Look here for information on non-SEISMIC opportunities! These can include webinars related to equity and inclusion or STEM teaching, as well as workshops and other chances to be involved in work related to SEISMIC. Postings here will be organized so that events happening sooner will be closer to the top.
Please contact firstname.lastname@example.org if you think there is an event not held by SEISMIC that belongs on here!
Inclusive STEM Teaching Project – Six-Week Massive Open Online Course
October 3rd – November 22nd, 2022
The Inclusive STEM Teaching Project, a NSF Improving Undergraduate STEM Education program, is hosting a six-week Massive Open Online Course (MOOC) from October 3 – November 22, 2022 via edX. Join our community of nearly 6,000 faculty, postdocs, graduate students, and staff, and register for our online course this fall. By participating in this course, you will learn how to:
Advance awareness, self-efficacy, and ability to cultivate inclusive classroom environments;
Support your development as a reflective, inclusive practitioner;
Engage in reflection and discussion around topics of equity and inclusion across a variety of institutional contexts;
Implement inclusive teaching methods in your classes which will remove common barriers and enhance learning in STEM for all students.
In addition, there are more than 140 trained facilitators running optional learning communities at institutions around the country. If you are interested in joining a learning community, please express that interest here.
Many IUSE programs and their associated faculty and PhD students have participated in three previous course runs, and we believe our course will be of interest to your IUSE networks of faculty and professionals. Please share the information widely with your colleagues and networks – we welcome you to use this email as well as our course flyer and 1-pager.
Student Experience Project – Public Panel Discussion
July 13th 12:00pm – 1:00pm ET
We invite you to join the Student Experience Project on July 13 from 12-1 p.m. ET for a webinar unveiling the results of a pathbreaking new project scaling evidence-based practices that increase student success by transforming student experience and creating equitable learning environments.
As part of the event, the SEP will release a new report outlining tangible interventions universities and colleges can implement in their own contexts. The report, Increasing Equity in College Student Experience: Findings from a National Collaborative, draws on a vast data set measuring students’ experience of their learning environment and subsequent academic performance. Participants will also receive access to scalable, evidence-based tools to boost students’ sense of belonging and other aspects of student experience that increase student success.
Please join for a public panel discussion of the project and its key findings on July 13 at 12 p.m. ET. Register to learn more about the SEP’s collaborative model, findings, and what you can do to create equitable college student experience and outcomes.
Boyer 2030 Commission – UERU
July 7th 2:00-3:00pm ET
The purpose of this session is to engage individuals in STEM Education Centers, Teaching & Learning Centers, and Faculty Development Communities in discussions about the Boyer 2030 Report prior to its official release in Fall 2022. The stakeholder session will allow us to generate momentum and solicit responses to the report’s overarching themes and recommendations. Mary Wright, Associate Provost for Teaching and Learning at Brown University and a Boyer 2030 Commission Member will be joining us in the conversation.
Please extend this invitation to other colleagues that would benefit from participating.
AAC&U Conference: Transforming STEM Higher Education
November 3-5, 2022
Within many areas of undergraduate STEM reform, the COVID-19 pandemic has seemingly been declared over, or over enough. And a return to the next, or some new, normal has sparked deep relief. However, for others, the pandemic’s “end” has brought little in the way of relief because the same institutional systems, structures, traditions, and beliefs that privileged some, while disadvantaging others, still exist. The resistance to accept, or even grapple with, this uncomfortable truth has made the need for a different kind of approach to STEM reform that much more urgent.
The American Association of Colleges and Universities (AAC&U) and its Project Kaleidoscope (PKAL) invite you to submit a proposal for the annual Transforming STEM Higher Education Conference, which examines the entire range of contemporary challenges to—and opportunities for—STEM higher education reform. All sessions will be delivered in-person, and session presenters will be supported by an onsite AV team and staff to co-create the most engaging attendee experience possible. Click here for more information about the conference.
The deadline for proposal submissions is Monday, July 11, 2022 at 11:59PM your local time.
The AAC&U STEM Conference advances undergraduate STEM education through its commitment to providing inclusive and quality professional development opportunities to the STEM reformers of American higher education. By foregrounding diverse disciplines, perspectives, worldviews, voices, and vantage points—especially of those who have been historically marginalized within STEM—this conference gives rise to a deeper understanding of national and institutional levers of reform; and outlines a national agenda for manipulating those levers to drive discovery, innovation, and social change in STEM higher education. With our attendees, we give voice, not just sound; demonstration, not just intent; and purpose, not just a plan for co-creating reform strategies that can accelerate the reform of undergraduate STEM education practice, research, and policy in ways that advantage all and disadvantage none.
Session types this year include:
- Individual Classroom/Project-Level Interventions
- Institution-Level Interventions
- National-Level Interventions
- STEM Education Research
Click here for more information about sessions, formats, and submitting a proposal.
National Institute on Scientific Teaching – Solve my Problem!
June 21 – July 19, 2022
Solve My Problem is Back in 2022!
Have you been trying to enact changes in your courses, centers, or departments? Perhaps you feel as though you have been working alone, and really want to collaborate with others who have similar pedagogical goals. This program provides the opportunity to work with a small group of engaged science faculty to develop strategies for addressing a teaching challenge.
We invite you to participate in the second year of Solve My Problem. When you register for this collaborative program from the National Institute on Scientific Teaching, you will select from a list of ideas. Groups will be formed based on individual interests in similar topics, and be supported by a coordinator to plan their problem-solving approach. Topics include but are not limited to: improving lab courses, orchestrating effective group work, and encouraging critical thinking and problem solving skills.
Following an opening workshop on June 21, small groups will meet regularly online over the course of 4 weeks to focus on specific problems and develop solutions that you can use in your courses. Solve My Problem will conclude on July 19 with a closing workshop, where participants will share tips, tools, and strategies developed during the workshop.
Registration deadline: June 14, 2022
We hope to see you this summer!
The 2022 Solve My Problem Organizing Team.
Free Registration Now Open: Indiana University’s 4th Annual International Learning Analytics Summit
May 11- 13, 2022
You are cordially invited to register for Indiana University’s 4th Annual International Learning Analytics Summit: Actionable Research that Transforms Teaching, Learning, and Student Success.
Sponsored by the Center for Learning Analytics and Student Success (CLASS), this year’s summit will be held virtually on May 11-13, 2022 using a highly interactive and robust conference platform. The summit provides a forum for discourse about existing and anticipated changes that faculty, programs, and schools are making through the thoughtful, practical application of learning analytics.
Since the first annual Learning Analytics Summit, a total of 553 attendees, representing
Through keynote talks, presentations, and working sessions, we will address both the opportunities and barriers of providing learning analytics, data dashboards, and predictive models to faculty as they conduct scholarly research about teaching, learning, and student success.
Submit a Proposal
If you would like to share your work in a short paper or lightning round, please submit a proposal by April 9, 2022.
AAAS SEA Change Institute: Data-Driven Decision Making
April 4- June 17, 2022
This five-part learning series provides higher education change leaders the opportunity to expand their knowledge of how to use data to remove the barriers that limit diversity, equity, and inclusion at the faculty and instructional levels.
The Inclusive STEM Teaching Project: Massive Open Online Course (MOOC)
March 23- May 4, 2022
The Inclusive STEM Teaching Project, a NSF Improving Undergraduate STEM Education program, is hosting a free, six-week Massive Open Online Course (MOOC) from March 23 – May 4, 2022 via edX. Join our community of over 4,000 faculty, postdocs, graduate students, and staff, and register for our online course this spring. By participating in this course, you will learn how to:
- Advance your awareness, self-efficacy, and ability to cultivate inclusive classroom environments;
- Support your development as a reflective, inclusive practitioner;
- Engage in reflection and discussion around topics of equity and inclusion across a variety of institutional contexts;
- Implement inclusive teaching methods in your classes which will remove common barriers and enhance learning in STEM for all students.
There are two options for participation:
- Take the course asynchronous, on your own time (and place).
- Take the online course and join a Learning Community that meets once a week for 80 minutes during the course run. Signup here.
BVA Virtual Community Conversations: Teaching with Empathy: Finding the Right Balance Between Flexibility and Structure.
Thursday, September 16, 2021 | 4:00 pm to 5:00 pm EDT
Facilitated by Jenny Archibald, Amy Leyerzapf, and Trevor Rivers, from the University of Kansas. Hosted by the Bay View Alliance—a similar networked community like SEISMIC.
For faculty around the country, teaching during the pandemic has heightened awareness of how stress caused by factors outside the classroom can make it difficult for students to focus and learn in our classes. How do we respond with compassion without losing the focus on student learning? Approaches to teaching with empathy require that we build support and flexibility into our courses, yet flexibility also requires more self-management, and we have seen the latter derail the learning experience for some students during this last year. During this Bay View Alliance Community Conversation, participants will have an opportunity to share with one another what they have learned in the last year about teaching with empathy, including the challenges and rewards of finding the right balance between flexibility and structure in a single course.
Jenny Archibald and Trevor Rivers are both Assistant Teaching Professors in the Undergraduate Biology Program at KU. Amy Leyerzapf is a Lecturer and Director of Graduate Studies in KU’s Institute for Leadership Studies, and a Faculty Fellow with the Center for Teaching Excellence at KU.
This academic year the BVA will host Virtual Community Conversations the third Thursday of each month, from 3:00-4:00 PM EST.
Registration is not required for this event. Please use the Zoom link below.
Job Posting: Program Associate, Diversity, Equity, and Student Success (DESS)
Application Closes: September 12, 2022
The American Association of Colleges and Universities (AAC&U) is a global membership organization dedicated to advancing the vitality and democratic purposes of undergraduate liberal education. Through our programs and events, publications and research, public advocacy and campus-based projects, AAC&U serves as a catalyst and facilitator for innovations that improve educational quality and equity and that support the success of all students. In addition to accredited public and private, two-year and four-year colleges and universities and state higher education systems and agencies throughout the United States, our membership includes degree-granting higher education institutions in more than twenty-five countries as well as other organizations and individuals. To learn more, visit www.aacu.org
The DESS Program Associate is responsible for providing administrative and program support for grant-funded projects and summer institutes sponsored by DESS. These include the Institutes on High-Impact Practices and Student Success, and Truth, Racial Healing, and Transformation (TRHT) Campus Centers.
Read more about the job posting here.
Job Posting: Assistant to the Vice President/Program Associate, Office of Undergraduate STEM Education
Application Closes: September 9, 2022
The Office of Undergraduate STEM Education (OUSE) at AAC&U consists of a visionary team of committed individuals that implement bold national initiatives and interventions to advance the reform of undergraduate STEM education. Grounded in the shared legacy of Project Kaleidoscope (PKAL) and led by the values of equity and quality, the OUSE works to: 1) provide advanced professional and leadership development institutes for STEM faculty; and 2) expand the STEM reform knowledge base through research, policy, and evaluation. For further information about Project Kaleidoscope and the Office of Undergraduate STEM Reform, visit our website at: https://www.aacu.org/office-of-undergraduate-stem-education.
The Assistant to the Vice President/Program Associate will provide executive administrative support to the Vice President, as well as important support in organizing, coordinating, planning, and designing STEM faculty professional development institutes. The Assistant to the Vice President/Program Associate must have exceptional communication, interpersonal, and organizational skills and be able to identify and implement creative solutions that will enable the Office to realize its vision for growth and expansion. The Assistant to the Vice President/Program Associate will assist in maintaining a highly congenial work atmosphere that is respectful, collegial, and highly supportive of the professional needs and desires of others. As such, the Vice President/Program Associate is a key factor in sustaining a spirit of collaboration, discipline, and care for self and others. This is a full-time, virtual position. The Assistant to the Vice President/Program Associate reports directly to the Vice President for Undergraduate STEM Education.
Read more about the job posting here.
Job Posting: Director, STEM Accelerator Program, George Mason University
Application Closes: April 28, 2022
there is an opening for the director of the STEM Accelerator program in the College of Science at George Mason University (in the Virginia suburbs of DC). The STEM Accelerator works to increase the number of STEM majors, improve retention rates of STEM students, and help STEM graduates join the workforce or continue their education. Our programs include the Learning Assistant program, the STEM Bridge Camp for incoming undergrads, the FOCUS camps for middle-school and high-school girls, and much more. The full job listing is at https://jobs.gmu.edu/postings/
Job Posting: Instructional Consultants (University of Michigan)
Application Closes: March 30, 2022
The Center for Research on Learning and Teaching invites applications for THREE instructional consultants, two with deep experience in curricular design, and one with experience in course- or program-level assessment to join our Foundational Course Initiative (FCI) team. All FCI consultants help lead collaborative course design teams, consisting of instructors, staff, and graduate and undergraduate students affiliated with large introductory undergraduate courses. We are committed to the idea that designing learning and teaching experiences that are purposeful, equitable, and effective requires a holistic approach. For this reason, our team-based transformational process integrates formative assessment, learning analytics, educational technologies, strategic design, and student-centered teaching practices.
This is an opportunity to join the nation’s first teaching center and to work with a diverse and dynamic team dedicated to transforming large foundational courses and promoting excellence in teaching by centering diversity, equity, inclusion, and justice in pedagogical practices. Because of the University’s commitment to these values, and their relevance to the substance of instructional design work, candidates from groups historically underrepresented in educational development are strongly encouraged to apply. For more information about CRLT, please visit http://www.crlt.umich.edu. Hired consultants will engage in the responsibilities listed below.
Job Posting: Tutoring Program Manager
Application Closes: March 27, 2022
The University of Michigan’s Science Learning Center (SLC) seeks a highly motivated and experienced professional for our Tutoring Program Manager position. The Tutoring Program Manager coordinates all aspects of the SLC Tutoring Program, including both the day-to-day operations and program development components, and the recruitment, training, and supervision of one graduate student program assistant, approximately 75 undergraduate science tutors and 15 undergraduate help desk staff. Currently, the program includes drop-in (in-person) and appointment-based (online and in-person) tutoring, and focuses on developing students’ long-term learning strategies.
The Tutoring Program Manager reports directly to the SLC Associate Director. The Tutoring Program Manager is part of the Academic Programs Team and works collaboratively with a strong emphasis on communication and teamwork to ensure the SLC’s academic programs are integrated and coordinated. The Tutoring Program Manager also contributes to special projects and events, such as the Tutor Summit, and collaborates with faculty and staff across the college, including key strategic partners such as the Comprehensive Studies Program (CSP), Services for Students with Disabilities, and the Newnan Academic Advising Center. The Tutoring Program Manager is expected to participate in programming and provide student staff training and mentoring around the learning center and tutoring best practices and issues of diversity, equity, and inclusion. The Tutoring Program Manager develops an annual training program to maintain training certification through the College Reading & Learning Association (CRLA) International Tutor Training Program (ITTPC) Level I certification requirements and conducts ongoing evaluation and assessment. The Tutoring Program Manager also coordinates with the Math Department to provide math tutoring during the spring and summer terms, which includes some hiring and supervision of undergraduate math tutors and some work with math instructors.
This position does require some evening and weekend work for start-of-term training, support during busy periods prior to exams, workshops, collaborations, and special events.
Job Posting: Mentoring Program Coordinator
Application Review Starts: March 9, 2022
The Mentoring Program Coordinator is a full-time appointment that reports directly to the faculty director of the Center for Innovative, Teaching, Research, and Learning at the University of California Santa Barbara. The Mentoring Program Coordinator will serve as a liaison across the undergraduate learning mentorship programs on campus. The program coordinator can also provide research-based guidance to existing programs as well as provide consultation to faculty and staff who plan to develop new mentoring programs.
The primary Program Coordinator areas of responsibilities included, but are not limited to:
Serve as liaison to undergraduate learning mentorship programs across all colleges:
UCSB is home to multiple mentorship programs in STEM, Social Sciences, and Humanities. The program coordinator will work closely with these areas to provide necessary support with training, recruitment, and assessment of the programs.
Develop training materials for peer mentor programs:
The program coordinator will work to further develop training modules for undergraduate peer mentors that will focus on mentoring practices that are aligned with the diverse experiences of UCSB students.
Host training sessions for peer mentors
The program coordinator will host multiple training sessions during the year, to accommodate the new peer mentor cohorts. The training will be a collaboration with each of the mentor programs with the goal to provide students with general mentoring skills prior to content specific training.
Provide guidance and consultation to mentoring program leaders:
The program coordinator will work with program leaders to help implement clear mentor/mentee protocols, to assure that the students have a clear understanding of what to expect from the program. In addition, the program coordinator will work with the program leaders to design and implement assessment protocols for each program. The protocol will include clear evidence gathering procedure, and evidence analysis.
The department is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching and service.
Job Posting: Postdoctoral position in the Division of Biological Sciences at University of California San Diego
Application Review Starts: ASAP
A postdoctoral position is available with Professor Stanley Lo in the Division of Biological Sciences at University of California San Diego as part of the Hiring Interventions for Representation and Equity (HIRE) Alliance project funded by the National Science Foundation (HRD-2113355). We are using design-based research to develop, implement, self-study, and evaluate a model to advance equitable hiring of teaching-focused faculty in STEM. Specifically, the position will collaborate with social science researchers, professional evaluators, and faculty fellows in the Alliance to examine how departmental and institutional factors may support or prevent the implementation of equitable faculty hiring practices.
What we offer:
The HIRE Alliance is a stimulating intellectual environment with freedom to develop new research directions and collaborations with researchers across multiple UC campuses. At UC San Diego, we have a vibrant discipline-based education research community in STEM, a Science of Teaching seminar series in Biological Sciences, and a Ph.D. program in Mathematics and Science Education (jointly offered with San Diego State University). The postdoctoral scholar will participate in all phases of research in a complex project, including instrument development, data collection and analysis, publications, and new grant writing, while being encouraged to build on their own emerging research agenda. We support postdoctoral scholars with mentorship for multi-faceted career development and opportunities tailored towards individual career goals.
What we are looking for:
Candidates should have relevant methodological backgrounds; an understanding of the current literature on equity, diversity, and inclusion in postsecondary education; and strong verbal and written communication skills. We particularly value collaborative and motivated individuals with the ability to work independently, mentor students, and manage multiple parallel projects. Candidates with Ph.D. or equivalent degree in any STEM discipline, education, learning sciences, or related fields are encouraged to apply.
How to apply:
Interested applicants should send a cover letter (summarizing their relevant experiences to the position and describing their research interests and career plans), curriculum vitae, and the names and contact information of three references to Stanley Lo (email@example.com).
Job Posting: Distinguished Teacher-Scholar (Postdoc) Fellows Program
Application Review Starts: February 18, 2022
Lyman Briggs College at Michigan State University established the Distinguished Teacher-Scholar (Postdoc) Fellows Program in 2021 as one part of this commitment, to actively promote a dynamic learning and research environment in which qualified individuals of differing perspectives and cultural backgrounds pursue academic goals with mutual respect and shared inquiry, and to promote an inclusive environment in which outstanding teacher-scholars support the advancement of diversity, equity, inclusion, and belonging (DEI&B) in the academy. This Program, a partnership between the LBC Dean and the MSU Provost, aims to recruit recent Ph.D.s as distinguished postdoctoral fellows with the goal of successfully transitioning them into tenure-system positions in LBC at MSU at the end of their 2-year fellowship.
For this year’s inaugural Distinguished Teacher-Scholar (T-S) Fellow cohort, we seek candidates with training in the social sciences. We are particularly interested in applicants whose research and teaching experiences and interests are in the social study of science and/or medicine focusing on innovative and interdisciplinary topics related to marginalized or underrepresented communities. These might include but are not limited to decolonizing science; science and medicine in the Global South; environmental justice; queer feminist science and technology studies; transnational circuits of scientific authority and power; inequalities in health or medicine; inequalities in science, knowledge, and/or technology; reproductive justice; psycho-pathologizing of marginalized communities; or socially uneven consequences of scientific misinformation, climate change, or emergent technologies.
Job Posting: Postdoctoral Scholar (University of California Irvine)
Preferred start date: January 1, 2022
The UC Irvine Education Research Initiative (ERI) and School of Biological Sciences are jointly looking for a Postdoctoral Scholar with expertise in quantitative and/or qualitative methodologies to carry out discipline-based educational research (DBER) exploring teaching and learning in higher education under the supervision of Dr. Brian Sato (Professor of Teaching, Molecular Biology & Biochemistry; Associate Dean, Division of Teaching Excellence and Innovation). This is a two-year position with a proposed start date of January 1, 2022 (negotiable).
The University of California, Irvine has a vibrant and collaborative community of discipline-based education researchers, education researchers, and STEM educators striving to provide our highly diverse student population with a premier learning experience. The Education Research Initiative is housed within the Division of Teaching Excellence and Innovation (DTEI) and aims to bring together researchers across the campus interested in conducting education research and implementing this research into practice. The Postdoctoral Scholar will collaborate with UCI faculty, postdocs, and graduate students, primarily within STEM, Education, and Social Science disciplines, on ERI projects. A main focus of the work will be an NSF-funded project (DUE 1821724) to examine the impact of teaching-focused faculty on student and faculty outcomes, using a variety of data sources (institutional data, student and faculty survey and interview data, classroom observation data, and social network data, among others). In particular, we are interested in exploring faculty conceptions of teaching and learning, their professional identity, and their perceptions regarding their role and fit within their departments and how these constructs relate to student outcomes.
Relevant research projects will involve survey design and analysis, accessing, cleaning, and analyzing institutional data, and modeling of nested data. Other potential areas that the postdoc could contribute to involve coding and analysis of interview data, social network analysis, and multiple regression analysis. Candidates must have a Ph.D. or equivalent in an Education, Social Science, or STEM Education discipline; experience in conducting research on teaching and learning; outstanding verbal and written communication skills; a successful record of publication and presentations; and the ability to work well with university faculty. Grant writing experience is also a plus and the individual will have opportunities to lead proposal writing efforts.
Applications should be submitted online at https://recruit.ap.uci.edu/JPF07193 . Please submit a cover letter describing your relevant expertise and interests, a curriculum vitae, a research statement, a diversity statement, and names and contact information of three references.
Job Posting: New Tenure Track Assistant Professors in Biology, Mathematics, and Physics (Michigan State University)
Preferred start date: Varies (check links below)
Michigan State University (MSU) and MSU’s Lyman Briggs College (LBC) actively promote a dynamic research and learning environment in which qualified individuals of differing perspectives and cultural backgrounds pursue academic goals with mutual respect and shared inquiry.
MSU invites applications for three different tenure track Assistant Professor faculty positions, one in each biology, mathematics, and physics. Each appointment will be 75% in LBC and 25% in an appropriate College of Natural Science disciplinary unit (Physiology, Program in Mathematics Education, or Physics).
These three tenure track positions seeks to add outstanding scholars to bolster existing strengths and support the launch of exciting new programs and initiatives focused upon scholarship in DEI&B: Diversity, Equity, Inclusion, and Belonging. We believe that this research agenda is best advanced by a cohort of faculty with varied perspectives and lived experiences, in order to challenge biases and conventions in research and academia; promote innovation; and educate future generations. These scholars will show a commitment to building an equitable and diverse scholarly environment through their teaching, research, and/or community engagement.
Founded in 1967, LBC is a vibrant undergraduate residential college within MSU focusing on the study of the sciences in their societal and global contexts (http://lbc.msu.edu). The LBC curriculum integrates the natural sciences and mathematics with the history, philosophy, sociology, and communication of the sciences. There are approximately 2,000 students in Lyman Briggs, 66% of whom are women. 31% of all primary, secondary degree, and additional majors identify as students of an underrepresented racial/ethnic group. Additionally, 32% of LBC students are members of the MSU Honors College. Faculty work closely with students in small classes. LBC is also a leading center for research on teaching and learning and for interdisciplinary scholarship. Most LBC faculty members in the tenure system have a joint appointment in a disciplinary department or program to support their scholarship and professional development. The college boasts a dynamic community of students, staff, and faculty who make LBC an exceptional place to learn and work.
We are searching for an energetic and visionary individual to join the LBC faculty. The successful candidates will teach introductory STEM courses and will develop upper-level courses in their own area of expertise and interest through their joint unit. The ideal candidates’ research should focus on how DEI&B impacts or is impacted by student learning. The faculty members will collaborate with the other new hires and/or with the existing interdisciplinary faculty who prioritize undergraduate education as well as disciplinary and education research (i.e., DBER and SOTL).
Information about the individual positions can be found attached or at the following websites:
Job Posting: Instructional Consultant: CRLT’s Foundational Course Initiative (Program Manager)
Posting End Date: 11/04/2021
Preferred start date: ASAP
The Center for Research on Learning and Teaching invites applications for an instructional consultant to join CRLT’s Foundational Course Initiative (FCI), which is funded through the Provost’s Office. FCI’s mission is to create an equitable and engaging 21st century model of teaching at scale by redesigning large-enrollment undergraduate courses that introduce students to a discipline. FCI consultants accomplish this work by leading collaborative course design (CCD) teams–comprised of instructors, staff, and graduate and undergraduate students–through a three-year redesign process driven by team goals, course-specific data, and educational design research. In particular, FCI supports course redesign in four key areas: student support and classroom climate, pedagogy and design, assessment and analytics, and instructional technology.
This is an opportunity to join the nation’s first teaching center and to work with a diverse and dynamic team dedicated to transforming large foundational courses and promoting excellence in teaching by centering diversity, equity, inclusion, and justice.
Starting date: As soon as possible. Please note this is a three-year limited-term position, with strong possibility for renewal.
Job Posting: Two Postdoctoral Research Associate Positions at the University of Minnesota in the Department of Biology Teaching and Learning
Preferred start date: January 5, 2022
The Department of Biology Teaching and Learning in the College of Biological Sciences at the University of Minnesota seeks two postdoctoral research associates interested in conducting research on biology teaching and learning at the undergraduate level.
One postdoctoral scholar will work under the supervision of Dr. Anita Schuchardt to pursue NSF-funded research about sensemaking of mathematics in biology. Sensemaking is the ability to use prior knowledge to learn new content or solve new problems. Sensemaking has been associated with improved performance on novel or complex mathematical problems in sciences. Curricula that promote sensemaking of mathematics in science have been shown to improve understanding of science content. The scholar will explore how instruction of mathematical equations in biology classes affects students’ sensemaking and subsequent problem-solving using both quantitative and qualitative analyses. We are particularly interested in examining instruction of mathematics in biology at Hispanic-Serving Institutions and Community Colleges. The long-term goal is to develop instructor professional development workshops to elevate sensemaking of mathematical equations in diverse biology classes.
The other scholar will work under the supervision of Dr. A. Kelly Lane to conduct research projects concerning life sciences graduate education that focus on expectations, mentorship, and inclusivity. One area of research examines the expectations for completion of a life sciences graduate degree using both qualitative and quantitative methods. Another project uses social network analysis alongside qualitative methods to analyze the mentorship networks of graduate students. This project will explore who is giving mentorship and the variation in mentorship received. Both of these projects have an overarching goal of identifying any inequities in life sciences graduate student mentorship. However, this scholar will have flexibility within the scope of this research and will be encouraged to pursue various lines of inquiry.
Applicants should have either a PhD in biology, biochemistry or related sciences with some experience in biology teaching or education research; a bachelor’s or Master’s degree in these fields with a PhD in science education, learning sciences, biology education research or equivalent areas. Responsibilities will include co-advising and mentoring graduate and undergraduate research assistants, participating and contributing to an established journal research club, presenting at conferences, and writing manuscripts.
PEERS Data and Methods Webinar: Learning Analytics & Education Research Data
Wednesday, September 29, 2021 | 2:00 pm EDT
The PEERS Learning Analytics and Education Research Data webinar focus on using learning analytics data for STEM education research. The webinar will inform researchers about the potential of learning analytics data for their research, strategies for accessing learning analytics data, and relevant tools for analysis.
The presentations will cover topics such as learning sciences, access points of higher education data, relationships between cognitive theories of human learning, human-computer interactions, psychological theories of student engagement, and what goes on in college classes.
- Ben Motz, Indiana University
- Rene Kizilcec, Cornell University
- Xu Wang, University of Michigan
- James Russell, Unizin
During this webinar, we will:
- Define learning analytics
- Describe the methods and importance of the research that have been conducted
- Discuss how to access and work with the learning analytics datasets
- Participants will also have the opportunity to provide feedback and ask questions.
This webinar is free and open to the public. This webinar will be recorded and the recording will be sent to all registrants.
Application Closes: March 27, 2022
Preferred start date: January 1, 2022
Workshop: Introduction to Qualitative Meta-Synthesis Methods: Achieving STEM Equity and Inclusion through Syntheses
May 20, 2021 | 1:00pm to 4:00pm EDT
This workshop is for early- and mid-career faculty, researchers, postdoctoral scholars, and graduate students in STEM education and related disciplines to gain basic skills in qualitative meta-synthesis research. Instructors from the Institute for Meta-Synthesis at TERC will present materials they have developed to build capacity in qualitative literature meta-synthesis methods, with a special focus on STEM equity and inclusion literature.
They will introduce several aspects of qualitative meta-syntheses research, including: what differentiates literature meta-syntheses from literature reviews; steps for the pre-search process; literature search and selection processes; deductive, inductive, and hybrid coding; and thematic analysis.
The instructors will provide demonstrations and hands-on activities for participants, which will be drawn from the instructors’ previous literature meta-synthesis projects focused on the experiences of women of color in STEM (e.g., this paper).
By the end of the workshop, participants will have the fundamental skills for conducting a literature search and an understanding of how raw qualitative literature can be coded as data, then transformed into the Findings and Discussion of a meta-synthesis paper.
Job Posting: Post-doctoral Scholar Investigating Professional Networks of Women and LGBT Physics PhDs
Preferred start date: September 1st, 2021
The Physics Education Research Group at the University of Utah (PERU) seeks to hire a post-doctoral scholar studying the professional networks of women and gender and sexual minority physicists (LGBT) working across academia, the government, and private sectors.
- Can independently lead research
- Strong interpersonal skills
- Strong writing skills as demonstrated by peer reviewed publications or drafts
- Desire to learn grant writing, presentation design/style
- Strong research ethics and dedication to high quality work and analysis
- Attention to detail
- Autonomous, goal driven, and meets deadlines
- Qualitative interviewing and coding skills
- Previous work with LGBT community
- Previous work in Social Network Analysis
- Successful grant writing
- Experience presenting at national conferences and universities
- Peer-reviewed publications
Applications and letters of recommendation should be submitted via email to: firstname.lastname@example.org.
Indiana University’s 3rd Annual Learning Analytics Summit
May 12th to 14th, 2021 | 1:00 pm to 5:00 pm EDT
Led by the Center for Learning Analytics and Student Success (CLASS) at Indiana University. The purpose of the summit is to cultivate a knowledge building community with a shared interest in in furthering faculty engagement with the widespread, sustained use of learning analytics.
The summit is premised on the idea that faculty involvement with the use of learning analytics is critical to the establishment of a data-guided culture within higher education. With their expert knowledge about their students, disciplines, courses, and programs, instructors of all ranks are in the best position to take advantage of the new insights learning analytics can provide.
There are several SEISMIC speakers, as well as a SEISMIC panel. Marco and Stefan will be presenting on Wednesday, May 12th, and Becky and Stefano are moderating a Measurement Group panel on Friday, May 13th.
There is no fee to attend the summit, but space is limited, so please register early. Learn more about the event here, and register below.
Job Posting at UC Irvine
Initial application review will begin on May 4th.
The UC Irvine Education Research Initiative (ERI) and School of Biological Sciences are jointly looking for a Postdoctoral Scholar with expertise in quantitative methodologies to carry out discipline-based educational research (DBER) exploring teaching and learning in higher education under the supervision of Dr. Brian Sato. This position has funding available for two years with a proposed start date of July 1, 2021 (negotiable).
A main focus of the work will be an NSF-funded project (DUE 1821724) to examine the impact of teaching-focused faculty on student and faculty outcomes, using a variety of data sources (institutional data, student and faculty survey and interview data, classroom observation data, social network data, etc.). Relevant research projects will involve survey design and analysis, as well as accessing, cleaning, and analyzing institutional data.
Candidates must have a Ph.D or equivalent in an Education, Social Science, or STEM Education discipline; experience in conducting research on teaching and learning; expertise in quantitative research design and methodologies; outstanding verbal and written communication skills; a successful record of publication and presentations; and the ability to work well with university faculty. Grant writing experience is also a plus.
Questions can be directed to Dr. Sato (email@example.com).
Workshop: Teaching Inclusively & Equitably
April 26th, 2021 | 4:30 pm to 7:30 pm EDT
As student demographics and backgrounds become more diverse, how do you make your content, activities, the language you use, and classroom logistics inclusive for all students? As students interact with each other more often through active learning, how do you respond to challenging classroom situations?
This workshop is designed to build your confidence in using inclusive teaching strategies. In this session, you will reflect on how identity, power and positionality inform your role as an instructor, values within your field and values you hold as an instructor. You will also reflect on how your role, identities and values prompt you to intervene, and how they might impact the way that you choose to do so.
In order to participate in this event, please register below. If you have questions you would like to submit to the panelists in advance, please direct them to firstname.lastname@example.org.