on our steadfast commitment to diversity, equity, and inclusive excellence. Diversity is a core value and guiding principle for our School's educational mission to prepare future scholars, educators, and leaders to educate and lead in increasingly diverse schools and communities.

The School of Education within the College of Education and Human Development has 50 full-time, faculty, and houses nearly 600 undergraduate majors and minors and 360 graduate students. The School offers an undergraduate major in elementary teacher education and undergraduate minors in educational studies, educational technology, and urban education. The School of Education supports several robust graduate programs at both the master’s and doctoral level including a PhD program in education, an EdD in educational leadership, and an EdS in school psychology. Faculty in the School of Education are highly research active in areas spanning language and literacy, mathematics education, the science of learning, sociocultural approaches, and educational policy. Faculty research is externally supported from numerous foundations and from federal agencies such as the Institute for Education Sciences, the National Science Foundation, and the National Institutes of Health. In the last several years, faculty have garnered external funding in excess of $21 million and the college ranks among the top universities nationally in obtaining federal support for education research. Faculty in the School of Education are recognized for their contributions to national conversations about critical educational issues, lead organizations working to address those issues, and provide a range of supports to the agencies at the front lines of improving educational opportunities and outcomes. The faculty are a methodologically diverse and collegial group of nationally and internationally known scholars.

The University of Delaware is an Equal Opportunity Employer that encourages applications from all groups, especially Minority Group Members and Women.

Applications. We will begin reviewing applications November 19, 2018 and will continue until the position is filled. Applications should include a letter describing the candidate’s research interests and accomplishments, potential for funding, teaching experience, and ability to support equity, diversity and inclusiveness. Applicants should submit a CV and three letters of reference.

For inquiries, contact: Dr. Nancy Lavigne, Search Committee Chair, 302-831-3109, This email address is being protected from spambots. You need JavaScript enabled to view it.. Applicants should apply through Interfolio at the following link: http://apply.interfolio.com/56793

 

Program Director, MA in Educational Innovation, Technology, and Entrepreneurship at the University of North Carolina at Chapel Hill

Review of application: October 31, 2018

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

The School of Education at the University of North Carolina at Chapel Hill invites applications for the position of Director of the Master of Arts in Educational Innovation, Technology, and Entrepreneurship (MEITE) program (http://soe.unc.edu/meite/). MEITE is among a handful of new national programs designed to prepare successful educational entrepreneurs who develop innovative solutions for educational challenges that capitalize on the learning sciences and cutting-edge technologies. This is a full-time, 12-month fixed-term faculty position.

The position is a unique opportunity to provide the vision and leadership needed to grow an established and proven innovative degree program. The position will involve instructional responsibilities, in the learning sciences, educational technology, and/or innovation and entrepreneurship, as well as leadership and administrative duties. The successful candidate will be expected to further refine or develop the MEITE program’s courses, curricula, and delivery options; continue to grow student enrollments; and expand the reputation and visibility of MEITE to levels that will position it as a flagship program on campus and in the nation.

The position requires a minimum of five years of leadership experience in the education sector in an innovative and entrepreneurial organization (nonprofit or for profit), such as: an entrepreneurial venture; an educational technology company; a public or private school; informal educational institutions, such as science centers and museums; or innovative educational program development experience, such as cutting-edge after school programs, summer programs, online programs, maker spaces, robotics, computer games, or children’s programming environments.

A doctoral degree is strongly preferred, albeit candidates with a master’s degree will be considered.

To apply for the position, submit a letter of interest, vita, and the names of four references with full contact information, using the online application process at http://unc.peopleadmin.com/postings/148244. For full consideration, all application materials should be received by October 31, 2018 at which time the search committee will begin reviewing applications. The search will remain open until filled. For more information, email the Search Committee Chair, Dr. Keith Sawyer, This email address is being protected from spambots. You need JavaScript enabled to view it..

The University of North Carolina at Chapel Hill is an equal opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, or status as a protected veteran. 

 

PhD Research Fellow in the Department of Education at the University of Oslo, Norway

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

Applications are invited for a four-year position as PhD Research Fellow attached to the research group “Knowledge, Learning and Governance in Higher Education and Work “ (HEDWORK) at the Department of Education, Faculty of Educational Sciences, University of Oslo.
The HEDWORK research group investigates the dynamic interplay between knowledge, learning and governance in higher education and in knowledge-intensive work. The group comprises researchers with different interdisciplinary backgrounds and offers an internationally oriented and stimulating research environment. More information about research topics and projects covered by HEDWORK can be found on the research group’s website: https://www.uv.uio.no/english/research/groups/hedwork/

The announced PhD position will be situated within one of the core areas of research of the HEDWORK group, ‘Teaching, learning and academic development in higher education’, with research examining mainly themes related to teaching and learning in higher education, learning environments, student engagement, assessment and feedback, and use of digital learning technologies in higher education. The PhD project is expected to contribute to the group’s research agenda by addressing aspects of student learning in complex learning environments, wherein digital technologies play an important role. In the current contexts of learning, students are expected to engage and organize their learning activities also beyond the institutional framework of their courses. They often use digital tools to navigate between and within various contexts (for example, institutional, informal, virtual), to access knowledge, experts, materials, or to organize their learning related activities. The PhD project should contribute to a better understanding of these processes from a perspective that takes into account the combination of intellectual, social, and digital-material aspects in the students’ learning process.

The project description is expected to elaborate on how such processes and implications for students’ learning will be examined. The focus can be on following students’ work/learning across time and contexts, on students’ engagement with organized or informal learning opportunities, on the relationship between the various resources and how these are used for learning, etc. It is essential that the project description addresses the role of digital technologies in the processes of navigation and learning in complex environments.

More about the position
The fellowship period is 4 years, with 3 years devoted to research education. The position entails a compulsory work load of 25% that consists of teaching and supervision duties and research assistance.

The research fellow must take part in the Faculty’s approved PhD program and is expected to complete the project within the set fellowship period. The main purpose of the fellowship is research training leading to the successful completion of a PhD degree. For more information, please see our web site: http://www.uv.uio.no/english/research/phd/

Qualification requirements
Applicants must hold a Master’s degree or equivalent in education or another field with relevance to higher education research (e.g., educational sciences, educational psychology, social or behavioral sciences, educational technology). The master’s degree (120 ECTS) must have a minimum grade B (ECTS grading scale) or equivalent. The Master’s degree must include a thesis of at least 30 ECTS
Documented experience with research within the educational field, preferably learning sciences, educational psychology, technology-enhanced learning
Fluent oral and written communication skills in a Scandinavian language and English
Advanced knowledge in higher education studies.

Personal skills
In the assessment of applications, emphasis will be put on
• the applicants’ academic and personal qualifications for completing the research training program
• personal suitability and motivation for the position
• good ability to collaborate nationally and internationally

We offer
• salary NOK 449.400 – 497.000 per annum depending on qualifications in a position as PhD Research fellow, (position code 1017)
• attractive welfare benefits and a generous pension agreement, in addition to Oslo’s family-friendly environment with its rich opportunities for culture and outdoor activities

How to apply
The application must include
• Cover letter including statement of motivation and research interests
• Project description (6-8 pages) see guidelines for project descriptions at https://www.uv.uio.no/english/research/phd/application/guidelines-for-the-project-description.html
• Completed application form for admission to the doctoral degree program, to be found at https://www.uv.uio.no/english/research/phd/application/research-fellowship.html
• CV (summarizing education, positions and academic work)
• Certified copies of diplomas, grade transcripts and any other testimonials
• In the event of diplomas from other countries: printouts of prospectuses or similar that describe the content and framework of the courses of study on which the application is based.
• All applicants must submit their Master’s degree Diploma and transcript(s). The transcript must specify the grade achieved on the Master’s thesis.
• A complete list of publications and academic works.
• List of reference persons: 2-3 references (name, relation to candidate, e-mail and phone number)

The application with attachments must be delivered in our electronic recruiting system, please follow the link: “Apply for this job”. Foreign applicants are advised to attach an explanation of their University's grading system. Please note that all documents should be in English (or a Scandinavian language).

When evaluating the application, emphasis will be given to the “project description” and the applicant’s academic and personal prerequisites to carry out the project. Applicants may be called in for an interview.

Formal regulations
Please see the guidelines and regulations for appointments to Research Fellowships at the University of Oslo. See more at https://www.uio.no/english/about/regulations/personnel/academic/guidelines-appointment-postdoc-researcher.html
According to the Norwegian Freedom and Information Act information about the applicant may be included in the public applicant list, also in cases where the applicant has requested non-disclosure.
The appointment may be shortened/given a more limited scope within the framework of the applicable guidelines on account of any previous employment in academic positions.
The University of Oslo has an agreement for all employees, aiming to secure rights to research results etc.

Candidates who intend to apply are encouraged to take contact for more information with Associate Professor Crina Damsa (This email address is being protected from spambots. You need JavaScript enabled to view it.).

The description of the vacancy can also be found at https://www.jobbnorge.no/en/available-jobs/job/157829/research-fellowhedwork2

  

Assistant Professor position in Learning and Cognition/Educational Psychology at the University of Minnesota

Review of application: November 15, 2018

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

The Department of Educational Psychology at the University of Minnesota invites applicants for a tenure-track Assistant Professor position in the Learning and Cognition / Educational Psychology Track of the Psychological Foundations Program. We seek an individual with a focus on any area of cognition and learning relevant to education. Ideally, his or her research program will include an educational technology component, such as the development of new learning technologies or the utilization of emerging technologies to better support student learning. Applicants must have earned a doctorate in cognitive psychology, cognitive science, educational psychology, or a related field. Candidates must be committed to building a strong publication record, establishing an externally supported program of research, and teaching and advising primarily at the graduate level. The search committee will begin its review of applications on November 15, 2018 and will remain open until filled. To see the full position description and application process, please visit https://employment.umn.edu and search for Requisition Number: 326838.

 

Open-Rank Professor in Learning Sciences at the University of Iowa

Review of application: Screening will continue until the position is filled

Contact: Ben DeVane

https://jobs.uiowa.edu/faculty/view/73485

The Department of Psychological and Quantitative Foundations at the University of Iowa invites applications for an academic year tenure-track faculty position at the rank of assistant, associate or full professor in the Learning Sciences program.  The position will begin August 2019. 

The Department of Psychological and Quantitative Foundations seeks applicants for an open-rank tenure-track professor position in the learning sciences. The successful candidate will have a generative approach to advancing theory and general knowledge in the learning sciences and investigating innovative learning environments.  Research interests that would complement those of our current faculty include personalized and adaptive learning.  The University of Iowa provides many opportunities for interdisciplinary research and collaboration with faculty in the health, social sciences, and other disciplines.  The successful candidate will join the faculty of the Educational Psychology and Learning Sciences program, which currently has a Ph.D. and M.A. program as well as a strong service teaching component in our College of Education.

Please find more information at https://jobs.uiowa.edu/faculty/view/73485

Kathy L Schuh (Search Chair) - This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 319-335-5667
Department URL: https://education.uiowa.edu/pq

ONLINE APPLICATION REQUIRED DOCUMENTS
- Curriculum Vitae
- Letter of Interest
- Two or three samples of scholarly work
- Teaching evaluations
- Graduate college transcripts
- Number of References: 3
- Letters of Recommendation are required as part of the application process. Upon submission, references selected will be notified by e-mail with directions on how to electronically submit letters to the University of Iowa.

 

Graduate Assistant in Learning Technologies at the University of Lausanne

Application deadline: October 31, 2018

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

Learning technologies to support students while they learn how to code

Programming skills are becoming fundamental in many curricula. The latest trends in teaching students how to code indicate that students learn best when they can ‘learn by doing’. This is why in the recent year we have seen an explosion of technologies designed to provide learning environments where students can experiment with code in real time. An example of this is the Jupyter project. Although these environment allow students to experiment and manipulate with code they are still far from being perfect. One of the lacking aspect is the lack of support for peer programming. The successful candidate will research enhancements for this learning environments and their effects on the learning outcomes.

The successful candidate will be supervised by Prof. Thibault Estier and by Prof. Mauro Cherubini.

Prof. Thibault Estier joined the University of Lausanne in 1999. He received his PhD in Information Systems from University of Geneva in 1995, then joined an internet startup (inextenso.com) which produced in 1997 the first Web CMS (Content Management System) on the market in Switzerland. He has been teaching database design, system integration, conceptual modeling, programming, and open source technologies for 20 years. His topic of research concerns evolutive information systems and evolutive knowledge bases.

Prof. Mauro Cherubini joined the University of Lausanne in 2016. Prior to that, he worked as a Research Scientist at Google in Zurich and at Telefónica Research in Barcelona. He received his PhD in Computer Science from the Swiss Institute of Technology in Lausanne (EPFL) in 2008. Before his time at EPFL, he conducted research at the MIT Media Lab in Boston. Prof. Cherubini has accumulated over 15 years of experience conducting research in HCI and publishing in the top venues of this field.

More information and how to apply here: http://bit.ly/2QmbHzv

 

Post-doctoral position in STEM Education at the Indiana University School of Education – Bloomington

Review of application: October 30, 2018

Contact: This email address is being protected from spambots. You need JavaScript enabled to view it. & Cindy Hmelo-Silver

This open position is a postdoctoral scholar in STEM education in the Center for Research on Learning and Technology at the Indiana University School of Education – Bloomington.

The position will require work across multiple projects related to the study of science education, team- based learning, and development of intelligent assistants to support teacher orchestration in problem- based learning. We are looking for a candidate with experience in STEM education accompanied by some of the following focus areas: team-based problem solving, problem/inquiry-based learning, design of teacher dashboards, scaffolding complex problem-solving, multimodal learning analytics, and teacher professional development. Together with a collaborative team, the candidate’s primary research will focus on designing, testing / researching, and refining intelligent cognitive assistants to support PBL orchestration in the classroom. The individual will oversee project timelines, action items, and research coordination across multiple sites, recruiting schools and participants for research projects as well as data analysis. The appointment is a one-year position with possible renewal for a second year, conditional on satisfactory performance review after the first year and continued funding.

Basic Qualifications
Required qualifications include an earned doctorate in instructional technology, learning sciences, science education or a related field, as well as fieldwork experience in K-12 settings or working with K-12 personnel. Strong methodological training in research/statistics and qualitative analysis.
Preferred skills and abilities include experience in teacher professional development, mixed method research design and video data analysis, and video editing. Experience in project management and IRB protocol development highly desired.

This position offers the opportunity to receive mentoring and learn about conducting research on PBL orchestration, systems thinking, game-based learning, and analytic methods. The candidate will participate in theoretical synthesis, data analysis, supervision and mentoring of graduate research assistants, writing and dissemination of findings - contributing to publications and conference presentations, as well as supporting both data and project management. The candidate will have mentored opportunities for writing journal and conference publication
Indiana University School of Education 201 N. Rose Ave.
Bloomington, IN 47405-1006
Inquiries about application submission may be directed to Jane Kaho This email address is being protected from spambots. You need JavaScript enabled to view it. 812.856.8019

Special Instructions
To apply for this position, please upload to http://indiana.peopleadmin.com/postings/6745 a letter of interest that outlines: a) your interest in working on this project, b) what you feel you can contribute to this work, c) your relevant skills and experiences. Upload this letter, a current CV, writing sample, and names and contact information of three references Review of applications will begin October 30, 2018 and continue until filled. Start date is targeted for January 15, 2019.
Indiana University is an equal employment and affirmative action employer and a provider of ADA services. All qualified applicants will receive consideration for employment without regard to age, ethnicity, color, race, religion, sex, sexual orientation, gender identity or expression, genetic information, marital status, national origin, disability status or protected veteran status.

 

Assistant Professor of Learning Sciences at Clemson University

Review of application: Preference will be given to applications received by Oct. 15, 2018.

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

The Department of Education and Human Development in the College of Education at Clemson University seeks a 9-month, tenure-track Assistant Professor of Learning Sciences with an anticipated start date of August 2019.
Consistent with the university’s land grant mission, the College of Education at Clemson is dedicated to promoting the growth, education, and development of all individuals, and to engaging in high quality, applied research, and professional learning. The College of Education is focused on serving underperforming schools as well as marginalized communities. The successful candidate will join a collaborative and engaged faculty committed to fulfilling this mission through research, teaching, and service in higher educational and P-12 settings. Salary is competitive and commensurate with experience and qualifications. The successful candidate will be expected to develop and maintain an active scholarly research agenda and participate in external research and grant activities. In addition, the new faculty member will be expected to develop and teach undergraduate and graduate-level courses, recruit and advise doctoral-level graduate students, actively contribute to the growth and continuous improvement of the Learning Sciences Doctoral Program, and provide service to the profession, university, and state.

Qualifications
Required qualifications: Earned doctorate in Learning Sciences or a related field, with an emphasis in digital media and learning. Preference will be given to candidates with knowledge and research experience in any aspect of learning with digital media, emerging technologies (e.g. virtual/augmented realities, game-based learning), embodied learning, or online learning environments. Teaching experience at the P-12 and/or university levels is desirable.

Application Instructions
Applicants should electronically submit all applications and related materials via Interfolio - https://apply.interfolio.com/55512
Required materials include a cover letter specifying qualifications including academic preparation and experience, a curriculum vita, three (3) letters of professional reference, and unofficial copies of all collegiate transcripts. Priority will be given to applications completed by October 15, 2018.
Questions about the position should be directed to Faiza Jamil (This email address is being protected from spambots. You need JavaScript enabled to view it.) and Debi Switzer (This email address is being protected from spambots. You need JavaScript enabled to view it.).

Equal Employment Opportunity Statement
Clemson University is an AA/EEO employer and does not discriminate against any person or group on the basis of age, color, disability, gender, pregnancy, national origin, race, religion, sexual orientation, veteran status or genetic information. Clemson University is building a culturally diverse faculty and staff committed to working in a multicultural environment and encourages applications from minorities and women.

 

Assistant, Associate, or Full Professor in Learning Sciences and Psychological Studies at the University of North Carolina at Chapel Hill

Review of application: October 1, 2018

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

Learning Sciences
Open Rank – Tenure Track/Tenure Eligible

The School of Education at the University of North Carolina at Chapel Hill invites applications for a position in Learning Sciences and Psychological Studies starting July 1, 2019. This is a full-time, 9-month tenure-line or tenured appointment depending on rank at the time of hire.

Context: The University of North Carolina at Chapel Hill (Carolina), established in 1793 as the first public university in the nation, is a doctoral-granting institution situated in the beautiful college town of Chapel Hill, NC. Ranked fifth among public institutions by US News & World Report, and one of the original public ivy schools, Carolina has earned a reputation as one of the best universities in the world, and the School of Education is among the best in the nation. The School of Education prides itself on its strong, diverse student body, unparalleled academic opportunities, and a value unmatched by any public university in the nation.

Responsibilities: Candidates will carry out a research program, actively pursue external funding, and contribute to collaborative and interdisciplinary research and instructional efforts across the School of Education and campus. Candidates also will (a) develop and teach undergraduate and graduate courses in the learning sciences and related areas delivered in face-to-face, online, and/or blended formats; (b) contribute to the ongoing development of undergraduate and graduate programs; (c) actively recruit and supervise graduate students; (d) support strategic initiatives across the School and campus; and (e) provide leadership and service at the local, state, and national levels.

Educational Requirements: Candidates must have an earned doctorate in the learning sciences, educational psychology, teaching and learning in the content areas, or closely related fields.

Qualifications: Candidates at the Assistant Professor level must have an earned doctorate at the time of hire. Candidates at the Associate and Full levels must have an established record of research, funding, teaching, and service to meet the University’s requirements for tenure and appointment at the respective rank. Depending on rank, candidates will demonstrate a research program that will lead to an outstanding and sustained record of scholarship and securing external funding or will already have such an established record. Candidates will have strong potential, or an established record, of outstanding university teaching and guiding students through dissertation research projects. Successful candidates will have a research program that focuses on one or more of the following: (1) the design and scale-up of innovative learning technologies and/or digital learning environments (e.g., virtual and augmented realities; serious gaming; embodied learning through making; handheld and networked devices; computer-supported collaborative learning); (2) empirical and theoretical studies of the cognitive and sociocultural structures, processes, and mechanisms that underly technology-enhanced learning environments; and/or (3) design-based learning sciences research in real-world learning environments. The candidate’s research can focus on any learning environment (e.g., schools, museums, libraries, after-school programs, culturally embedded practices, etc.) and any subject area (e.g., math, science, art and design, history, etc.).

Salary and Starting Date: Salary will be competitive and commensurate with rank and experience. The proposed starting date is July 1, 2019.

The Application Process: To apply for the position, submit a letter of interest, vita, and the names of four references with full contact information, using the online application process at http://unc.peopleadmin.com/postings/12644. For full consideration, all application materials should be received by October 1, 2018 at which time the search committee will begin reviewing applications. The search will remain open until filled.

For more information, email the Search Chair, Dr. Keith Sawyer, This email address is being protected from spambots. You need JavaScript enabled to view it.

The University of North Carolina at Chapel Hill is an equal opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, or status as a protected veteran.

 

Open Rank Position in Science Education at University of North Carolina at Chapel Hill 

Review of application: October 1, 2018

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

Responsibilities: Candidates will carry out a research program, actively pursue external funding, and contribute to collaborative and interdisciplinary research and instructional efforts across the School of Education and campus. Candidates also will (a) develop and teach undergraduate and graduate courses in science education and related areas delivered in face-to-face, online, and/or blended formats; (b) contribute to the ongoing development of undergraduate and graduate programs; (c) actively recruit and supervise graduate students; (d) support strategic initiatives across the School and campus; and (e) provide leadership and service at the local, state, and national levels.
Educational Requirements: Candidates must have an earned doctorate in science education or a closely related field.
Qualifications: Candidates at the Assistant Professor level must have an earned doctorate at the time of hire. Candidates at the Associate and Full levels must have an established record of research, funding, teaching, and service to meet the University’s requirements for tenure and appointment at the respective rank. Depending on rank, candidates will demonstrate a research program that will lead to an outstanding and sustained record of scholarship and securing external funding, or will already have such an established record. Candidates will have strong potential, or an established record, of outstanding university teaching and guiding students through dissertation research projects. Strong preference will be given to candidates with a scholarly and research focus on the teaching of science and/or science teacher education. A focus on the applications of cutting edge-digital ecologies to the teaching and learning of science, and/or science teacher education is preferred.
Salary and Starting Date: Salary will be competitive and commensurate with rank and experience. The proposed starting date is July 1, 2019.
The Application Process: To apply for the position, submit a letter of interest, vita, and the names of four references with full contact information, using the online application process at http://unc.peopleadmin.com/postings/145853. For full consideration, all application materials should be received by Oct. 1, 2018 at which time the search committee will begin reviewing applications. The search will remain open until filled.

 

McDonnell Family Bridge Professor in STEM Education Research at Tufts University

Review of application: Begins on November 2, 2018

Tufts University invites applications for the McDonnell Family Bridge Professorship in STEM Education Research. The successful candidate will be appointed as a tenured professor in both the School of Engineering and the School of Arts & Sciences, and they will help lead the newly-formed Institute for Research on Learning and Instruction(IRLI). Distinguished candidates may also be considered at the rank of associate professor with tenure, to assume the named chair on promotion to professor pending the approval of the appropriate university officials.

The Bridge Professorship and IRLI are designed to support discipline-based education research that includes but is not necessarily limited to undergraduate levels. We seek a scholar with a distinguished record of research related to engineering or computer science education. The Bridge Professor will •pursue a program of scholarly research including but not limited to undergraduate levels and supported by extramural funding; •teach undergraduate courses in their discipline as well as graduate and undergraduate courses focused in the Learning Sciences;•advise PhD, masters, and undergraduate students; •serve as a senior faculty member of IRLI, helping to shape its formation and direction in research, teaching, and outreach. The successful candidate has a doctoral degree in a STEM field, the Learning Sciences, or related area and a distinguished record of research in undergraduate STEM Education. Desirable areas of experience and emphasis include underrepresented students, educational technology, and institutional change.

Review of applications will begin on November 2, 2018. Applicants should submit a cover letter describing their research and teaching, curriculum vitae, copies of two representative scholarly works, and the names and affiliations of three to five references. References will be contacted only if a candidate advances through the review process and gives permission to make the contact. All materials must be submitted electronically through Interfolio at http://apply.interfolio.com/54150. For questions about IRLI, applicants should contact Professor David Hammer, This email address is being protected from spambots. You need JavaScript enabled to view it..For questions about the position or the search, applicants should contact Vice Provost Kevin Dunn, This email address is being protected from spambots. You need JavaScript enabled to view it..

Tufts University is an Affirmative Action/Equal Opportunity employer. We are committed to increasing the diversity of our faculty. Members of underrepresented groups are strongly encouraged to apply and to identify their status in the cover letter.More information about Tufts University can be found at: https://www.tufts.edu/about/tufts-at-a-glance

 

Assistant or Associate Professor of Learning Sciences & Human Development at the University of Washington

Review of application: Begins on October 1

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

The University of Washington College of Education is seeking two positions in the area of Learning Sciences & Human Development: Assistant/Associate Professor in Adolescent Development Within and Across Contexts and Assistant Professor in in Community/Civic Engagement as Social Transformation. Both are 9-month, tenure track positions. The College of Education is building its capacity for community-engaged work with American Indian /Alaska Native youth, families, and communities. Preference will be given to candidates with expertise in these areas.

The specific constellation of expertise in any individual faculty position is somewhat flexible. All successful candidates will bring a demonstrated commitment to examining and contributing to equitable educational opportunities and systemic transformation (e.g., attending to issues of race, culture, class, gender, sexuality, and colonization in knowing and learning).

Review of applications begins October 1 and will continue until the positions are filled. For more information about the search and the University of Washington College of Education or to apply, go to https://apply.interfolio.com/53621.

 

Director of the Math and Science Education PhD program at Middle Tennessee State University

Review of application: Begins on September 3, 2018 and continues until the position is filled with a prefered start date of Fall 2019

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

Middle Tennessee State University (MTSU) is seeking a tenure-track faculty member (#107490) with a national reputation of scholarship in mathematics education, biology education , chemical education, and/or science education to direct and grow the interdisciplinary PhD program in Mathematics and Science Education (MSE; http://www.mtsu .edu/programs/math-science­ education-phd). Candidate must qualify for rank of associate professor or professor. Expedited tenure upon appointment possible. Start date for the position is August 1, 2019.

The successful candidate will have a record of funded research in mathematics, biology, chemistry, and/or science education, experience mentoring PhD students, experience collaborating with a diverse community of academics, and ability to articulate a clear vision for the growth of the MSE PhD program.

 

Faculty Position in the Program for Learning Sciences, Technology, and Design Graduate School of Education, Stanford University

Application Deadline: December 31, 2018

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

The Stanford University Graduate School of Education plans a tenure track, assistant or associate professor appointment. We seek candidates from a variety of academic disciplines whose research embodies state-of-the-art approaches that use, design, create, and/or study advances in learning technologies. We also invite applications from candidates who conduct research employing diverse tools to investigate how technology may augment learning, in and out of school.

The successful candidate will contribute to teaching and advising doctoral and masters students in the GSE.

Applicants are required to provide:

  • a cover letter describing their research agenda and teaching experience
  • curriculum vitae
  • three scholarly publications
  • Applicants for Assistant rank positions should submit three letters of reference.
  • Applicants for Associate Professor rank should submit a list of three names of references (complete with addresses and phone numbers). We will request letters of recommendation for a short list of finalists only.

This search is chaired by David Jacks Professor of Education and Learning Sciences Roy Pea.

All application materials must be submitted online. Please submit your application on Interfolio: http://apply.interfolio.com/51767

Please submit applications by September 30, 2018.

Questions pertaining to this position may be directed to Tanya Chamberlain, Faculty Affairs Officer, This email address is being protected from spambots. You need JavaScript enabled to view it..

Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law. Stanford also welcomes applications from others who would bring additional dimensions to the University's research, teaching and clinical missions.

 

Post-docs/Research Scientist Learning Ethnographies of New Engineers, Learning Sciences, Northwestern University

Start: As soon as possible, one year duration

Application Deadline: August 31, 2018

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

NSF REAL grant 2014-2018

Northwestern University seeks applicants for a one-year post-doctoral research fellow starting immediately. This is a research fellowship working with Principal Investigator Reed Stevens.

This research fellow will work on data analysis, writing, and potential follow up interviews with research participants in the Learning Ethnographies of New Engineers (LENE) project funded by the National Science Foundation (see http://www.nsf.gov/awardsearch/showAward.do?AwardNumber=1252372). The leading goal of the project is to understand and compare the learning and work experiences of new engineers: recently graduated engineering students in their first jobs. The rich project data is already collected and has been partially analyzed and written about, but many opportunities for further analysis and writing abound in the data corpus. This is an opportunity for a post-doc to focus on further development of qualitative analysis and writing, with the likelihood of multiple first and co-authored publications.

Required qualifications include an earned Ph.D. in a social sciences discipline with significant training in qualitative fieldwork (e.g. learning sciences, science studies, anthropology, sociology, engineering/STEM education). The primary work expectation for this project is research analysis and writing, so those skills (rather than ethnographic data collection) will be given priority in the application review process. There are possibilities for follow-up interviews with research participants, which would be mutually decided by the Principal Investigator and the post-doctoral fellow. Familiarity with engineering or other technical disciplines is desirable but not required.

The postdoctoral fellow will develop further expertise in ethnographic research analysis, video-based interaction analysis, and theoretical perspectives on embodied knowledge, situated learning, and identity formation. The postdoctoral fellow will participate in research group meetings and ongoing professional development opportunities in the target areas of the project and will have opportunities to participate in Northwestern’s internationally recognized Learning Sciences program as well as in the intellectual environment of Northwestern more broadly.

Compensation: This is a full-time, 12-month position with full benefits. The budget also includes conference travel funds for the postdoc.

Interested applicants should submit the following materials: a cover letter addressing your qualifications and career history, as well as how the postdoctoral position with LENE fits with your career goals; a Curriculum Vitae; the names and contact information of three scholars who can serve as references; and two samples (published or unpublished) of your scholarly work, one of which you identify as a research paper that best represents your potential as a scholar with qualitative data analysis and the goals of the LENE project.

Review of applications will begin immediately and continue until the position is filled. Email your applications materials to This email address is being protected from spambots. You need JavaScript enabled to view it. with the subject line “LENE postdoc 2018”.

Northwestern University is located in an attractive lakefront community adjacent to Chicago. Northwestern University is an Equal Opportunity, Affirmative Action Employer of all protected classes, including veterans and individuals with disabilities. Women, racial and ethnic minorities, individuals with disabilities, and veterans are encouraged to apply. Hiring is contingent upon eligibility to work in the United States.

 

Three Postdoctoral Fellows for Educational Change at Scale

Start Date: begin as early as September 2018 or as late as January 2019

Application Deadline: December 31, 2018

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

We are seeking three Postdoctoral Fellows to participate in complex, multidisciplinary projects related to supporting educational change in large systems. The first project involves a state-wide project focused on training and supporting instructional mathematics coaches within a continuous improvement framework; the project is now in an extensive data analysis phase. The second project involves designing and studying a measurement system for the improvement of grades 4–8 mathematics teaching and will entail secondary data analyses of quasi-experimental instructional data and a design-based implementation research (DBIR) study that produces and iteratively refines tools for teacher professional learning. The third project involves the intersection of school networks and continuous improvement to support ELA outcomes in a network of urban secondary schools; data collection will begin Fall 2018.

Postdoctoral fellows would interact with large interdisciplinary teams, but would work most closely with Jennifer Russell, Mary Kay Stein, Richard Correnti and Christian Schunn from the Learning Research and Development Center at the University of Pittsburgh with the goal of building expertise and strong publications.

The positions could begin as early as September 2018 or as late as January 2019. Initial appointments are for two years and have the possibility of extension for an additional year. We seek applicants with strong training in at least one of these areas: practical measurement, continuous improvement research models (e.g., networked improvement communities, rapid inquiry cycles), advanced quantitative methods (e.g., HLM, growth curving modeling, IRT), research practice-partnerships (e.g., DBIR), or social network analysis.

Review of applications will begin immediately and will continue until the positions are filled.

To apply to these positions, please send a cover letter, CV, and two representative publications to: This email address is being protected from spambots. You need JavaScript enabled to view it.. For questions, please contact Jennifer Russell (This email address is being protected from spambots. You need JavaScript enabled to view it.), Mary Kay Stein (This email address is being protected from spambots. You need JavaScript enabled to view it.), or Christian Schunn (This email address is being protected from spambots. You need JavaScript enabled to view it.). The University of Pittsburgh is an Equal Opportunity, Affirmative Action Employer of all protected classes, including veterans and individuals with disabilities. Women, racial and ethnic minorities, individuals with disabilities, and veterans are encouraged to apply. Hiring is contingent upon eligibility to work in the United States.

 

Postdoctoral Fellow at Smith College

Duration: 2 years

Application Deadline: September 30, 2018

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

Participate as a member of a National Science Foundation-funded educational research team. The goal of this team is to explore the benefits of applying imaginative education through digital storytelling in designing NGSS-aligned middle school curricula. Once created, the curricula will be implemented in 6th grade classrooms throughout Springfield Public Schools to research its impact on learning and the development of STEM identity.

The Postdoctoral fellow will play a central role in designing and implementing the research plan. This will include helping to develop and implement curricula and assessment instruments; analyzing data; and publishing and disseminating research results. The fellow will receive extensive support and mentoring from both engineering and education faculty members.

Duties and Responsibilities:

  • Work with the research team and Springfield Public School teachers to develop digital storytelling curricula based on Imaginative Education theory. Develop and help implement assessment instruments for measuring changes in learners' capacities to engage in both innovative and direct application of engineering concepts. then participate in analyzing the collected data. Play a role in disseminating the research results by helping to prepare manuscripts for publication, writing research reports and attending professional conferences.
  • Attend and sometimes lead project team meetings.
  • Help manage various aspects of the grants, including: overseeing undergraduate student researchers; reporting to the National Science Foundation; managing the budget; and preparing materials for the Institutional Review Board.
  • Assist the project team in researching additional funding sources and potentially preparing additional grant proposals during the term of the grant.

Qualification & Education/Experience: Doctorate in the learning sciences or a related field with an emphasis on learning and pedagogy. Science and engineering education as a specialty would be desirable.

Skills: Knowledgeable in educational assessment and statistical analysis.

Additional Information: this is a two year, limited term, grant-funded position.

Smith College is an EO/AA/Vet/Disability employer.

 

Assistant or Associate Professor level in the Department of Educational Psychology (Learning and Cognition Program) University of Utah

Joint hire between the Natural History Museum of Utah (NHMU) and the Department of Educational Psychology (Learning and Cognition Program), both at the University of Utah.

Application Deadline: November 30, 2018

Contact: This email address is being protected from spambots. You need JavaScript enabled to view it. and/or This email address is being protected from spambots. You need JavaScript enabled to view it..

The University of Utah seeks to fill a tenure-track faculty position in the learning sciences focused on STEM learning in museums and informal contexts. This is a joint hire between the College of Education and the Natural History Museum of Utah (NHMU), both at the University of Utah. Faculty appointment will be at the Assistant or Associate Professor level in the Department of Educational Psychology (Learning and Cognition Program).

As part of this position, the faculty member will be expected to:

  • Develop and maintain a program of high-quality learning sciences research focused on learning (broadly construed) with potential application to learning STEM content in museums and/or informal spaces. Area of specialization is open, but examples may include: learning technologies for informal learning; research on barriers and opportunities for deeper learning in museum contexts; social and collaborative learning in museums/informal environments; transformative STEM experiences in museum environments; multimedia and tangibles for STEM learning in informal spaces.
  • Collaborate with natural science and visualization faculty to develop meaningful research concerning how, when, and to what extent public audiences learn in museum/informal contexts
  • Conduct research using the museum’s learning laboratory and educational spaces
  • Publish academic research articles, contribute to scientific discourse, and translate learning research into practical recommendations related to public learning in museum contexts
  • Teach relevant university courses, advise/supervise graduate students in the Learning and Cognition program within the Department of Educational Psychology, and participate in museum public programming
  • Develop research funding proposals to national agencies and foundations
  • Participate in faculty governance at the department, college, and university levels

This position is part of an interdisciplinary cluster of faculty at the University of Utah that brings together natural scientists, visualization researchers, and learning scientists to engage in novel research, outreach, and public learning. Positions in the cluster build on a long history of faculty positions shared between academic departments and NHMU. More information about this position and the cluster can be found online: https://nhmu.utah.edu/sustaining-biodiversity.

Review of applications will begin October 22, 2018, and continue until filled. Submit an application on-line at https://utah.peopleadmin.com/postings/81106 including a curriculum vitae, research samples, the names and email addresses of three references, and three statements: research, teaching, and museum program interests (i.e., describe how your research may impact and contribute to exhibits and public programs at the museum, particularly in collaboration with natural and/or visualization scientists). Candidates must have a completed Ph.D. by time of appointment. Questions may be directed to the Museum’s Executive Director, Sarah George (This email address is being protected from spambots. You need JavaScript enabled to view it.) and/or the Chair of Educational Psychology, Anne Cook (This email address is being protected from spambots. You need JavaScript enabled to view it.).

The University of Utah is an Affirmative Action/Equal Opportunity employer and does not discriminate based upon race, national origin, color, religion, sex, age, sexual orientation, gender identity/expression, status as a person with a disability, genetic information, or Protected Veteran status. Individuals from historically underrepresented groups, such as minorities, women, qualified persons with disabilities and protected veterans are encouraged to apply. Veterans’ preference is extended to qualified applicants, upon request and consistent with University policy and Utah state law. Upon request, reasonable accommodations in the application process will be provided to individuals with disabilities.

The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically underrepresented students.

 

Tenure-track position at the Assistant Professor level in Measurement and Cognition Department of Educational Psychology University of Utah

Application deadline: November 30, 2018

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

The Department of Educational Psychology (http://ed-psych.utah.edu/) in the College of Education at the University of Utah invites applications for a tenure-track position at the Assistant Professor level with primary responsibilities in Measurement in the Learning Sciences program. The Learning Sciences program offers undergraduate and graduate instruction in the areas of learning, cognition, and educational psychology. Faculty members conduct basic or applied research in their area of expertise, and also provide support to the department’s other graduate degree programs in Counseling Psychology, School Psychology, and Reading and Literacy.

Responsibilities: In addition to service at the program, college, and university levels, responsibilities will include:

  1. development and maintenance of an ongoing program of scholarly research related to a central area of cognitive psychology, such as but not limited to working memory, reasoning and problem solving, or individual differences in cognition;
  2. design, teaching, and coordination of core courses at the graduate level in measurement (e.g., reliability, validity, classical test theory, item response theory, generalizability theory, and other relevant graduate measurement topics) and in their areas of expertise in cognitive psychology;
  3. advisement and supervision of graduate student masters theses and doctoral dissertations;
  4. development of research funding proposals to appropriate national agencies and foundations.

Qualifications: This position requires an earned doctorate in Educational Psychology, Learning Sciences, Cognitive Psychology, Cognitive Science, Psychology, or a related field. Candidates should have a strong program of theory-driven research that studies learning, cognition, working memory, reasoning and problem solving, individual differences, or other Learning Sciences related specialties. Candidates should be able to teach graduate level courses in measurement, cognition, learning sciences, and related areas (possibly including statistics). Preference will be given to candidates with a strong commitment to research that is grounded in psychological theories of learning and cognition.

Application Process: All applications must be submitted on-line (http://utah.peopleadmin.com/postings/80478) via the University of Utah web site. Do not send application materials directly to the department. As part of the application process, you are required to upload (1) a letter of application that outlines interests and qualifications, (2) curriculum vitae, (3) selected research manuscripts or journal articles, and (4) contact information for three individuals from whom letters of recommendation can be requested. File review will begin September 17, 2018, and continue until the position is filled. Inquiries and requests for further information should be directed to the Measurement Search Committee Chair: Michael Gardner (This email address is being protected from spambots. You need JavaScript enabled to view it.).

Setting:

The Learning Sciences program offers Ph.D. (Learning and Cognition)., M.S. (Learning and Cognition), Masters of Statistics, and M.Ed. (in Instructional Design and Educational Technology) degrees through the department of Educational Psychology, University of Utah. The department also includes APA approved doctoral programs in Counseling Psychology and School Psychology, as well as masters programs in Counseling, and doctoral and masters programs in Reading and Literacy.

Located in metropolitan Salt Lake City in the foothills of the Wasatch Mountains, the University of Utah is the state's flagship research institution and emphasizes exceptional scholarship, quality teaching, and professional service. The university serves over 32,000 students from across the U.S. and the world with over 72 major subjects at the undergraduate level and more than 90 major fields of study at the graduate level, including law and medicine. Known for its proximity to seven world-class ski resorts within 40 minutes of campus, the University of Utah encourages an active, holistic lifestyle, innovation and collaborative thinking to engage students, faculty and business leaders. Salt Lake City is a vibrant major metropolitan area with a diverse, multicultural population and numerous cultural and outdoor activities.

EEO/Diversity Information:

The University of Utah is an Affirmative Action/Equal Opportunity employer and does not discriminate based upon race, national origin, color, religion, sex, age, sexual orientation, gender identity/expression, status as a person with a disability, genetic information, or Protected Veteran status. Individuals from historically underrepresented groups, such as minorities, women, qualified persons with disabilities and protected veterans are encouraged to apply. Veterans’ preference is extended to qualified applicants, upon request and consistent with University policy and Utah state law. Upon request, reasonable accommodations in the application process will be provided to individuals with disabilities. To inquire about the University’s nondiscrimination or affirmative action policies or to request disability accommodation, please contact: Director, Office of Equal Opportunity and Affirmative Action, 201 S. Presidents Circle, Rm 135, (801) 581-8365.

The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically underrepresented students.

 

Assistant or Associate Professor of Learning Analytics School of Education and Connected Learning Lab

Review of Applications: begins September 15th, 2018

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

Please see the following URL for a detailed description and application https://recruit.ap.uci.edu/apply/JPF04883

 

Assistant/Associate/Full Professor, Educational Psychology and Learning Sciences, Department of Educational Psychology and Higher Education at the University of Nevada

Although this position will remain open until filled, review of candidates' materials will begin on September 1, 2018

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

ROLE of the POSITION

The Department of Educational Psychology and Higher Education at the University of Nevada, Las Vegas seeks two tenure-track faculty to join the Educational Psychology program and/or the Learning Sciences program. The individuals hired will collectively represent expertise and skills outlined in the qualifications section of this announcement. The individuals hired will be expected to teach graduate level courses in their areas of expertise/specialization. The individuals hired will also be expected to teach existing courses in intermediate and advanced statistics, cognition and learning, or self-regulated learning. In addition, the selected candidates will be expected to advise students, conduct research and publish in scholarly journals, seek and obtain external funding, and perform university and national/international service. We are particularly interested in individuals who will contribute to the University's developing campus-wide initiatives surrounding the application of learning analytics to improve college student success.

QUALIFICATIONS

These positions require an earned doctorate in Educational Psychology, the Learning Sciences, or a related field from a regionally accredited college or university. Preference will be given to candidates with research programs in one or more of the following areas: (a) learning analytics; (b) cognition and learning, technology, metacognition, self-regulated learning, or motivation; or (c) advanced quantitative statistical modeling or other areas of educational statistics. Experience working in STEM (Science, Technology, Engineering, and Mathematics) fields or conducting research on success in STEM is desirable. Additional desirable qualifications include strong quantitative skills applied to working with large databases and/or the design of online or face-to-face learning environments that are responsive to learner needs. A history of successful collaborative partnerships related to the application of foundational knowledge to improve educational systems or interest in contributing to applied partnerships is desired. Applicants should demonstrate a successful record of publication in top journals in their respective fields. A record of securing extramural grant funding is desirable.

SALARY RANGE

Salary competitive with those at similarly situated institutions. Position is contingent upon funding.

APPLICATION DETAILS

Submit a letter of interest, a detailed resume listing qualifications and experience, and the names, addresses, and telephone numbers of at least three professional references who may be contacted. Applicants should fully describe their qualifications and experience, with specific reference to each of the minimum and preferred qualifications because this is the information on which the initial review of materials will be based.

Although this position will remain open until filled, review of candidates' materials will begin on September 1, 2018 and best consideration will be gained for materials submitted prior to that date. Materials should be addressed to Dr. Gwen Marchand, Search Committee Chair, and are to be submitted online as we do not accept emailed materials. For assistance with the application process, please contact UNLV Human Resources at (702) 895-3504 or This email address is being protected from spambots. You need JavaScript enabled to view it..

Apply at https://nshe.wd1.myworkdayjobs.com/en-US/UNLV-External/job/UNLV1-Maryland-Campus/Assistant-Associate-Full-Professor-Educational-Assessment--Evaluation--And-Research--UNLV-Educational-Psychology-and-Higher-Education_R0111369

 

Assistant or Associate Professor of Learning Analytics, University of California, Irvine, School of Education

Start Date: July 1, 2019

Application Deadline: September 15, 2018 (screening will continue until the position is filled)

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

The School of Education at the University of California, Irvine invites applications for an Assistant or Associate Professor in the area of Learning Analytics. Full consideration will be given to complete applications received by September 15, 2018, but screening will continue until the position is filled.

We seek applicants with expertise on the development and use of data analytics to inform teaching and learning. We welcome candidates from a wide range of fields including learning analytics, educational data mining, data science, computational social sciences, human-centered computing, computer science, information sciences, learning sciences, educational technology and any related fields.

Proficiency or interest in a range of methods, including (but not limited to) data mining, machine learning, natural language processing, cognitive modeling, social network analysis, and Bayesian statistics, is welcome. Ideal candidates will demonstrate past experiences in applying these methods to contribute a deeper understanding of teaching, learning, and development across the diverse environments that learners experience today, and will experience in the future.

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 Teaching, Learning, and Educational Improvement; Human Development in Context; and Educational Policy and Social Context. The candidate will be expected to develop and teach new courses in learning analytics, educational data sciences, and/or educational data mining.

The candidate will also be expected to participate in and contribute to the Connected Learning Lab, an interdisciplinary inter-departmental lab with faculty in the School of Education, Donald Bren School of Information and Computer Sciences, School of Social Sciences, School of Social Ecology, and School of Humanities that researches, designs, & mobilizes learning technologies in equitable, innovative, and learner-centered ways.

Qualifications: Candidates must possess a Ph.D. (or equivalent). Associate Professor candidates must show their demonstrated excellence in research, teaching, and service. Assistant Professor candidates should communicate their emerging potential and trajectories for excellence in research, teaching, and service.

Applications should be submitted online at https://recruit.ap.uci.edu/apply/JPF04883.

Applications must include:

  • a cover letter explaining research interests;
  • curriculum vitae;
  • a separate teaching statement;
  • a separate statement that addresses past and/or potential contributions to diversity, equity, and inclusion;
  • 2-3 relevant publications/papers;
  • names and contact information for three referees; letters of recommendation will be requested at a later date from referees of semi-finalists for the position, however applicants at the assistant professor level are encouraged to have three letters of recommendation submitted through the online system, at the time of their application.

Inquiries about the position may be directed to Search Committee Chair June Ahn (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.). For more information on the UCI School of Education, see www.education.uci.edu. For information on the Connected Learning Lab, see https://connectedlearning.uci.edu/.

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 non-discrimination 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.

 

Tenure-Track Faculty Position in Learning and Cognition Department of Educational Psychology & the Natural History Museum of Utah University of Utah

Application deadline: September 30, 2018, or until filled

Review of applications: begins October 22, 2018

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

The University of Utah seeks to fill a tenure-track faculty position in the learning sciences focused on STEM learning in museums and informal contexts. This is a joint hire between the College of Education and the Natural History Museum of Utah (NHMU), both at the University of Utah. Faculty appointment will be at the Assistant or Associate Professor level in the Department of Educational Psychology (Learning and Cognition Program).

As part of this position, the faculty member will be expected to:

  • Develop and maintain a program of high-quality learning sciences research focused on learning (broadly construed) with potential application to learning STEM content in museums and/or informal spaces. Area of specialization is open, but examples may include: learning technologies for informal learning; research on barriers and opportunities for deeper learning in museum contexts; social and collaborative learning in museums/informal environments; transformative STEM experiences in museum environments; multimedia and tangibles for STEM learning in informal spaces.
  • Collaborate with natural science and visualization faculty to develop meaningful research concerning how, when, and to what extent public audiences learn in museum/informal contexts
  • Conduct research using the museum’s learning laboratory and educational spaces
  • Publish academic research articles, contribute to scientific discourse, and translate learning research into practical recommendations related to public learning in museum contexts
  • Teach relevant university courses, advise/supervise graduate students in the Learning and Cognition program within the Department of Educational Psychology, and participate in museum public programming
  • Develop research funding proposals to national agencies and foundations
  • Participate in faculty governance at the department, college, and university levels

This position is part of an interdisciplinary cluster of faculty at the University of Utah that brings together natural scientists, visualization researchers, and learning scientists to engage in novel research, outreach, and public learning. Positions in the cluster build on a long history of faculty positions shared between academic departments and NHMU. More information about this position and the cluster can be found online: https://nhmu.utah.edu/sustaining-biodiversity.

Review of applications will begin October 22, 2018, and continue until filled. Submit an application on-line (https://utah.peopleadmin.com/postings/81106) including a curriculum vitae, research samples, the names and email addresses of three references, and three statements: research, teaching, and programmatic interests (i.e., describe how your research may impact and contribute to exhibits and public programs at the museum, particularly in collaboration with natural and/or visualization scientists). Candidates must have a completed Ph.D. by time of appointment. Questions may be directed to the Museum’s Executive Director, Sarah George (This email address is being protected from spambots. You need JavaScript enabled to view it.) and/or the Chair of Educational Psychology, Anne Cook (This email address is being protected from spambots. You need JavaScript enabled to view it.).

The University of Utah is an Affirmative Action/Equal Opportunity employer and does not discriminate based upon race, national origin, color, religion, sex, age, sexual orientation, gender identity/expression, status as a person with a disability, genetic information, or Protected Veteran status. Individuals from historically underrepresented groups, such as minorities, women, qualified persons with disabilities and protected veterans are encouraged to apply. Veterans’ preference is extended to qualified applicants, upon request and consistent with University policy and Utah state law. Upon request, reasonable accommodations in the application process will be provided to individuals with disabilities. To inquire about the University’s nondiscrimination or affirmative action policies or to request disability accommodation, please contact: Director, Office of Equal Opportunity and Affirmative Action, 201 S. Presidents Circle, Rm 135, (801) 581-8365.

The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically underrepresented students.

 

Executive Director, Jacobs Institute for Innovation in Education, University of San Diego

The School of Leadership and Education Sciences (SOLES) seeks an entrepreneurial leader to direct its renowned Jacobs Institute for Innovation in Education (JI).

SOLES houses nationally accredited academic programs, institutes, and centers. Its vision is to be a vibrant and diverse community for innovation, cultivating academic excellence, and developing socially responsible global learners. The School’s academic departments offer 10 degree programs to over 1,000 undergraduate and graduate students. It has 12 centers and institutes that connect students and faculty across departmental, school, and university boundaries. The Jacobs Institute for Innovation in Education (JI) is dedicated to leveraging educational innovation and technology to redesign learning and close opportunity gaps in a changing world.

JI seeks an Executive Director (ED) who is an innovative and nationally recognized leader in the field of educational innovation, technology and equity. The ED will be the external face of JI, creating and strengthening partnerships with leaders in local, regional, and national educational innovation and technology communities, as well as with school districts, nonprofit organizations, business and industry, and policy makers.

The ED should have a strong record of success in seeking and receiving government and foundation grants, a proven ability to secure contracts with public and private entities, and demonstrated success in securing philanthropic funding from individuals, corporations, and foundations.

The internal facing duties of the ED include leading a team of research associates, leadership and professional learning specialists, and administrative staff; ensuring successful delivery of high quality research and professional learning; interfacing with faculty and administrators from across SOLES and the university; and designing and leading initiatives that align with the strategic priorities of the institute, SOLES, and USD. The ED will oversee JI’s budget and ensure long-term financial sustainability. The ED reports directly to the Dean of SOLES.

Key Responsibilities
Development
• Facilitate the development and implementation of a plan for JI’s growth and ongoing fiscal sustainability. This should be comprised of diversified funding streams, including national and regional public and private grants, corporate and individual gifts, and service contracts with school districts and private entities. • Work collaboratively with SOLES and USD moves management team in development activities. • Develop community stakeholder relationships in order to market JI services, attract funding, and increase the institute’s profile locally and nationally. • Cultivate and manage relationships with donors and foundation representatives, locally and nationally, including the named donors for the institute, Irwin and Joan Jacobs.

National/International Thought Leader on Educational Innovation and Technology
• Position JI as a thought leader in educational innovation and technology, and pedagogical improvement by publishing and speaking to external audiences. • Represent JI in educational innovation and technology industry-group conferences, professional associations, and other public venues. • Advance, cultivate, and encourage conversations with national and local educational thought leaders, particularly related to pedagogical design and improved learning outcomes for students through the use of emerging classroom technologies.
Administrative
• Identify and develop opportunities for collaboration with SOLES and USD faculty. • Support the team in the development and implementation of all research and professional learning initiatives and contracts and ensure high quality deliverables to clients. • Oversee Institutional Review Board submissions for all JI projects involving human subjects. • Work with the Assistant Dean for Finance and Administration in SOLES to develop JI’s annual forecast, manage funding, and ensure financial sustainability.

Minimum Qualifications:
 • Master’s degree required, doctoral degree strongly preferred. • Demonstrated strong commitment to diversity, inclusion, and social justice. • Demonstrated track record of funding and stewarding education and/or innovation programs through large-scale grants from national foundations, government grants, and individuals. • Demonstrated success in leading local and national educational innovation and technology initiatives. • Broad awareness of the issues and challenges confronting K-12 education and experience with the challenges of introducing educational innovation and technology practices. • Demonstrated success in cultivating business relationships, educational partnerships, and executing contracts with schools and school systems. • Active engagement with networks in the educational innovation and technology sector, including relationships with thought leaders, foundation heads, policy makers, and/or key researchers. • Excellent leadership, management, interpersonal, and communication skills. • Broad awareness of the issues and challenges confronting K-12 education, particularly related to educational inequities, and experience with the challenges of introducing educational technologies and innovative educational practices. • Demonstrated ability to communicate effectively with a wide range of audiences, including practitioners, academics, researchers, funders, policy makers, and thought leaders. • Experience managing and developing staff.

Anticipated Start Date The Executive Director will be expected to take on full-time responsibilities for leadership of the Jacobs Institute by August 1, 2018. Appointment is renewable at the discretion of the University and dependent upon continued funding of center projects.

TO APPLY Qualified candidates should submit a cover letter and CV through this website: www.sandiego.edu/jobs (Job#: IRC28118). Review of applications will begin June 30, 2018 and continue until the position is filled. The University of San Diego is an equal opportunity employer committed to diversity and inclusion and is especially interested in candidates who can contribute to the diversity and excellence of the campus community. Electronic inquiries may be addressed to: NICHOLAS LADANY, PHD Dean, School of Leadership and Education Sciences This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Senior Research Scientist, Validity and Efficacy, ACT

The Senior Research Scientist will contribute to the mission of the Validity and Efficacy Research department, which is to demonstrate the value of ACT products and services by researching the appropriateness of their proposed uses as well as their effectiveness in improving intended learner outcomes. The accumulated evidence of these studies will drive product improvement and new product development with the ultimate goal of maximizing the likelihood of having a meaningful impact on intended learner outcomes

The position will design and conduct rigorous studies to evaluate the validity and efficacy of ACT’s education and workforce solutions, which consists of a diverse portfolio of technology-rich learning and assessment tools; develop validity and efficacy arguments for current and new ACT products and services; determine and document evidence needed to support validity and efficacy claims for all ACT products and services; research and develop holistic models of educational and workplace success. The job requires someone with strong communication, research design, and validity and evaluation research skills

Essential job responsibilities:
•Employ a variety of research methods, including descriptive, correlational, and experimental research methods along with analysis techniques for unstructured, complex data, to evaluate the effectiveness of ACT products and services for improving learner outcomes •Design, conduct, interpret, and present the results of quantitative and qualitative research focusing on the broad areas of educational and workplace readiness and success •Maintain knowledge of current events and trends in learning and education and workforce readiness, and of developments in research design and evaluation and validity theory and methods •Increase visibility of ACT research through publications, presentations, and presence across relevant national and international research communities •Participate within ACT Research and across ACT in creating an open, innovative, and collaborative environment

Qualifications - Education
•PhD in educational measurement, educational psychology, cognitive psychology, instructional design, learning design, statistics, quantitative psychology, or other related research-based fields •Or an equivalent combination of education and experience from which comparable knowledge and abilities can be acquire

Qualifications - Experience
•A minimum of five years of related post-doctorate experience in validity and evaluation research, theory, and methods •Experience developing validity and efficacy arguments •Knowledge of advanced data-analytics and statistical modeling •Experience analyzing unstructured, complex data (e.g., log files, assessment results) •Extensive professional achievement demonstrated through peer-reviewed journals and presentations and participation in relevant national and international research communities •Experience with validating technology-rich assessments and learning tools preferred •Experience in evaluation study designs preferred •Experience in applied research and development preferred

Qualifications – Knowledge, Skills, and Abilities
•Strong computer programming skills, including statistical software; proficient programming skills in R or Python preferred •Exceptional organizational skills and attention to detail •Excellent oral and written communication skills •Ability to write for, and present to, non-technical audiences •Exceptional collaborator and team member COMPENSATION: Starting salary commensurate with qualifications. Excellent benefits and work environment.

 

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