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Recent Job Announcements


Instructor/Assistant Professor - Instructional Design Program Coordinator, The College at Brockport, State University of New York

Time frame: Starting August 2020

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

Application deadline: 11/12/2019

The Department of Education and Human Development at The College at Brockport, State University of New York College is accepting applications for a full-time, 10 month, tenure-track Instructor/Assistant Professor of Instructional Design.

Major Responsibilities
• Teach graduate courses in Instructional Design.
• Engage in scholarship.
• Participate in service activities, serve on department/campus-wide committees.
• Serve as Program Coordinator for Instructional Design MSEd and Adv Crt programs.
• Supervise candidates in capstone placements.
• Use technology in teaching, including online instruction.
• Participate in program implementation and support program assessment activities.
• Demonstrate continuous professional development.
• Work with diverse students to prepare culturally competent instructional design professionals.

Required Qualifications
For an Assistant Professor rank, a Terminal degree in Instructional Design or a closely related field degree by time of appointment from a college or university accredited by the U.S. Department of Education or an internationally recognized college or university is required. For an Instructor rank, a Master's degree in Instructional Design or a closely related field by time of appointment from a college or university accredited by the U.S. Department of Education or an internationally recognized college or university is required. Both require professional experience in Instructional Design or a related field, proficiency with learning management systems and instructional technologies, and excellent written and interpersonal communication skills.

Preferred Qualifications
College teaching and advising experience; evidence of successful scholarship; expertise in online course development and delivery, online graduate education, adult professional development, and/or classroom instruction; experience implementing and coordinating a program; grant writing experience; experience with ADA compliance and UDL best practices in instruction; experience in diverse, inclusive, or equity-focused settings; evidence of collaborative teaching and planning; and, background in additional areas of expertise that support programs of the department.

Application Instructions
Visit jobs.brockport.edu to apply.


Preference will be given to application materials received by December 11, 2019 and application materials will continue to be accepted until the position is filled. Interested candidates should apply online at jobs.brockport.edu and submit the following: 1.) A letter of application explicitly detailing how you meet the required and preferred qualifications including examples; 2.) a curriculum vitae (CV); 3.) the names and contact information for three references; and, 4.) a statement of teaching philosophy.

This position requires the successful completion of a background check.

 

Assistant Professor (Tenure Track) of Learning and Technology, ETH Zurich, Switzerland

Application deadline: 15/02/2020

The Department of Humanities, Social and Political Sciences (www.gess.ethz.ch) at ETH Zurich invites applications for the above-mentioned position. 

Interactive and Digital Technology (IDT) has opened up new opportunities for formal and informal learning in the areas of Science, Technology, Engineering, and Mathematics (STEM). The successful candidate should have a solid background in the cognitive and behavioural sciences and contribute to a better understanding of how IDT supports and affects human functioning and learning. He or she is also expected to be familiar with a broad range of educational technologies, particularly those appropriate for STEM education at universities. At the assistant professor level, commitment to teaching and the ability to lead a research group are expected.

Assistant professorships have been established to promote the careers of younger scientists. ETH Zurich implements a tenure track system equivalent to other top international universities.

Please apply online: www.facultyaffairs.ethz.ch 

Applications should include a curriculum vitae, a list of publications, a statement of future research and teaching interests, and a description of the three most important achievements. The letter of application should be addressed to the President of ETH Zurich, Prof. Dr. Joël Mesot. The closing date for applications is 15 February 2020. ETH Zurich is an equal opportunity and family friendly employer, strives to increase the number of women professors, and is responsive to the needs of dual career couples.

 

Postdoctoral Research Associate, Carnegie Mellon University

Time frame: ASAP through 2022

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

Come work with us! We are hiring a Postdoctoral Research Associate to join an interdisciplinary team of researchers, game designers, and educators to create Player-Programmed Partner Games, a new genre of culturally relevant games that help mixed-age youth in out-of-school time settings develop coding and computational thinking skills, while exploring co-robotics scenarios where humans and robots partner to solve problems. In addition to making engaging and effective games, the team is committed to creatively addressing the constraints of low-resource informal STEM learning environments by reframing them as benefits.

Your primary responsibilities would include:

- Research project management including planning, scheduling and conducting learning research and workshop activities, tracking participant formwork and modifications of IRB protocols as needed for conducting studies with participating sites.
- Organizing regular meetings with participating organizations and project team members to monitor implementation progress and work products; maintaining effective project team communications including calendaring, and meeting notes with partner sites.
- Developing studies to address research questions using appropriate qualitative and quantitative data collection, processing, and analysis.
- Conducting data collection in accordance with research protocols, using a combination of in-person, online, and participatory methods.
- Producing scholarly articles and reports for publication resulting from studies; support the delivery of annual reports and communications to the NSF, advisors, and project partners about project activities.
- Presenting research results with project team members to partners, advisors, and professional audiences at project workshops, professional and academic conferences.
- Guiding and mentoring undergraduate research assistants in human-computer interaction, learning sciences, and game design research.
- Collaborating on new research projects and grant writing activities.

Required Qualifications:

- PhD in Human-Computer Interaction, Learning Sciences, Education or other relevant programs.
- Field research design including community-based research, participatory action research, and education evaluation.
- Qualitative data collection, analysis and presentation, including interview design and coding and intervention observation standard practices.
- Quantitative data collection, analysis, and presentation, including the ability to quickly learn new software programs and work with data in different environments and formats.
- Working with colleagues and research subjects in multiple locations, often by phone.
- Well-developed communication skills (written, presentation, and interpersonal) to experts and non-experts from a range of professional fields and academic disciplines.
- Research project management.
- Able to obtain Act 153 background clearances to work with minors upon hire.

Preferred Qualifications:

- Experience teaching and/or developing inclusive technology-enhanced learning experiences.
- Documented lived and/or professional experience with situations that affect racially marginalized groups and establishing rapport with minority participants.

This position is supervised by Dr. Ross Higashi (NREC). Dr. Jessica Hammer (HCII/ETC) will serve as the postdoctoral mentoring faculty. Additional opportunities for professional growth include co-teaching educational game and learning media design courses, and participating in grant writing and other project development activities.

Please see https://cmu.taleo.net/careersection/2/jobdetail.ftl?job=2014079 for full posting information and to apply!

 

Associate Professor of Learning Sciences, Clemson University

Time frame: Starting August 2020

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

Application deadline: 02/12/2019

For details, please visit: https://apply.interfolio.com/70428

 

Postdoctoral Scholar in Arts-Integrated Data Literacy, New York University

Time frame: 1 year with the possibility for 1 year renewal

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

Application deadline: 15/11/2019

We are seeking a full-time postdoctoral scholar to join an interdisciplinary team of researchers on the project, Building Data Literacy through the Arts, funded by a Discovery Research K-12 award from the National Science Foundation (Award #1908557, http://bit.ly/35zEngS). The scholar will play a key role on the research team to collaborate with math and art teachers in co-designing, implementing, and researching the impacts of interdisciplinary classroom activities that aim to promote middle school students’ data literacy.

This project is led by Camillia Matuk and Kayla DesPortes (New York University), Megan Silander (Educational Development Center), and Ralph Vacca (Fordham University).

This position offers opportunities to learn about data literacy education, advances in educational technology for data visualization, interdisciplinary collaboration, and approaches to research in middle school classrooms and teacher professional development contexts.

There will be opportunities for professional development through contributions to various aspects of the project, including designing research and assessment, analyzing data and writing up findings, presenting at conferences, co-authoring manuscripts for publication, developing grant proposals, writing annual reports, creating and maintaining human subjects research protocols, designing and facilitating teacher professional development, project management, and mentoring graduate students. Efforts across these activities will be based on the scholar's strengths and desired areas of growth.

There will also be opportunities for career mentorship through collaboration with academics at New York University, Fordham University, and the Educational Development Center.

We seek a candidate to begin in Spring 2020 or early Summer 2020. The position is 1 year with the possibility for 1 year renewal.

MINIMUM REQUIREMENTS:
- A PhD in the Learning Sciences, STEM Education, Psychology, Computer Science, Human-Computer Interaction, or a related field.
- Strong qualitative and/or quantitative analysis skills relevant to educational research.
- The ability to work collaboratively.
- Strong verbal and written communication skills.

DESIRED QUALIFICATIONS:
Knowledge of, or a willingness to learn about data literacy education.
- Experience conducting research in K-12 classrooms.
- Experience with designing and facilitating teacher professional development.
- Experience with project management.
- Technological and/or conceptual experience with the design process (e.g., rapid prototyping, UI-design, coding, technology development).

APPLICATION INSTRUCTIONS
- Applications should be submitted through the Interfolio system https://apply.interfolio.com/70632, and should include:
- A cover letter that explains how you see your existing experience and future goals to be aligned with this project;
- A curriculum vitae;
- 1-2 writing samples that demonstrate your research expertise;
- The names and contact information of two referees. Referees will only be contacted of finalists.

 

Advanced Assistant, Associate, or Full Professor of Learning Sciences, University of Arizona

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

Application deadline: 12/11/2019

The Department of Educational Psychology (EDP) located in the College of Education (COE) at the University of Arizona invites applications in the area of Learning Sciences. This is for an Advanced Assistant, Associate, or Full Professor position that is designed to accommodate a broad range of specializations within the department’s core focus on learning, motivation, and development in social historical contexts. The position begins August 2020.

The successful candidate will have experience investigating innovative learning environments and a generative approach to advancing theory and knowing in the learning sciences. Specifically, we are looking for someone who utilizes a broad array of methods in researching authentic learning environments emphasizing culture and context. The University of Arizona provides many opportunities for interdisciplinary research and collaboration with faculty in STEM education, digital literacies, social sciences, cognitive science, and other disciplines.
Current faculty are seeking a future direction for the department in which Learning Sciences and Educational Psychology are integrated. Thus, the successful candidate will demonstrate enthusiastic involvement in planning and implementing programmatic changes to achieve this desired future.

The College of Education supports inclusive excellence, the UA’s diversity and inclusiveness strategic initiative designed to create an inclusive and supportive environment for all faculty, staff, and students. The appointee is expected to support diversity and inclusiveness efforts in the department, college, and university. The College of Education values its inclusive climate as we know that diversity in experiences, backgrounds, and perspectives is vital to advancing innovation, critical thinking, solving complex problems, and creating an inclusive academic community.

The University of Arizona is built on the lands of the Tohono O’odham and Pascua Yaqui peoples and is a designated Hispanic-Serving and American Indian and Alaska Native-Serving Institution. This acknowledgement and understanding will continue to strengthen our dedication to creating educational equity and opportunities.

Please visit our website for more information about the department: https://www.coe.arizona.edu/ep

Duties and Responsibilities:
• Maintain an active research agenda
• Pursue grant opportunities to support individual and/or collaborative research
• Teach graduate and undergraduate Learning Sciences courses including Design-based Research Methods
• Mentor graduate students through their academic program and research experiences
• Participate in the redesign of the department and degree programs
• Support and contribute to the diversity initiatives in the department, college, and university
• Participate in service and community engagement efforts in the department, college, and University

Qualifications:
Required
• Ph.D. in Learning Sciences, Educational Psychology, or related areas
• Evidence of nationally-recognized scholarship and publication record
• Experience with applying for and participating in grant-funded research

Preferred
• Established record of securing grant-funded research
• Evidence of leadership skills to assist in the redesign of the department
• Experience mentoring diverse graduate students
• Experience teaching graduate-level courses in Learning Sciences
• Experience developing strong partnerships or creating programs with key stakeholders

To apply, submit the following materials to:
• A current CV
• A letter discussing your fit for the position within the context of your (1) program of research, (2) teaching and mentoring philosophy, and (3) commitment to diversity and inclusion.
• PDFs of three recent peer-reviewed or scholarly publications (please list citations)
• Names and contact information of three references

The Search Committee will begin reviewing applications on November 12, 2019

Quick link to posting: http://uacareers.com/postings/42184

For information or questions, please contact Search Committee Co-Chairs, Dr. Jonathan Tullis at This email address is being protected from spambots. You need JavaScript enabled to view it. or Dr. Sonja Lanehart at This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Postdoctoral Fellows for Educational Research at Scale, Learning Research and Development Center, University of Pittsburgh

Time frame: 2-year appointments, full-time positions

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

Application deadline: 31/03/2020

POSTDOCTORAL FELLOWS FOR EDUCATIONAL RESEARCH AT SCALE
Learning Research and Development Center, University of Pittsburgh
We are seeking two Postdoctoral Fellows to participate in complex, multidisciplinary projects related to studying educational change in large systems:
• One project involves a series of large-scale experiments with college students around the relationship between belonging and academic performance in STEM courses across many universities. Postdoctoral fellows would work most closely with Kevin Binning and Christian Schunn.
• The second project involves the intersection of school networks and continuous improvement to support ELA outcomes in a network of urban secondary schools. Postdoctoral fellows work most closely with Jennifer Russell and Christian Schunn.
The positions could begin as early as January 2020 or as late as March 2020 and would have the goal of building expertise and strong publications. Initial appointments are for two years and have the possibility of extension for an additional year. We seek applicants with 1) extensive knowledge of and experience with underserved populations and 2) training in at least one of these areas: advanced quantitative methods (e.g., HLM, growth curving modeling, IRT), practical measurement, continuous improvement research models (e.g., networked improvement communities, rapid inquiry cycles), 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: Chris Matthis (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.), Kevin Binning (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 Affirmative Action/Equal Opportunity Employer and values equality of opportunity, human dignity, and diversity. EEO/AA/M/F/Vets/Disabled.
 

Assistant Professor in Mathematics Education, University of North Carolina at Greensboro

Start Date: August 1, 2020

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

Application deadline: 01/11/2019

The Department of Teacher Education and Higher Education in the School of Education at the University of North Carolina at Greensboro seeks applications for a tenure-track position in K–12 mathematics education at the assistant professor level. Mathematics education faculty are seeking a colleague who is prepared to establish a robust research agenda; teach K-12 mathematics education courses for undergraduate teacher candidates, masters students, and doctoral students; advise and mentor masters and doctoral students; work collaboratively with colleagues toward maintaining and improving courses and programs in mathematics education; and build collaborations with faculty across university departments and in local public schools. A successful candidate will have an earned doctorate in mathematics education or related field; a research agenda with evidence of, or potential for, a strong publication record and external funding; and evidence of, or potential for, excellence in teaching K–12 prospective and practicing teachers. Preferred qualifications include experience working with K–12 students, teachers, or schools; experience or willingness to engage in alternative delivery of instruction (e.g., synchronous online, hybrid, video-conferencing, etc.); and strong interests in partnerships with public schools. More details are available in the full position announcement at http://bit.ly/uncgmathedposition

 

Postdoctoral Researcher / Research Scientist, Steinhardt School of Culture, Education and Human Development, New York University

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

Application deadline: 04/11/2019

We seek a Postdoctoral Researcher / Research Scientist to join a multidisciplinary project funded by the National Science Foundation.

The goal of the project is to develop, implement, and evaluate a web-based citizen science platform (mindHIVE; wp.nyu.edu/mindhive) that will enable high school students, teachers, and scientists to conduct original, real-world brain and behavior research. The platform will be developed in close collaboration with education researchers, teachers, neuroscientists, and user experience designers.

This individual will gain the opportunity to learn about advances in educational technology and learning sciences and to contribute to any and all aspects of the project, including design and development of the technology, curriculum development, professional development for teachers, and managing research activities.

We seek a candidate who can start as early as January 1, 2020. The position is for one year with possible renewal for a second year. Preference will be given to full-time candidates who are based in New York City or who are willing to relocate; part-time candidates and candidates who will be working remotely will also be considered.

Qualifications
Minimum qualification required is a Ph.D. (Postdoctoral researcher) or M.S. (Research scientist) in a relevant field (e.g., education, learning sciences, psychology, computer science, etc.).

In addition, the ideal candidate has demonstrated skills in two or more of the following areas:

Designing and evaluating technological innovations, preferably in school settings (experience in K-12 schools in the US is a plus).

Working on a team, collaborating with teachers and school leaders, developing innovations in partnership with others, and communicating effectively in writing.

Programming experience is considered a plus (e.g., experience in web development (HTML, CSS, JSS); version control (e.g., git) and collaborative coding platforms; familiarity with the React framework).

Application Instructions
A completed application will include 1) Current Curriculum Vitae; 2) Cover letter,
3) Contact information for two references. References will only be contacted for finalists. Please submit all applications through the Interfolio system.

Equal Employment Opportunity Statement
For people in the EU, click here for information on your privacy rights under GDPR: www.nyu.edu/it/gdpr

New York University is an Equal Opportunity Employer. New York University is committed to a policy of equal treatment and opportunity in every aspect of its hiring and promotion process without regard to race, color, creed, religion, sex, pregnancy or childbirth (or related medical condition), sexual orientation, partnership status, gender and/or gender identity or expression, marital, parental or familial status, caregiver status, national origin, ethnicity, alienage or citizenship status, veteran or military status, age, disability, predisposing genetic characteristics, domestic violence victim status, unemployment status, or any other legally protected basis. Women, racial and ethnic minorities, persons of minority sexual orientation or gender identity, individuals with disabilities, and veterans are encouraged to apply for vacant positions at all levels.

Sustainability Statement
NYU aims to be among the greenest urban campuses in the country and carbon neutral by 2040. Learn more at nyu.edu/sustainability

Apply here: https://apply.interfolio.com/69966

 

Open Rank Tenure Track Position in Digital Youth, School of Library and Information Studies, University of Oklahoma

Time frame: Position begins August 16, 2020

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

Application deadline: 01/12/2019

The School of Library and Information Studies (SLIS) at the University of Oklahoma (OU) seeks an innovative scholar in the area of digital youth for an open rank, tenured/tenure track faculty position. SLIS is expanding its strengths in digital youth scholarship through innovative teaching, research, and service. Digital youth scholarship is an interdisciplinary area that investigates how contemporary children and young adults—who were born into and have grown up in this technology-rich society—learn, think, play, socialize, and engage in communities and the civic society. Digital youth scholars possess knowledge and skills related to: child and youth developmental characteristics; digital media and technologies; learning and community engagement through libraries, archives, and museums; and understanding the critical role of data and information in youth lives and society in the digital age. This knowledge and these skills make them uniquely qualified to critically examine the complex nature of digital youth and their engagement with technology in all aspects of their lives.
The successful applicant for this position will join the OU SLIS faculty in the education of undergraduate, master’s and doctoral students in various capacities including teaching courses, supervising independent courses, advising, and serving on students’ committees. The teaching responsibilities include two courses per semester. A successful candidate for this position will be able to teach required master’s courses and develop new courses on digital literacy and ethics for youth. The new hire will also advise master’s and Ph.D. students in the areas of digital youth, youth services, and public and school librarianship.

The faculty member will conduct scholarly research resulting in publications in peer reviewed journals, book chapters, edited books, books, and conference papers. Seeking opportunities for internal and external funding is also expected. Additionally, the candidate will be committed to engagement in service to the profession and in the shared governance within the university.

The position is based on the Norman campus and will begin August 16, 2020. The salary is competitive and is commensurate with qualifications and experience. The University of Oklahoma offers an excellent benefits program. For further benefits information please access the Human Resources website at http://hr.ou.edu/.
Required Qualifications
• A completed doctorate in library and information science or related discipline.
• An active and productive research program focused on digital youth related issues, commensurate to rank of candidate.
• Knowledge of digital youth issues and research areas

Preferred Qualifications
• Knowledge and skills essential to conducting research and teaching related to digital youth, including for example, child and youth developmental, digital media and technologies, digital literacy, and understanding the critical role of data and information in youth lives.
• Evidence of excellence in teaching that engages students in digital youth and youth services in libraries and related topics, in both online and face to face environments, and using course management platforms.
• Experience with collaborative, cross-disciplinary research and a record of extramural funding.
• Leadership in research, instruction, and/or service.

Salary
The salary is competitive and is commensurate with qualifications and experience. The University of Oklahoma offers an excellent benefits program. For further information please access the Human Resources website at http://hr.ou.edu/.

The School of Library and Information Studies at the University of Oklahoma was established in 1929 and is situated within the College of Arts and Sciences. It has recently become an affiliate member of the iSchool consortium. The School has faculty in residence at both the Norman and Tulsa campuses, and faculty teach students at both locations, and online students in a variety of locations. The School has long-standing MLIS and bachelor’s programs, along with a new Ph.D. in Information Studies and several new graduate certificate programs.

The University of Oklahoma (OU) is a Carnegie-RU/VH public research university known for excellence in teaching, research, and community engagement. We embrace and encourage creativity and innovation in Oklahoma and beyond. We serve educational, cultural, economic and healthcare needs of the state, region, and nation from three campuses: Norman, Health Sciences Center in Oklahoma City, and Tulsa Schusterman Center. We have outstanding faculty with scholarly endeavors to improve the quality of life and health for Oklahomans, create startup companies and high-technology jobs, provide unique educational and clinical training experiences for students, and help us better understand and enjoy the world in which we live.

Applications should be submitted to https://apply.interfolio.com/67719 and should include a cover letter, curriculum vitae; list of names and contact information for three professional references; statement of research including how the candidate would contribute to the digital youth research agenda of SLIS; and teaching statement including the candidate's experience teaching digital youth courses and their ideas for developing digital youth courses in the SLIS program. Review of applications will begin November 1, 2019 and will continue until the position is filled. Questions about the position may be directed to the chair of the search committee, Dr. June Abbas at This email address is being protected from spambots. You need JavaScript enabled to view it..
The University of Oklahoma, in compliance with all applicable federal and state laws and regulations does not discriminate on the basis of race, color, national origin, sex, sexual orientation, genetic information, gender identity, gender expression, age, religion, disability, political beliefs, or status as a veteran in any of its policies, practices, or procedures. This includes, but is not limited to: admissions, employment, financial aid, housing, services in educational programs or activities, or health care services that the University operates or provides.

The University of Oklahoma is an Affirmative Action/Equal Opportunity Employer. Protected veterans and individuals with disabilities are encouraged to apply.


Learning Sciences Researcher, MIT - Playful Journey Lab

Time frame: One year with potential to renew

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

Application deadline: 01/11/2019

The Playful Journey Lab within MIT Open Learning focuses on developing playful ways to support future-ready skills through innovative assessment and learning designs. Our approach to assessment is student-centered, authentic, and performance-based, empowering learners to take ownership of their own learning pathways and supporting teachers to build capacity in assessment design. Members of our interdisciplinary team collaborate on designing, implementing, and researching assessment tools in order to create tools for lifelong learning experiences, and we also spend time as a community wrestling with fuzzy and big problems in education and exploring new ideas for the future of assessment and learning.
The Learning Scientist will play a major role in supporting the lab’s design-based research projects, from the collaboration with the Woodrow Wilson Graduate School of Teaching and Learning to the MIT Learning Engineering Initiative. They will contribute deeply on certain projects, leading small- and large-scale implementations in classrooms, organizing play-testing for rapid iterations, collecting and analyzing data, and guiding team members using the science of learning principles and research methods. The Learning Scientist will also contribute more broadly on a larger set of projects, ensuring our work is building upon the body of the learning sciences literature. The Learning Scientist should be someone who is excited to collaborate with lab members, helping to build capacity among designers, assessment scientists, and data scientists to deepen the lab’s understanding of learning science as a whole.

 

Assistant or Associate Professor in Learning Science, Natural History Museum of Utah and University of Utah

Time frame: start on July 1, 2020

Application deadline: 15/11/2019

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.

At the Natural History Museum of Utah, we recognize that our strength and sustainability as an organization stem from diversity and inclusion. For this reason, we are committed to fostering equity, recruiting and retaining a diverse workforce that reflects the communities we serve, and empowering staff members in developing an accessible and inclusive work environment.
We also place a strong emphasis on providing an exceptional experience to every guest who visits the museum or participates in any of our programs. We believe that everyone at NHMU, at every level and in all departments, are a critical part of providing this level of experience. Therefore, all staff members receive ongoing training and are expected to consistently contribute to creating exceptional, memorable, and inclusive experiences for our guests, partners, and the community.

Review of applications will begin November 15, 2019, and continue until filled. Submit an application on-line (http://utah.peopleadmin.com/postings/98121) that includes a CV, three sample publications, contact information for exactly three references, and a letter of interest that addresses: (1) research, (2) teaching, (3) 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 Interim Executive Director, Becky Menlove (This email address is being protected from spambots. You need JavaScript enabled to view it.) and/or the Chair of Educational Psychology, Jason Burrow-Sanchez (This email address is being protected from spambots. You need JavaScript enabled to view it.).

 

Assistant Professor-NT, Literacy, Reading and/or Bilingual/Multilingual Education or Policy-GSE, University of California, Berkeley

Application deadline: 28/10/2019

The Graduate School of Education (GSE) at the University of California, Berkeley is recruiting for an Assistant Professor in the area of Literacy, Reading and/or Bilingual/Multilingual Education or Policy, with an expected start date of July 1, 2020. For more information about the position, including required qualifications and application materials, go to https://apptrkr.com/1621243 . This recruitment will close at 11:59 pm (Pacific Time) on October 28, 2019. For questions, please contact Lani Hunt at This email address is being protected from spambots. You need JavaScript enabled to view it.. UC Berkeley is an AA/EEO employer.

 

Assistant/Associate Professor- ITLS, Utah State University

Time frame: August 2020

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

The Emma Eccles Jones College of Education and Human Services at Utah State University invites applications for two tenure track positions at the Assistant or Associate Professor level to join the internationally recognized Department of Instructional Technology and Learning Sciences (ITLS). All relevant areas of specialization are welcome. Individuals who bring scholarly and applied expertise in the areas of language learning, game studies, e-sports, information studies, literacy, and design of assessments are especially encouraged to apply. Successful candidates will, by the time of appointment, have (1) a doctorate in Learning Sciences, Instructional Technology, Information Sciences, Educational Psychology, or other related fields and (2) have demonstrated excellence or the potential for future excellence in research and teaching. Located on the main campus in Logan, Utah, this is a 1 FTE, 9-month academic year position. The role assignment for this position is 50% research, 40% teaching, and 10% service. Review of applicants will begin November 1, 2019, and continue until the position is filled. The anticipated start date is August 1, 2020.

 

Professional Practice Assistant/Associate Professor - ITLS, Utah State University

Time frame: Start Fall 2020 or negotiable

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

Application deadline: 01/11/2019

Overview

The Emma Eccles Jones College of Education and Human Services at Utah State University invites applications for a Professional Practice Professor at the Assistant Professor or Associate Professor rank in the internationally recognized Department of Instructional Technology and Learning Sciences (ITLS) in the areas of human experience design, user interface design, interaction design, or similar. Individuals who bring professional experience and practical expertise, as well as regional or national professional networks, are especially encouraged to apply. Successful candidates will have demonstrated excellence, or the potential for future excellence, in teaching and working with students in mentoring roles. Located on the main campus in Logan, Utah, this is a non-tenure track 9-month academic year position. The role assignment for this position emphasizes teaching and service, while research and/or creative endeavors are negotiable. Review of applicants will begin November 1, 2019, and continue until the position is filled. The start date is negotiable.

The successful candidate is expected to advise, mentor, and facilitate student placement into work-based learning opportunities (applied projects, internships, jobs), as well as facilitate the pursuit of post-degree employment. Candidates will sustain and build upon an existing professional network to facilitate student and program success. The successful candidate will also recruit working professionals into the degree programs of the department at the undergraduate and graduate levels.
Responsibilities

Teach undergraduate and graduate courses; Advise, mentor, and facilitate student placement into work-based learning opportunities (applied projects, internships); Facilitate students’ pursuit of post-degree employment; Sustain and build upon an existing professional network to facilitate student and program success; Recruit working professionals into the degree programs of the department at the undergraduate and graduate levels

For more information see: https://careers-usu.icims.com/jobs/1907/professional-practice-assistant-associate-professor---itls/job?mobile=false&width=1200&height=500&bga=true&needsRedirect=false&jan1offset=-480&jun1offset=-420

 

Open rank faculty position in the Combined Program in Education and Psychology (CPEP), University of Michigan

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

Application deadline: 01/10/2019

The School of Education at the University of Michigan seeks a colleague for a tenure-track appointment (open rank) in the Combined Program in Education and Psychology (CPEP). We seek applications from a diverse pool of scholars with a strong focus on teacher practices and programs that facilitate the growth of social-emotional competencies, especially as these practices intersect with those that promote equitable schooling environments for youth of color or youth who have been marginalized in school settings. We seek a scholar who can build on their expertise to play a major role in the creation and use of scholarship in education, who has strong methodological training in quantitative and/or qualitative methods, who has the ability to teach courses in education and/or psychology, and who seeks to influence practice and policy that will improve student well-being and academic achievement. We seek an energetic and collaborative colleague who will contribute to achieving our program’s potential and vision, and who will uphold high standards for research, teaching, and service to the profession. Applicants at the advanced assistant or associate professor rank are strongly encouraged to apply. See https://apply.interfolio.com/67922 for the full posting and description.

 

Open Ranked Professor in Organization Development/Human Resource Development or Learning Design, University of New Mexico

Application deadline: 17/10/2019

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

Open Ranked Professor in Organization Development/Human Resource Development or Learning Design
Position Description
The faculty member will teach primarily graduate courses, either online or face-to-face, in one or more of the following curricular areas: workplace learning, organizational development and learning, human resource development, program evaluation, instructional design and technology, learning sciences, and other closely related areas. This faculty member will also serve as the primary advisor to assigned graduate students and serve on or chair thesis and dissertation committees in the Organization, Information, and Learning Sciences (OILS) program. The individual should have experience working and consulting with organizations—especially business and industry and interdisciplinary scholarly collaboration. The individual should have commitments to and passion for building and maintaining relations between OILS and organizations in New Mexico and elsewhere to support research and teaching. In addition, the individual should be interested in pursuing extramural funding.
To apply: Please prepare the following documents: CV, two recent publications, cover letter addressing each minimum and preferred qualification, a list of three professional references including email and phone contact information, and transcripts of all graduate collegiate coursework (unofficial copies will be accepted).

Visit UNMJobs at http://hr.unm.edu/unmjobs (Prepare your Faculty Profile and attach the required documents, as instructed). Questions may be directed to Leah Boetger, Search Coordinator at This email address is being protected from spambots. You need JavaScript enabled to view it..

Deadline
The search will remain open until the position is filled. For best consideration, complete applications must be received through the UNMJobs website no later than October 17, 2019.
UNM’s confidentiality policy (“Disclosure of Information about Candidates for Employment,” UNM Board of Regents’ Policy Manual 6.7), which includes information about public disclosure of documents submitted by applicants, is located at http;//www.unm.edu/~brpm/r67.htm

 

Postdoctoral Researcher at the Learning Partnership

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

Time frame: 2 -years

The Learning Partnership is seeking two postdoctoral research fellows to conduct research on computer science student outcomes related to one of two researcher-practitioner partnerships. The Chicago Alliance for Equity in Computer Science (CAFÉCS) is a researcher-practitioner partnership between the Chicago Public Schools (CPS), DePaul University, Loyola University, University of Illinois at Chicago, and The Learning Partnership. PUMP is a researcher-practitioner partnership between the Milwaukee Public Schools, Marquette University, AIR, and The Learning Partnership. Both RPPs are committed to ensuring that every high school student receives a compelling and relevant experience in computer science. The successful candidates will engage in quantitative analyses of the factors that correlated with student outcomes.

Responsibilities
• Conduct research that addresses a problem of practice facing the partner school districts
• Engage in systematic processes for collecting, organizing, and analyzing data
• Balance rigor and feasibility in the design of research
• Develop and share knowledge and theory that contributes to the research base
• Share results in ways that take into account the needs of practitioners
• Develop and share new tools/routines that can be adapted for improvement work in other settings
• Keep abreast of the field in educational research and development
• Assist in new proposal development
• Work together effectively with a variety of staff and partners on multiple projects

Required qualifications
• Ph.D. in Learning Sciences, Education, Computer Science, Sociology or the equivalent
• Relevant research experience in urban settings
• Demonstrated ability to publish research papers
• Deep understanding of relevant literature
• Clear experience and motivation to generate innovative approaches and solutions
• Demonstrated ability as a team player, willing to pitch in and do what needs to be done
• Excellent communication skills

This postdoc is a two-year, grant-funded, 100% FTE positions with The Learning Partnership under the mentorship of Dr. Steven McGee. The successful candidates will be required to work either in Milwaukee, WI or Chicago, IL, and must be authorized to work in the United States.

The Learning Partnership offers a rich variety of benefits, including up to four weeks of vacation, medical and dental insurance, a generous retirement plan, and short-term/long-term disability insurance.

To Apply
To apply for this position, please send your cover letter, curriculum vitae, a sample research paper, and a list of three professional references to This email address is being protected from spambots. You need JavaScript enabled to view it.. Review of applications is ongoing and will continue until the position is filled.

The Learning Partnership is committed to equal employment opportunity and non-discrimination for all employees and qualified applicants without regard to a person’s race, color, gender, age, religion, national origin, ancestry, disability, veteran status, genetic information, sexual orientation, or any characteristic protected under applicable law.

 

Senior Educational Data Scientist at Digital Promise (Global)

Application website: https://digitalpromise.clearcompany.com/careers/jobs/5c221d70-20e4-5282-7d4c-0c51e3a34a9f/apply?source=1133641-CS-36506

Application deadline: 04/10/2019

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

About Digital Promise Global
Digital Promise Global is an independent, bipartisan 501(c)(3) nonprofit that aims to spur innovation in education for all levels of learners. Positioned at the intersection of educators, entrepreneurs, and researchers, Digital Promise Global identifies, develops, and promotes strategies to improve all levels of education and provide Americans with the knowledge and skills needed to compete in the global economy. Digital Promise Global is a fast-paced, growing, entrepreneurial organization that values and rewards performance, collaboration, and innovation.

About the Position
LSR at Digital Promise is seeking a Senior Educational Data Scientist to grow the developing Learning Analytics practice area. LSR pursues research that addresses equitable opportunities to learn. Our research investigates how to improve designs for learning, how to collect and report more actionable data about learning, how to continuously improve large-scale implementations, and how policy could be changed to enable more equitable opportunities to learn. Based in LSR, the Learning Analytics practice area is engaged in a number of data-intensive research-practice partnerships. The Senior Educational Data Scientist will use cloud-based tools and platforms to securely collaborate with teams of researchers, practitioners and developers – many of whom work for partner organizations. Often these collaborations seek to define data processes and data products that can guide ongoing educational improvement efforts. The Senior Educational Data Scientist will be expected to lead specific projects and also to continue to develop and promote a common set of tools, platforms, and processes across projects within Digital Promise and with our partner organizations.

The Senior Educational Data Scientist will (1) serve as principal investigator (PI) or co-PI for projects in our portfolio, (2) develop partnerships and propose new projects to funders , and (3) contribute to internal and external efforts around developing best practices for learning analytics. This position is not open to applicants who do not have clear and significant prior experience in educational research and/or working with educational data. Applications that do not make the extent of prior work in education clear in either the cover letter or resume will not be considered.

Responsibilities

Serve as Principal Investigator on complex projects that involve managing multiple staff, subcontractors, and consultants
Lead research proposals to philanthropic funders, private clients, and/or government granting agencies
Develop analysis plans, analyze data sets, and contribute to reports and publications
Work with educators, education leaders, and/or technology producers in research-practice partnerships and improvement science efforts
Contribute to the design of research studies that develop and/or evaluate education innovations
Support dissemination of research findings to practitioners, developers, and researchers
Serve as a supervisor or mentor to more junior staff, setting goals, monitoring performance and coaching their growth.
Qualifications

Ph.D. or Master’s with 5+ years of research experience analyzing education and learning system data
A history of developing teams and partnerships along with strong track record in developing and winning proposals to government, philanthropic or corporate organizations.
High-level of expertise in one or more quantitative methods (e.g., multi-level modeling, econometrics, psychometrics, machine learning)
Ability to design and program an entire data analysis workflow (e.g., wrangle, explore, model, and communicate data)
Experience working with cloud-based services like AWS or Azure.
Interest in working closely with education partners to understand their questions and develop data products that address them
Demonstrated ability to communicate with practitioners and technology developer partners about analytic findings
A team-first mentality with a “can-do” as well as “yes-and” orientation
Desirable areas of experience include psychometrics, machine learning, secondary analysis of large-scale state and national education databases, facility with R and/or Tableau, and classroom teaching experience or experience providing professional development to educators.

Compensation
Salary and benefits will be commensurate with experience.

To Apply
Please apply and submit your resume, cover letter, and one writing sample (e.g., published article, conference paper, or data science-focused blog post). Applicants are encouraged to submit their materials as soon as possible. Review will be on a rolling basis until the search is successful.

Digital Promise is an equal opportunity employer and considers all applications without regard to race, color, religion, creed, gender, national origin, age, disability, marital or veteran status, sexual orientation, or any other legally protected status.

 

Four postdoctoral research fellowships in learning analytics, Monash University

Time frame: Ideal start dates are from January 2020

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

Application deadline: 29/09/2019

The Faculty of Information Technology at Monash University is proud to be establishing a leading international research group in learning analytics and the education hub for developing students, researchers, professionals, and leaders in learning analytics. The group already has five core faculty members (Dragan Gasevic, Neil Selwyn, Roberto Martinez-Maldonado, Guanliang Chen, and Alex Whitelock-Wainwright) and over 20 affiliated members across Monash University. The group’s research program is focused on three key strands including i) learning analytics in assessment and feedback; ii) curriculum and employment analytics; and iii) emerging themes in learning analytics such as multimodal learning analytics, machine behaviour, and human-AI collaboration in learning. The activities of the group include research projects with national and international partners, innovative applications of learning analytics across all levels of education and a range of industries, leadership of international field building activities, academic leadership in strategic adoption of learning analytics, and development of students, researchers, professionals, and leaders.

The learning analytics group at Monash University is currently rapidly expanding and is proud to announce four post-doctoral research fellowships in learning analytics


2 x Research Fellowships (Level B) – Machine learning and artificial intelligence foundations of learning analytics

These two research fellowships in learning analytics are focused on machine learning and artificial intelligence foundations of learning analytics. Applicants with strong passion for research and innovation in education and excellent background in machine learning and artificial intelligence techniques are welcome. The successful candidates will be involved the activities related to the research program of the learning analytics group and actively contributing to the group’s three research strands. The successful candidates are expected to have proven research record in contemporary (applied) machine learning techniques, experience in working with diverse datasets (e.g., log data, text, physiological, multimodal, and administrative), good understanding of relevant theories about human learning and education, and experience in working in interdisciplinary teams. Proven record of peer-review publications is expected and priority will be given to the applications with strong track-records of peer-reviewed publications in learning analytics. The successful candidates will be expected to contribute to some teaching as part of their professional development and actively engage with a range of internal and external stakeholders and partners.

1 x Research Fellowship (Level B) – Human-centred learning analytics

This research fellowship in learning analytics is focused on human-centred learning analytics. Applicants with strong passion for research and innovation in education and excellent background in human-centred design, human computer interaction, and learning analytics are welcome. The successful candidate will be involved the activities related to the research program of the learning analytics group and actively contributing to the group’s three research strands. The successful candidate is expected to have proven research record in human-centred design methods, experience in designing and evaluating data analytics-based systems for human learning/education, experience in using modern data analytics techniques, good understanding of relevant theories about human learning and education, and experience in working in interdisciplinary teams. Proven record of peer-review publications is expected and priority will be given to the applicants with strong track-records of peer-reviewed publications in learning analytics. Applicants with background in multimodal learning analytics will be particularly welcomed. The successful candidate will be expected to contribute to some teaching as part of their professional development and actively engage with a range of internal and external stakeholders and partners.

1 x Research Fellowship (Level B) – Learning science foundations of learning analytics

This research fellowship in learning analytics is focused on learning science foundations of learning analytics. Applicants with strong passion for research and innovation in education and excellent background in the learning sciences and learning analytics are welcome. The successful candidate will be involved the activities related to the research program of the learning analytics group and actively contributing to the group’s three research strands. The successful candidate is expected to have proven research record in the learning science, exceptional understanding of relevant theories about human learning and education, experience with research methods used in the learning sciences, experience with advanced statistical methods, and experience in working in interdisciplinary teams. Priority will be given to the applicants with experience in mixed-research methods and some experience in data analytics techniques. Proven record of peer-review publications is expected in the learning sciences/educational research and priority will be given to the applicants with strong track-records of peer-reviewed publications in learning analytics. The successful candidate will be expected to contribute to some teaching as part of their professional development and actively engage with a range of internal and external stakeholders and partners.


Applications close on 29 September 2019. Details about the position can be found at http://bit.ly/monash_la_postdocs


In addition to this position, the research group has the following openings:
- A continuing research and teaching focused Lecturer/Senior Lecturer (Level B/C) position in learning analytics (tenure-track Assistant/Associate professor equivalent). Details at http://bit.ly/monash_la_lecturer
- Two software developers of learning analytics-based systems with three-year long appointments and renewable for an extra year. Details at http://bit.ly/monash_la_se
- Six fully-funded PhD studentships in learning analytics. Contact us for detail.

 

Lecturer/Senior Lecturer in Learning Analytics (Tenure-track position), Monash University

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

Application deadline: 29/09/2019

The Faculty of Information Technology at Monash University is proud to be establishing a leading international research group in learning analytics and the education hub for developing students, researchers, professionals, and leaders in learning analytics. The group already has five core faculty members (Dragan Gasevic, Neil Selwyn, Roberto Martinez-Maldonado, Guanliang Chen, and Alex Whitelock-Wainwright) and over 20 affiliated members across Monash University. The group’s research program is focused on three key strands including i) learning analytics in assessment and feedback; ii) curriculum and employment analytics; and iii) emerging themes in learning analytics such as multimodal learning analytics, machine behaviour, and human-AI collaboration in learning. The activities of the group include research projects with national and international partners, innovative applications of learning analytics across all levels of education and a range of industries, leadership of international field building activities, academic leadership in strategic adoption of learning analytics, and development of students, researchers, professionals, and leaders.

The learning analytics group at Monash University is currently rapidly expanding and is proud to announce a new research and teaching focused Lecturer/Senior Lecturer (Level B/C) position in learning analytics (tenure-track Assistant/Associate professor equivalent).

Applicants from all areas of learning analytics are welcomed. Priorities will be to applicants with research interest in a) machine learning and artificial intelligence foundations of learning analytics; b) human-centred learning analytics; c) fairness, accountability, and transparency in learning analytics; d) measurement and assessment science in learning analytics; e) multimodal learning analytics; and f) learning science foundations of learning analytics. The successful candidate will be expected to contribute to research, teaching and engagement activities, establish a research program in learning analytics, seek for external funding opportunities, publish in leading international venues, supervise higher degree research students, and participate in and contribute to leadership of activities of the learning analytics group.


Applications close on 29 September 2019. Details about the position can be found at http://bit.ly/monash_la_lecturer


In addition to this position, the research group has the following openings:
- Four postdoctoral research fellowships in learning analytics with three-year long appointments and with an option to be renewed for an extra year. Details at http://bit.ly/monash_la_postdocs
- Two software developers of learning analytics-based systems with three-year long appointments and renewable for an extra year. Details at http://bit.ly/monash_la_se
- Six fully-funded PhD studentships in learning analytics. Contact us for detail.

 

Tenure-eligible Associate/Full Professor in Learning Sciences at the University at Buffalo, SUNY

Start date: August 2020

Application deadline: 23/10/2019

Application website: http://www.ubjobs.buffalo.edu/postings/21527

The Graduate School of Education in the University at Buffalo, SUNY, invites applications for an Associate/Full Professor to lead a campus-wide, cluster-hire initiative in the Learning Sciences. This effort will lead to the establishment of a core group of prominent faculty in the disciplines of Learning Sciences, Human Computer Partnerships, Cognitive Psychology / Sciences, and Learning Environments. Our aim is to explore and investigate the impact of 21st century technologies on learning environments by answering such questions as: What affordances can artificial intelligence, human computer partnerships, and virtual reality bring to bear on our understanding of learning environments across the lifespan? How can learning technology impact accessibility, identity development, persistence, and perceptions, all within the current and future needs of society?

As the lead organization in this initiative, the Graduate School of Education seeks a candidate who would lead the effort to develop a team of scholars who share an interest in exploring how research can lead to better understandings of the interaction between technology, pedagogy, and environments while also considering the vital need to reduce persistent inequities. This initiative also serves UB’s goal of establishing, implementing, validating, and advocating pathways for translation and scaling of the best tested educational technologies within a diverse range of learning environments. The focus on translation and scaling of AI and other applicable technologies to problems of learning is critical to future priorities in learning across the lifespan. Central to the effectiveness of this initiative is a belief in the importance of cross-disciplinary translational research.

The University at Buffalo is New York State's largest and most comprehensive public university. A premier center for graduate and professional education, UB is a member of the prestigious Association of American Universities, placing it amongst the leading research-intensive public universities in the United States. Based upon their research and scholarly productivity, as well as key leadership roles served in professional associations, faculty members in the Graduate School of Education are acknowledged, both in the U.S. and abroad, as leaders in their respective fields.

Priority will be given to candidates who have an established track record in interdisciplinary research and demonstrated experience in directing a group of scholars with a shared intellectual purpose across multiple academic units. However, all scholars with significant interest are encouraged to apply. For full consideration, please submit an application before Oct. 30th.

Minimum Qualifications:
• An earned Ph.D. in a Learning Science related field (e.g., Education, Cognitive Psychology, Computer Science, Architecture)
• A record of scholarship in research that could be qualified as Learning Science
• Leadership and administrative experience
• Higher-education teaching experience

Preferred Qualifications:
• A successful record of external funding for Learning Science research
• Experience in developing or expanding course offerings in the Learning Sciences & related fields
• Successful experience working across multiple disciplines and fields.
• Evidence of leadership at the university and national level.
• Evidence of commitment to issues of equity, access, and culturally responsive education.

Required documents for applicant:
• A cover letter outlining your qualifications and interest in the position
• A separate document describing how you have worked to promote diversity, equity, and inclusion in your current position(s) and how you plan to continue to do so in the future
• curriculum vitae
• Three sample publications
• Contact information for three (3) references

For general help or questions about submissions
Contact Name: Marian Summa
Title: Department Assistant
Phone: 716-645-4342
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.

For questions about the position
Contact Name: Sam Abramovich
Title: Associate Professor and Search Chair
Email: This email address is being protected from spambots. You need JavaScript enabled to view it.
Phone: 716-645-3174

 

Two Assistant Professor (tenure-track) positions in Learning Sciences at the University at Buffalo, SUNY

Start date: August 2020

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

Application deadline: 23/10/2019

The Graduate School of Education at the University at Buffalo, SUNY invites applications for two Assistant Professor (tenure-track) positions in the Learning Sciences, in the Department of Learning and Instruction. We seek a scholar with expertise in Mathematics Education for one position and Computer Science Education for the second position. The Department of Learning and Instruction has a long history of research excellence and a strong tradition of teaching and community engagement. Faculty demonstrate a commitment to creating a collegial academic environment characterized by equity, social justice, interdisciplinary collaboration, an ethic of care across all of their programs.

We seek candidates to join a collaborative group of scholars who are committed to engaging in research that addresses problems of practice through the Learning Sciences. We are particularly interested in scholars whose research and teaching seeks to investigate the following subject areas: designing or examining innovative classroom practices, creating and scaling solutions to real-life problems, exploring ways in which learning technologies serve to ameliorate or exacerbate educational and economic inequality, understanding issues facing students or teachers in urban and/or rural settings, exploring the intersections of cognition and emerging technologies on teaching and learning, and/or exploring learning technologies in sociocultural contexts.

Responsibilities include:
• Maintaining an active and productive research agenda commensurate with Research 1 tenure track faculty appointments
• Seeking external grant funding
• Teaching two courses per semester at the graduate level in Masters programs and PhD program related to candidate’s expertise
• Teaching and Advising Ed.M. and Ph.D. Students

Required Qualifications:
• A Ph.D. in the Learning Sciences or related field (including Education, Psychology, Cognitive Science, Computer Science, Mathematics, etc.)
• Content area expertise in either Mathematics or Computer Science

Preferred Qualifications:
• Strong potential for funding
• Published research or scholarship (or strong potential for publication)
• Experience and/or teaching in P-12 schools, particularly experience with diverse populations
• Experience with online teaching

Required documents for applicant:
• A cover letter that includes relevant qualifications for the position and research and teaching interests
• A 1-page statement describing how the applicant has worked to promote diversity, equity, and inclusion in previous position(s) as an educator/teacher, graduate student, or faculty member, and how the applicant might continue these efforts as a faculty member
• Curriculum vitae
• 1 sample publication
• Contact information for three (3) references

To review the complete position posting and to apply, please visit: http://www.ubjobs.buffalo.edu/postings/21525

Review of applications will begin immediately. Priority will be given to those received by October 23. Anticipated start date August 2020.

 

David J. Vitale Assistant/Associate Professor of Learning Sciences, Harvard Graduate School of Education

Application website: https://apply.interfolio.com/68078

Application deadline: 31/10/2019

The Harvard Graduate School of Education (HGSE) invites applications for a full-time faculty position focused on advancing an understanding of the learning process and the design of learning environments. The appointment will be at the rank of tenure-track Assistant or Associate (untenured) Professor, depending upon experience.

We seek scholars whose research, teaching, and impact in the field will advance one or more dimensions of the learning sciences, including but not limited to:

• developing theoretical understandings of learning and teaching in individual and/or social contexts;
• designing, implementing, and evaluating learning innovations in informal and formal environments; and
• improving approaches to teaching and learning for all people, with attention to learner variability and/or cultural contexts.

Strong applicants will be distinguished by the quality of their research, their use of rigorous methods, and the significance of their work for policy and practice.

We seek candidates who have the potential to make a powerful contribution to the core curriculum for our master’s and doctoral programs, by teaching required courses and recommended elective courses as part of specific program pathways. The ability to convey conceptual as well as practical knowledge beyond one’s own specific expertise is crucial. High-quality teaching is valued at HGSE, and the school has made a strong commitment to cultivating and supporting strong teaching practices among faculty.

Successful candidates will have an excellent record of rigorous scholarship and a commitment to teaching and mentoring. HGSE faculty at all ranks advise students and participate in institutional governance and service. Candidates should have an earned doctorate in the learning sciences, educational psychology, cognitive science, information sciences, education, or a related field, along with expertise and an established research agenda in the learning sciences.

The search committee will begin reviewing applications on October 15, 2019 and will continue until the position is filled. Please submit a CV, cover letter, research statement, teaching statement, writing samples, and the names and contact information for three references, via https://apply.interfolio.com/68078
Applicants who move to the next round will be asked to submit additional documents.

If you have any questions, please contact the Office of Faculty Affairs at This email address is being protected from spambots. You need JavaScript enabled to view it. or 617-495-3958.

We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, gender identity, sexual orientation, pregnancy and pregnancy-related conditions or any other characteristic protected by law.

 

Director of The Learning Sciences Research Institute (LSRI), University of Illinois at Chicago

Time frame: Beginning August 2020

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

Application deadline: 01/11/2019

The Learning Sciences Research Institute (LSRI) at the at the University of Illinois at Chicago (UIC) invites applications and nominations for the position of Director. The successful candidate will provide leadership for the institute and a vision for its continued excellence in research, teaching, service, and community engagement.

LSRI is dedicated to the support of multidisciplinary research on learning and teaching, and to the development and evaluation of learning environments, curriculum materials, teacher professional development, and educational practices appropriate for 21st century learning, including research and development focused on aspects of disciplinary teaching, learning, and assessment. One of the primary functions of LSRI is to facilitate the development of proposals for extramural research support and to administer and support those projects that successfully secure such funding. Most of the proposals developed in LSRI involve collaborations among multiple investigators representing various departments and units at UIC.

LSRI brings together a group of UIC researchers from three colleges (Liberal Arts and Sciences, Education, and Engineering) and over a dozen academic departments in an interdisciplinary program of research in the learning sciences. The research and development work at LSRI spans the space of activity from fundamental understandings of how people learn to the design of environments and technologies to promote learning. The Institute has generated over $100M of external research funding, is the former editorial home of the Journal of the Learning Sciences, and provides hundreds of professional development opportunities for educators from the Chicago Public Schools and other districts.

LSRI houses a PhD program in the Learning Sciences with a specific focus on the education of a new generation of researchers with dual expertise in the science of learning and a distinct disciplinary focus of their choosing. Students with expertise in fields as disparate as literacy, computer science, music, urban planning, chemistry, geography, and mathematics study together, bringing their unique disciplinary experience to challenge and broaden each other’s perspectives on the nature of learning and the implications for teaching and design.

The Director is the chief administrative officer of the institute with responsibility for instructional programs and for administrative, budgetary, promotion, and recruitment matters. The position also entails appointment as a faculty member in LSRI and in another academic unit that reflects the Director's disciplinary specialization. The successful candidate will have a PhD, a distinguished record of scholarship, evidence of excellent teaching, and appropriate academic administrative experience. A demonstrated ability to foster collaboration among a diverse group of scholars is desirable, as is a strong record of external funding and exemplary awards. The ideal Director will work with key units and communities at UIC and the Chicago metropolitan area to enhance the mission of the Institute, the College of Liberal Arts and Sciences, and the University.
The successful candidate must be a Full Professor or must possess a record of publication, teaching, and service that would merit promotion to Full upon hiring and academic appointment at UIC.

The desired appointment date is August 16, 2020. Salary is competitive based on qualifications. To apply, complete an on-line application and upload a cover letter, full curriculum vitae, and the names and full contact information of five references at https://jobs.uic.edu. Please click on the Job Board and then the position. For information about the application processes please contact Edward Drogos at This email address is being protected from spambots. You need JavaScript enabled to view it.. For further information about LSRI see the institute’s website https://lsri.uic.edu/. Applications should be received by October 4, 2019 to receive full consideration. Nominations for the position may be submitted to Edward Drogos at This email address is being protected from spambots. You need JavaScript enabled to view it. by no later than September 11, 2019.

UIC is a Carnegie Doctoral/Research-Extensive University located in the heart of one of the nation's largest metropolitan areas. It is a comprehensive public university with a diverse student body of more than 29,000 undergraduate, graduate, and professional students. UIC is federally recognized as a Minority Serving Institution (MSI) through its status as an Asian American and Native American Pacific Islander Serving Institution (AANAPISI) and a Hispanic Serving Institution (HSI), fully funded by the U.S. Department of Education.

The University of Illinois at Chicago is an affirmative action/equal opportunity employer, dedicated to the goal of building a culturally diverse, pluralistic faculty and staff committed to teaching in a multicultural environment. We strongly encourage applications from women, minorities, individuals with disabilities and covered veterans. The University of Illinois may conduct background checks on all job candidates upon acceptance of a contingent offer. Background checks will be performed in compliance with the Fair Credit Reporting Act.

 

Postdoctoral positions at CIAE Universidad de Chile

Time frame: one year

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

Application deadline: 31/10/2019

Postdoctoral position at CIAE Universidad de Chile.
Four postdoctoral positions are being offered at the Center for Advanced Research in Education (CIAE) at the Institute of Education of the Universidad de Chile, located in the city of Santiago, the capital of Chile. The positions are in any of the following research areas:
• Teaching and Learning of Language and Literacy
• Teaching of School Writing and Teacher Professional Development
• Teaching and Learning on Integrated STEM
• Early Childhood Education
• Learning and Cognition
• Education Policies
For more details about positions and areas please go to http://www.ciae.uchile.cl/index.php?page=view_postulacion_201910_postdoc_ensenanza_aprendizaje&langSite=es

Candidates should exhibit evidence of outstanding research results and should have received their PhD before October 31, 2019 and after October 31, 2015.
The position is for full-time research activity, with no teaching duties. The preparation of the candidates and their interests should enable them to contribute to the research agenda of CIAE.
CIAE will cover flight tickets, and will pay a monthly salary of Ch$1,800,000 (before taxes, around US$2,700).
The application process will be opened until October 31st, 2019.
After completing the application form you will receive a confirmation email with a link that you must send to the people who will write your recommendation letters.
Applications for which two recommendations are not received by the application deadline will not be considered.

http://www.ciae.uchile.cl/index.php?page=view_postulacion_201910_postdoc_ensenanza_aprendizaje&langSite=es

  

Associate/Assistant Professor Position in Learning Sciences & Technologies, Worcester Polytechnic Institute

Application deadline: 21/12/2019

Time Frame: Beginning summer 2020

The Department of Social Science & Policy Studies (SSPS) and the Learning Sciences and Technologies Program (LS&T) at Worcester Polytechnic Institute (WPI) announces an Associate/Assistant Tenured/Tenure-Track position in the Learning Sciences to begin August 2020. Candidates should have a doctorate in Learning Sciences, Psychology, Education or a related field (e.g., Cognitive Science). WPI is committed to fostering a diverse and inclusive campus community.

The ideal candidate should have a strong program of fundable interdisciplinary research (e.g Institute of Education Sciences, NSF, and other agencies) and have experience teaching undergraduate and graduate courses in the learning sciences. The candidate’s research should complement our current research strengths in: technology for STEM learning/assessment, mathematics cognition, embodied design, game-based learning environments, educational data mining, and intelligent tutoring systems. Fundamentally, the LS&T faculty are looking for collaborators to advance our goal of improving K-16 education with learning innovations.

The selected candidate will teach courses in our LS&T graduate program as well as teach courses in and be a member of our undergraduate program in Psychological Sciences (e.g., Educational, Cognitive, or Developmental Psychology). In addition, the new faculty member will be expected to advise graduate and undergraduate students and be invited to create new courses in areas of interest.

The WPI LS&T program, funded by over $10 million in grants annually and is nationally recognized as one of the top programs related to Learning Science and Technologies research. The WPI LS&T program is an interdisciplinary program comprising core faculty from SSPS, Computer Science, and Mathematical Sciences. The faculty also collaborate with WPI’s STEM Education Center. Our websites provide additional information about the Learning Sciences & Technologies graduate program (MS and PhD) (https://www.wpi.edu/academics/departments/learning-sciences-technologies), SSPS Department (https://www.wpi.edu/academics/departments/social-science-policy-studies), and WPI’s STEM Education Center (https://www.wpi.edu/academics/stem-education-center). 


Applications should include (1) a cover letter describing your interests in the position and related experiences in research and teaching (2) a statement outlining research/scholarship activity, (3) a statement describing teaching philosophy, advising, and service, (4) a CV, (5) 2 sample publications that best represent your work, and (6) the names of three referees who will submit letters of recommendation. Applicants should be sure to include information concerning their commitment to/experience with diversity, equity, and inclusion in any area of professional life.

Applicants interested in this position should direct inquiries to Erin Ottmar (This email address is being protected from spambots. You need JavaScript enabled to view it.) or Neil Heffernan (This email address is being protected from spambots. You need JavaScript enabled to view it.), chairs of the LS&T Search Committee..

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

   

Assistant Professor in Educational Psychology foundations and/or Learning Sciences, University of Nevada, Las Vegas

Review of applications: begin 9/1/19 for position starting Fall, 2020

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

The Department of Educational Psychology and Higher Education at the University of Nevada, Las Vegas seeks a tenure-track faculty to join the Educational Psychology program and/or the Learning Sciences program at the rank of Assistant professor. The individual hired will represent expertise and skills outlined in the qualifications section of this announcement. The individual hired will be expected to teach graduate level courses in their areas of expertise/specialization. The individual hired will also be expected to teach existing courses in quantitative methods, intermediate and advanced statistics, cognition and learning, or self-regulated learning. In addition, the selected candidate 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
The position requires an earned doctorate in Educational Psychology, the Learning Sciences, Educational Statistics, or a related field from a regionally accredited college or university at the time of appointment. Preference will be given to candidates with research programs in one or more of the following areas: (a) learning analytics; (b) advanced quantitative statistical modeling or other areas of educational statistics; or (c) cognition and learning, technology, metacognition, self-regulated learning, or motivation. 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.

Credentials must be obtained prior to the start of employment.

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

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

   

 

 

 

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