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 seismic.admin@umich.edu if you think there is an event not held by SEISMIC that belongs on here!

Events

Other Opportunities

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. 

ZOOM LINK 

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.

Application

 

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:

BIOLOGY

mATHEMATICS

physics

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.

APPLY HERE

 

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.

 

APPLY HERE

 

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.

Instructors

  • 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. 

register 

 

 

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.

register 

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.

 

University of Utah
Department of Physics & Astronomy
Post-doctoral Scholar Investigating Professional Networks of Women and LGBT Physics PhDs
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. This work will include conducting interviews, policy analysis, and further qualitative work at the University of Utah. This position is a one-year contract with an additional two-year renewal depending on performance. Further renewals will be dependent on performance and funding. The position is open until filled with a preferred start date of September 1st. The successful candidate will work in person at The University of Utah in Salt Lake City, UT. This position is funded by a grant from the National Science Foundation. A PhD in Physics Education Research or a related/relevant field (e.g. Higher Education, Science Education, Gender Studies, Queer Studies, Sociology, etc…) is required.
This is a collaborative project with Western Michigan University (Dr. Charles Henderson), Wright State University (Dr. Adrienne Traxler), and The University of Utah (Dr. Ramón Barthelemy) .
Total Compensation: $57,100 ($50,000 salary and $7,100 into retirement) and healthcare
Annual Raise: Based on performance, up to 5%
Conference: Paid expenses to annual Physics Education Research conference
Required Skills:
  • 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
Preferred Skills:
  • 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
If you are interested in applying, send your letter of interest specifying your relevant skills, vita, list of publications and arrange to have two letters of recommendation sent to the email address listed here. For information about the research group (PERU), please go to PERUtah.com or contact PER@physics.utah.edu. Applications and letters of recommendation should be submitted via email to: ramon.s.barthelemy@utah.edu.
The University of Utah is an Affirmative Action/Equal Opportunity employer and does not discriminate based upon race, national origin, color, religion, sex, age, sexual orientation, gender identity/expression, status as a person with a disability, genetic information, or Protected Veteran status. Individuals from historically underrepresented groups, such as minorities, women, qualified persons with disabilities and protected veterans are encouraged to apply. Veterans’ preference is extended to qualified applicants, upon request and consistent with University policy and Utah state law. Upon request, reasonable accommodations in the application process will be provided to individuals with disabilities. To inquire about the University’s nondiscrimination or affirmative action policies or to request disability accommodation, please contact: Director, Office of Equal Opportunity and Affirmative Action, 201 S. Presidents Circle, Rm 135, (801) 581-8365.
The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically underrepresented students.

 

Applications and letters of recommendation should be submitted via email to: ramon.s.barthelemy@utah.edu.

Get started

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.

register

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 (bsato@uci.edu).

APPLY

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.

The leaders of this workshop are Don Gillian-Daniel, Ph.D., Christopher Agard, Ph.D., Lekeah Durden, and Robin Greenler, Ph.D.  Please click on their names in order to find out more about them.

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 doctoral.scholars@sreb.org.

register