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 or atkinash@umich.edu if you know of an event that would fit here.


Other Opportunities

The Inclusive STEM Teaching Project Online Course

Course Duration: March 4 – April 26, 2024

The Inclusive STEM Teaching Project, a NSF Improving Undergraduate STEM Education program, is hosting a six-week Massive Open Online Course (MOOC) from March 4 – April 26, 2024 via edX. Join our community of over 11,000 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 nearly 500 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.

We have already facilitated six previous course runs, and we believe our course will be of interest to your NSEC 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. Please contact inclusivestemteaching@gmail.com with any questions.



AAC&U Transforming STEM Higher Education Conference

Proposals due August 15th

Registration for the 2023 Transforming STEM Higher Education Conference is now open! Held annually by the American Association of Colleges and Universities (AAC&U) and its Project Kaleidoscope (PKAL), this conference advances undergraduate STEM education reform by providing a national platform for the diverse perspectives and experiences of STEM faculty, particularly those from historically marginalized groups and institutions, to be inserted into national STEM reform discourse.

Submit a proposal and join the effort to critically explore the most vexing challenges of undergraduate STEM education reform with national thought leaders, scholars, and practitioners. The deadline to submit proposals for early decision is July 11, 2023. The final deadline to submit a proposal is August 15, 2023.

Click here to submit a proposal.



DIFUSE Faculty Workshop

July 10-11, 2023 1- 4:30 pm EST

Join colleagues from other colleges and universities for an introduction to basic data science “module” design and deployment for teaching entry-level STEM classes. Participants will work through existing modules as well as brainstorm new modules to be collaboratively developed over the 2023-24 academic year.

Funded through NSF award 1917002, the workshop provides curricular materials for incorporating data science concepts in early (first/second year) courses in both STEM and Social Science undergraduate education.

Click here to learn more. Click here to apply.



IU’s Learning Analytics Summit

May 17-19th, 2023 12pm – 6pm EST

Indiana University is pleased to invite you to its 5th annual International Learning Analytics Summit. Led by the Center for Learning Analytics and Student Success (CLASS), the summit is free to attend. The purpose of the summit is to cultivate a knowledge building community with a shared interest in furthering faculty engagement with the widespread, sustained use of learning analytics. 

The summit is the meeting place for those of us who believe 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 and make changes based upon those new insights. This can provide all higher education stakeholders with a better understanding of the challenges, opportunities, and choices students face as they travel on their individual pathways toward receiving a college degree.  

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 of all ranks at all institutions of higher learning. 

Click here to learn more, click here to register.



NSF Eddie Bernice Johnson INCLUDES Aspire Alliance Summit

July 19-20, 2023

Are you striving for a more diverse and inclusive faculty at your institution? Is your research or project focused on these issues? If so, then join us at the NSF Eddie Bernice Johnson INCLUDES Aspire Alliance Summit on July 19 – 20, 2023. The theme of the summit is Systemic Change for an Inclusive and Diverse Faculty. The Summit, held at UCLA’s Luskin Center, will convene members of the broader STEM ecosystem to explore key issues in advancing faculty diversity and inclusion through the sharing of emergent research and promising practices, community dialogue and collaboration, and intentional network building.  We welcome any scholar, practitioner, or institutional decision-maker to join us. We are especially interested in evidence-based practices from the NSF INCLUDES Aspire Alliance community, and the broader NSF INCLUDES, AGEP, and ADVANCE communities. This is an opportunity for us to think together about how we might advance a more inclusive and diverse higher education faculty at 2 and 4-year institutions. We look forward to learning more about your work at the Aspire Summit. Learn more here and submit a proposal here by March 21.



Transforming Institutions 2023 Conference

June 12-14, 2023

Interested in advancing systemic change in STEM Higher education? Mark your calendar for June 12-14, 2023 and plan to join ASCN and NSEC at the Transforming Institutions 2023 Conference.

The Transforming Institutions Conference, which APLU and the Accelerating Systemic Change Network cosponsor, brings together researchers, faculty, center directors, administrators, and policymakers transforming undergraduate education. Participants will have the opportunity to identify critical questions facing institutional change, foster connections with colleagues interested in change, and address important topics related to transforming institutions of higher education. We invite you to share your impactful STEM education work with us. Submit your proposals here by March 8.

Our keynote speaker is Nathan Grawe, Professor of economics at Carleton College, who is a labor economist and studies the connections between family background and educational and labor market outcomes. His book, Demographics and The Demand for Higher Education, examines how recent demographic shifts are likely to affect demand for higher education and how colleges and policymakers may respond to meet institutional and national goals.


Program Director for Faculty Research Development at The University of Michigan

Applications due 5/18/24

The Program Director for Faculty Research Development at the Institute for Research on Women and Gender (IRWG) works with faculty and staff to promote and catalyze research at the University of Michigan. The Program Director is an administrative staff position reporting to the Director of IRWG.

Founded in 1995, IRWG is an interdisciplinary research unit that supports U-M faculty in their research on women, gender, and sexuality. IRWG offers internal research funding and research support and also assists faculty in preparing extramural grant proposals. We sponsor a variety of speakers and events to foster intellectual exploration and social change. IRWG is located in the Office of the Vice President for Research (OVPR) and our mission extends to all departments and units on all three campuses of the University of Michigan. IRWG has nearly 200 affiliated faculty members representing all schools, colleges, and disciplines at the university. Current areas of focus in IRWG include sexual harassment and gender-based violence, Black feminist health studies, transgender health, post-colonial sexualities, and LGBTQ+ studies. The Program Director works with the Director, the chief administrator, an HR and financial coordinator, an events and communications specialist, a grants administrator, and dedicated IT support.

This position requires a person with a broad, interdisciplinary understanding of research and scholarship; the ability to communicate collegially and knowledgeably with faculty in an array of disciplines that use diverse methodological approaches; the ability to form and sustain relationships with faculty and advance their ideas; the ability to facilitate collaboration and engage relevant internal or external partners; and experience in grant and proposal writing and editing. It also requires the establishment and maintenance of informed contact with funding agency program officers in both public and private funding sectors. This is not a teaching-related position.

Click here to learn more.



Assistant Dean Undergraduate Education at The University of Michigan

Applications due 5/2/24

The Assistant Dean for Undergraduate Education is a 12-month non-instructional, administrative position located within the Office of the Associate Dean for Undergraduate Education in the College of Literature, Science, and the Arts. The Assistant Dean reports to the Associate Dean for Undergraduate Education and is a member of the Senior Leadership Team of the Division of Undergraduate Education.


  • The Assistant Dean supervises the Directors of a portfolio of the Division’s units, and provides leadership, guidance and oversight for the units in order to align their work with Division & College priorities.
  • The Assistant Dean supervises the work of the LSA Curriculum Office and is expected to help shape and advance the agenda of the LSA Curriculum Committee.
  • The Assistant Dean oversees the hiring and appointing of instructors in the ALA and UC.
  • The Assistant Dean works collaboratively with the other members of the Senior Management Team

Click here to learn more.



Instructor or Assistant Professor for Introductory Mathematics at Lyman Briggs College (MSU)

Applications opened 2/21/24

Founded in 1967, LBC is a vibrant residential STEM college at MSU that focuses on the study of science in its social, historical, and humanistic contexts. This pool posting is for qualified candidates to teach as an Instructor (with Master’s degree) or an Assistant Professor (with Ph.D.) for our introductory mathematics courses. Please note that this is a fixed term position and teaching needs may vary from one to three courses per semester, depending on the needs of the college. The review of applications is ongoing and continuous, as needed.

LBC’s curriculum integrates cutting-edge student-focused science pedagogy with an innovative interdisciplinary curriculum that explores the sciences and the human and social dimensions of the sciences. Our introductory mathematical science courses include college algebra, precalculus, a three-semester calculus sequence, and an introductory statistics course for scientists. We value teaching approaches that include high degrees of empirically-supported best-practices, including elements such as interactive engagement and peer-learning. Our introductory courses include both instructor-led lectures and peer learning assistant-led recitations. Instructors prepare all course materials, including materials for the peer learning assistants to use in recitation, e.g. worksheets to facilitate small group work. The course instructor will need to become familiar with the online homework system, which can vary by course assignment. Since we are seeking candidates for a pool of available instructors for our classes, specific course needs will vary from semester to semester.

Click here to learn more.



Director of the Comprehensive Studies Program at the University of Michigan

Applications due February 19th, 2024

The College of Literature, Science, and the Arts at the University of Michigan is seeking a highly motivated and creative individual with a strong background in higher education; a commitment to access for all of the university’s talented students; and deep experience in administrative leadership to serve as Director of the Comprehensive Studies Program (CSP). This is a 100% academic/administrative leadership position that sits within LSA’s Division of Undergraduate Education. The position reports to the Associate Dean for Undergraduate Education.

Job Responsibilities Overview:

Lead and provide oversight for all aspects of CSP services and operations, including a multidisciplinary liberal arts curriculum, holistic academic advising and academic support services, 2 living-learning programs, human resources for 23 full-time professional staff and 60 Lecturers Employee Organization instructional staff, student recruitment, and oversight of a $4.8M annual budget. Take the lead in developing and maintaining high level collaborations with donors, alums, and key institutional partners across campus, and serve as an LSA representative on campus-wide initiatives. 

Click here to learn more.



Software and Data Base Engineer at the University of Maryland

Applications due February 16th, 2024

Under the supervision of the Executive Director for Educational Effectiveness, the programmer will design, code, document, and program web applications to support faculty and administrators in understanding and analyzing course, program, college, and campus-level educational data. Satisfy client requirements with easy-to-use applications, ensure data integrity, and adhere to secure coding practices to meet campus cyber safety standards. Help create and maintain core database structure for educational effectiveness.

This position is for the main programmer of the Educational Effectiveness team within the TLTC. EE assists in visualizing, analyzing, and gathering data related to undergraduate/graduate learning and education systems.

Click here to learn more.



Associate Instructional Developer at Purdue University

Purdue University and the IMPACT Center for Instructional Excellence are looking for a candidate with the ability to demonstrate a commitment to a service-orientation philosophy and approach to become its next Associate Instructional Developer. The Associate Instructional Developer is located within the Center for Instructional Excellence (CIE), as part of the Innovative Learning Team and the Office of the Provost. The Associate Instructional Developer will focus on providing feedback and working with faculty in various instructional development programs in CIE; programs such as Foundations of Teaching and IMPACT. The Associate Instructional Developer will work closely with many instructors from various disciplines in a developmental capacity.

The Associate Instructional Developer is supervised by the Associate Director of the Center.

  • This is a vibrant, development-focused team and an opportunity to develop your professional skills.
  • Hybrid work is possible for this position
  • A Cover Letter is required to be fully considered
  • Purdue University is an equal opportunity/equal access/affirmative action university

Click here to learn more.



Post-Graduate Fellow Position at Western Michigan University

Appointment through 10/15/24

Science and Mathematics Program Improvement (SAMPI) at Western Michigan University (WMU) is seeking Post-Graduate Fellow who is passionate about improving STEM education teaching, and learning. This individual will primarily work on our evaluation of the MiSTEM Network project. The MiSTEM Network is a quasi-governmental network organization focused on improving K-12 STEM education in Michigan through supporting implementation of project-, problem, and place-based education in the classroom, partnerships between K-12 schools and businesses, non-profits, and community organizations. SAMPI collects quantitative and qualitative data from 16 regions across the state to help determine the impact of MiSTEM initiatives.

The post-graduate fellow will be involved in all aspects of the MiSTEM Network evaluation including communication with MiSTEM staff and collaborators, database management, data collection and analysis, literature reviews, and report writing. We are seeking applicants who have experience and/or interested evaluation, research, and project management in STEM education. Applicants must have a PhD in a relevant field (such as science education, DBER, evaluation, higher education, etc.).

Click here to learn more.



Instructional Consultant for Technology-Informed Pedagogy at The University of Michigan

Applications due: January 8th, 2024

The Center for Research on Learning and Teaching in Engineering (CRLT-Engin) at the University of Michigan invites applications for an Instructional Consultant position focused on technology-informed pedagogy. This is an exciting opportunity to join a vibrant, collaborative Center with partnerships across the College of Engineering (CoE) and beyond. Established in 2004, CRLT-Engin is staffed by experienced engineering and STEM educators who promote excellence and innovation in engineering education by facilitating evidence-based teaching practices that support all students. We are a key partner in the College’s efforts to support instructors with in-person, online, and hybrid learning, ensuring a pre-eminent engineering education that is innovative, equitable, and accessible regardless of modality. You will report to the Director of CRLT-Engin and contribute to the work of a well-established STEM teaching center, strengthening its portfolio of virtual and hybrid offerings. All interested individuals are encouraged to apply, including individuals from backgrounds historically underrepresented in educational development.

Click here to learn more.



Assistant Teaching Professor of Marine Data Science at UC Santa Barbara

Anticipated start: July 1, 2024

The College of Creative Studies (CCS) and the Bren School of Environmental Science and Management (Bren School) at the University of California, Santa Barbara jointly invite applications for a tenure-track faculty position as an Assistant Teaching Professor, also known as a Lecturer with Potential Security of Employment (LPSOE), with an anticipated appointment start date of July 1, 2024 and course instruction anticipated to start September 26, 2024.

CCS and the Bren School are looking for exceptional individuals with expertise in both data science and marine science, capable of teaching graduate-level courses in the Bren School as well as undergraduate-level courses in the new CCS Marine Science major. The successful appointment would be evenly split between CCS and the Bren School, and would include program development activities for the CCS Marine Science major, support for the Masters of Environmental Data Science and Coastal and Marine Resource Management Specialization, program development, and graduate student project mentoring activities in the Bren School.

Responsibilities of teaching faculty include teaching and teaching related tasks for lower and upper division undergraduate courses and graduate courses; mentorship of undergraduate and graduate students; professional and/or scholarly achievement and creative activity, particularly relating to instruction and pedagogy; and participation in university and public service. Faculty in this title are members of the Academic Senate, with benefits and privileges that parallel the traditional professor track.

Additional duties will include student advising on capstone or group projects, general advising, student admissions, and program coordination and assessment.

Click here to learn more.



STEM Discipline-Based Education Research Postdocs at Middle Tennessee State University (MTSU)

Advertisement posted 11/08/2023, open until filled

With support from the National Science Foundation (NSF), Middle Tennessee State University (MTSU) invites applications for a cohort of up to four full-time Postdoctoral Research Fellows. We seek individuals with a terminal degree in the Sciences, Technology, Engineering, or Mathematics (STEM) fields who are interested in participating in an intensive two-year post-doctoral training program that will prepare them to conduct rigorous Discipline-Based Education Research (DBER) and become boundary spanners in their respective fields. The program will provide scholars with extensive collaborative and individualized mentoring and professional development activities to prepare them for achieving their career goals related to DBER. Fellows will have opportunities to collaborate with faculty conducting DBER scholarship within MTSU’s Interdisciplinary Mathematics and Sciences Education Ph.D. Program and the Tennessee STEM Education Center, as well as with faculty in the College of Education. Successful candidates should desire to work in a collaborative, interdisciplinary, and cross-departmental team environment of professional staff, students, faculty, and administrators. Potential applicants who have completed a Ph.D. in a STEM discipline within five (5) years before the expected start date are encouraged to apply.

Click here to learn more.



Data Analyst with the University Information Technology Services at Indiana University

General Responsibilities

  • Provides advanced analysis of existing data and data structures and satisfies ad-hoc reporting/analysis requests; serves as a first point of escalation for junior analysts
  • Creates reporting specifications for complex reports/dashboards/analytical tools and leads testing/validation; ensures integrity, accessibility, and accuracy of reports/dashboards and data structures; addresses unique or more involved user requests for access to reporting data and tools.
  • Provides advanced consultation to faculty and/or staff and identifies business reporting needs and opportunities for analysis to drive business decisions; provides advanced guidance and interpretation of complex environments and data.
  • Makes recommendations and provides peer review and coaching; ensures proper documentation of data analysis efforts (data sources, reporting specifications, tools, issue/problem resolutions).
  • Ensures that all processes and analysis approaches are up to date and as efficient as possible; may participate in committees and communities of practice to share and improve data analysis practices across the university.
  • Performs advanced analysis to interpret and determine the validity and quality of data.
    Performs complex migration and conversion of data in support of analysis efforts.
  • Provides advanced research/analysis and stays up-to-date on emerging technologies and tools; makes recommendations for implementation to improve data analysis services and approaches.
  • May serve as project leader; often provides guidance to junior peers.

Click here to learn more.



Education Research Postdoc at the University of Minnesota

Applications due December 15th, 2023

University of Minnesota Twin Cities’ Department of Biology Teaching and Learning is searching for a postdoctoral research associate in biology education research.  The successful candidate will work under the supervision of Dr. Sarah L. Eddy (they/them).  The Eddy lab focuses on increasing equity in educational outcomes and currently has multiple ongoing projects related to how students’ identities influence their experiences within biology classrooms.  The successful candidate will be encouraged to utilize their theoretical and methodological expertise in shaping the direction of these ongoing projects in consultation with Dr. Eddy. Some possible projects include exploring:

(a) climate experienced by racially/ethnically minoritized students in active learning courses,
(b) narratives about sex and gender observed by trans-spectrum students in biology courses and the impacts of these narratives, and
(c) experiences of autistic students in STEM courses.
(d) how interest and career goals influence persistence of biology majors

Click here to learn more.



Senior Data Scientist at Common App

The Senior Data Scientist position is charged with helping to build the organization’s evolving research and analytic function. Reporting to the Director of Data Science, Analytics and Research, the individual will be engaged with all aspects of the research function, including the production of externally facing research products, management of external research partnerships, and applied research in support of data-informed Common App initiatives. The Senior Data Scientist will apply advanced training and experience in data science, research methodology, and data visualization to execute the research agenda and deploy products that support Common App’s commitment to access and equity across the organization’s functional areas. They will also collaborate closely with our Communications and Leadership teams to maximize the impact of our public- and constituent-facing research products, supporting strategic engagement with other thought leaders, media, and other constituents.

Click here to learn more.



Postdoctoral Fellow in Network Science at Santa Clara University

Review of applications begins November 20th, 2023

Our research group investigates the determinants and consequences of gender inequalities in science as they relate to collaboration and collaborative opportunities. We focus in particular on the diverse and complex co-authorship patterns of scientists and their dynamics. We seek applications for a postdoctoral position for a project exploring gender disparities across a global context using network analysis and citation statistics. The successful candidate will apply approaches from “science of science” literature, bibliometric analysis, and computational and social network methodology to study how status shapes collaborative opportunities. The position also includes the potential to develop independent projects using project data.

Click here to learn more.



Tutoring Program Manager at The University of Michigan

Deadline: November 28th, 2023

The Science Learning Center at the University of Michigan is seeking a dedicated and dynamic Tutoring Program Manager to join our team. If you are passionate about academic support, possess a strong commitment to diversity, equity, and inclusion, enjoy working closely with students, and have experience supporting STEM (Science, Technology, Engineering, and Mathematics) students, this could be the perfect opportunity for you!

The University of Michigan is a renowned institution dedicated to excellence in teaching, research, and service. The Science Learning Center provides a vibrant and inclusive learning environment, supporting students’ academic growth and success across scientific disciplines. 

To learn more about this exciting opportunity, including the Job Description, key responsibilities and qualifications, and how to apply, please visit the following link.



Academic Specialist at Michigan State University

The Engagement and Assessment Educator Development Specialist is an academic specialist appointment in the continuing system. The center defines educators in the broadest possible terms, and seeks to deliver meaningful development programming to reach the breadth of that population. In this role, you will work closely with educators of all appointment types to help provide comprehensive educational development programming with a specific focus on classroom assessments and engaging instructional practices. Working with a dedicated and diverse team of educational development experts and reporting to the Teaching Center Director, you’ll focus on three core priorities:

  1. Educator development for course improvement: Your primary responsibility will be to guide educators in honing their teaching practices. You’ll guide assessment design, develop class engagement strategies, integrate formative feedback mechanisms, and deploy educational technology where appropriate. You’ll advocate for the most effective practices in classroom management and pedagogy, working in concert with educators to create an engaging and equitable learning experience.
  2. Assessment analysis for courses and programs: Leveraging your data analysis skills and insights into course-level data, you’ll analyze assessments to determine their validity and accuracy in measuring student outcomes. Your data-driven analyses will help solidify alignment between outcomes, assessments, and activities, will identify and close opportunity gaps at the course level, and guide the development of assessment mechanisms.
  3. Assessment development and curriculum planning: Working with individual educators, educator cohorts, and program planners, you will provide insights into assessment planning and authoring. You will influence pedagogical and assessment planning processes aimed at enhancing and accurately measuring student outcomes. You’ll work with the CTLI team to collect and scrutinize data at the course, program, and institutional levels, offering actionable insights for program improvement.

Click here to learn more.



Academic Program Manager for DEI at the University of Michigan

Deadline: November 20th, 2023

The Rackham Graduate School’s Graduate Student Professional Development and Engagement team is seeking an individual to provide the highest level of excellence in the development and implementation of innovative Diversity, Equity, and Inclusion (DEI) professional development programs to engage a highly diverse graduate student and postdoctoral fellow community. We seek an individual that will be energized by working in a student-centered, multidisciplinary, and collaborative team environment.

The Senior Academic Program Manager will lead the DEI Certificate program; design and facilitate workshops and programming; cultivate relationships and develop collaborations with university and external partners; and manage and supervise staff. They will be responsible for developing strong partnerships with faculty, staff and graduate students in graduate programs and departments in the schools and colleges across the University to inform and support high quality, innovative graduate student professional development programs and resources.

Click here to learn more.



Science Education Specialist in Microbiology & Immunology at UBC

Deadline: November 19th, 2023

The position is for a Science Education Specialist (SES) in the Department of Microbiology and Immunology. The successful applicants will have disciplinary expertise in microbiology, immunology, virology, biostatistics (or related life sciences discipline), and will bring expertise in pedagogy and evidence-based teaching practices. They will receive ongoing support, mentoring and training in science education, including through professional development workshops coordinated by the Faculty of Science Centre for Learning and Teaching (Skylight).

The successful candidate will coordinate and support the development and renewal of undergraduate programs by working closely with faculty to advise on innovative curriculum and course design, pedagogical practices, and assessments of teaching and learning effectiveness. The SES will also consult on Discipline-Based Education Research (DBER) projects or other Scholarship of Teaching and Learning (SoTL) activities in the department. Overall, the primary role of this position will be to support faculty instructors and teaching assistants in the use of best practices related to teaching and learning, and to support the evaluation of the undergraduate program. Occasionally, the SES might participate in the instruction of specific undergraduate courses in order to support pedagogical advancement and the improvement of departmental instruction

Click here to learn more.



Associate Director for Educational Research at Virginia Tech

Deadline: January 5th, 2024

The College of Science at Virginia Tech (https://www.science.vt.edu) invites applications from visionary leaders for the position of Associate Director for Educational Research. The main purpose of this position, which is at the rank of tenured Associate Professor or tenured Professor, is to lead the College of Science’s efforts to advance discipline-based education research and scholarship across the College. The position will involve mentoring and supporting College of Science faculty in conducting research and scholarship in undergraduate science and mathematics education.

The Associate Director for Educational Research is a new position and is part of a broader College of Science initiative for advancing undergraduate science education. Central to this initiative is the belief that education is a scientific endeavor that can be studied and improved through research. For educational research to be impactful in shaping undergraduate science and mathematics instruction, it must be informed by the disciplinary practices of the fields and be sensitive to contextual factors surrounding classroom instruction. Thus, the Associate Director for Educational Research position will be instrumental in fulfilling and advancing the College’s educational mission through its central role in supporting discipline-based education research and scholarship across the College of Science. The successful candidate will work closely with Dr. Estrella Johnson, Director of this initiative, as a leader in developing and accomplishing the initiative’s goals.

Click here to learn more.



Associate Director of STEM at Barnard College

Deadline: December 10th, 2023

Reporting to the Executive Director of the Center for Engaged Pedagogy (CEP), the Associate Director (STEM) will support all aspects of the Center’s operations, including the promotion and support of inclusive and innovative teaching, student learning, and community building among faculty, staff, and students. In particular, the CEP seeks an Associate Director who has expertise in STEM pedagogies or the science of learning to advance the CEP’s practice of supporting inclusive pedagogy. This individual will draw from their own experiences teaching in a STEM discipline and researching STEM or science pedagogy to facilitate consultations and develop resources and programming for the campus community. Other responsibilities include: collaborating with CEP staff and various campus partners on teaching support; offering faculty consultations on course design, teaching strategies, curriculum, and accessibility; and supporting the Center and larger campus community in educational research (e.g., grant projects) and/or the scholarship of teaching and learning, with a particular emphasis in the sciences. An academic affiliation with a relevant department or program is negotiable, as is the possibility of teaching one full-semester course per year on a topic related to the Associate Director’s scholarship.

Click here to learn more.



Data Science Research Associate at Carnegie Mellon University

The Data Science Research Associate will collaborate with Eberly colleagues on a diverse portfolio of action-research projects representing a variety of disciplines and teaching contexts within CMU courses, academic programs, and initiatives. Specifically, this position will contribute to:

  • designing exemplary and innovative study designs to formatively assess student learning outcomes in CMU courses and programs, including, but not limited to, the use of technology-enhanced learning strategies,
  • developing appropriate metrics for assessing student outcomes across diverse disciplines and teaching contexts,
  • collecting, analyzing, and interpreting learning analytics data as well as direct and indirect measures of student learning, attitudes, and engagement,
  • reporting on learning analytics and assessment data to help formatively and iteratively improve academic programs, curricula, teaching and learning at CMU,
  • consulting with CMU educators, both individually and in collaboration with Eberly Center colleagues, on all of the above, and
  • staying abreast of peer-reviewed literature and disseminating best practices, research, and emerging developments regarding data analytics and formative assessment, including partnering with faculty and Eberly Center colleagues to publish assessment work.

Click here to learn more.



Instructional Design Consultant (Educational Resources Specialist) at IUPUI

This position reports to one of the center’s Assistant Directors and is a member of the instructional design team. 

Department-Specific Responsibilities:

  • Leads, develops, and assesses programming and initiatives for inclusive and equitable teaching.  
  • Collaborates with other units and CTL personnel to develop, deliver, and assess DEI-related programs and workshops.  
  • Develops and maintains resources for inclusive teaching.  
  • Co-leads programming and initiatives for graduate student instructors.  
  • Collaborates with the Graduate School and CTL personnel to offer the campus-wide TA Orientation.  
  • Develops and facilitates graduate student programs such as the graduate teaching certificate and webinars.  
  • Supervises a graduate assistant who will provide support on developing and delivering graduate student programming.  
  • Consults with faculty, academic staff, and academic units on instruction, course design, teaching methods, inclusive teaching, grants, assessment of student learning, course evaluation, curriculum planning, classroom teaching feedback, online course reviews, and other teaching-related topics.  
  • Provides support for scholarly teaching and scholarship of teaching and learning; pursues professional advancement and dissemination through reading, conference attendance, presentations, and publications.

Click here to learn more.



Clinical Assistant Professor at The University of Georgia

The Engineering Education Transformations Institute (EETI) in the College of Engineering at the University of Georgia (UGA) invites applications for a Clinical Assistant Professor in Engineering Education. This is a 9-month non-tenure track, clinical faculty appointment with opportunities for promotion and for summer salary through extramural funding. The Clinical Assistant Professor will join EETI’s existing faculty, students, and staff in supporting our vision to become the premier global model for integrating scholarship and practice. This is a uniquely defined position in the field of engineering education whose professional activities involve serving as a mediator between educational research and practice.

This position offers an exciting opportunity to transform engineering education practices and cultures across our College of Engineering by contributing to the growth of a committed community of educators who work at the intersection of engineering education research, pedagogical innovations, and curricular transformations. The successful applicant will join EETI, an innovative, cross-cutting engineering education unit that integrates scholarship and practice throughout the College of Engineering’s four Schools: the School of Chemical, Materials, and Biomedical Engineering; School of Electrical and Computer Engineering; School of Environmental, Civil, Agricultural, and Mechanical Engineering; and School of Computing.

Click here to learn more.



PhD-level Research Associate at Western Michigan University

Science and Mathematics Program Improvement (SAMPI) at Western Michigan University (WMU) is seeking a PhD-level Research Associate who is passionate about improving STEM education research, teaching, and learning. This individual will lead select SAMPI evaluation projects, collaborating with SAMPI staff and students, and pursue new externally funded projects. These projects involve institutions of higher education, K-12 schools, government agencies, nonprofit organizations, and other education entities. SAMPI currently serves as evaluators for 12 projects externally funded by the state of Michigan, National Science Foundation, and U.S. Department of Education.

The Research Associate will be involved in all aspects of SAMPI work including identifying and responding to external funding opportunities, literature reviews, developing and implementing quantitative/qualitative data collection protocols, data analysis, report writing, and communicating with internal and external clients. We are seeking applicants who have experience and/or interested evaluation, research, and project management in STEM education. Applicants must have a PhD in a relevant field (such as science education, DBER, evaluation, higher education, etc.).

Click here to learn more.



Associate Director at Rutgers

Deadline: October 30th, 2023

Rutgers, The State University of New Jersey, is seeking an Associate Director for Douglass Residential College. Under the direction of the Associate Dean of the Douglass Women in Science and Engineering (WiSE) Program at Douglass Residential College, the Associate Director is responsible for the oversight of the daily operations of Douglass WiSE.

Among the key duties of this position are the following:

  • Draws on the strengths and assets of Douglass’ highly diverse STEM student body. The Associate Director must demonstrate the ability to establish and maintain collaborative working relationships with diverse populations across all levels of the institution.
  • Responsible for the supervision of two WiSE staff involved in running STEM living-learning communities (LLCs), the Project Super research program, and career related initiatives for STEM students.
  • Provides cohesive structure for of all WiSE’s LLCs.
  • Coordinates budget fulfillment of WiSE operations
  • Responsible for assessment and reporting of Douglass WiSE programs and initiatives to the Associate Dean; running the Bunting Cobb Sciences LLC.
  • Provides mentoring to STEM students.

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Assistant Director Center for Instructional Excellence Purdue Indianapolis

The Assistant Director of the Center for Instructional Excellence (CIE) at Purdue Indianapolis is responsible for creating, developing, managing, and coordinating teaching and learning programs and resources for Purdue Indy faculty and instructors to foster innovative and engaging teaching and learning environments and create the most optimal teaching and learning environments. The overarching goal of the Assistant Director of CIE Purdue Indianapolis is to facilitate the collaborative teaching and learning work of Purdue Indy and Purdue West Lafayette faculty and foster the engagement, experience, and success of students at Purdue Indy. The Assistant Director works in close collaboration with faculty, instructors, teaching and learning staff in WL and Indy, as well as key stakeholders (e.g., Deans) in WL and Indianapolis. As part of this collaboration, the Assistant Director works closely with the “faculty consortium” as well as the administrators and faculty in STEM education at Purdue Indianapolis and Purdue West Lafayette.
The Assistant Director will report to the Executive Director of the Center for Instructional Excellence at Purdue West Lafayette, You will be responsive to the Director of Teaching and Learning Programs at Indianapolis and is a contributing member of Purdue’s Innovative Learning Team.

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Assistant Teaching Professor/Associate Director of Center of Teaching Excellence at Rice

The Center for Teaching Excellence (CTE) at Rice University in Houston, Texas invites applications for an Assistant Teaching Professor and Associate Director who specializes in Wellbeing Education. This is a full-time, benefits-eligible, non-tenure track faculty position with a dedicated administrative component. Applicants with teaching expertise in any discipline will be considered, but a background in positive psychology or previous experience in mental-health education at the college level is strongly preferred. The successful candidates will have demonstrated capability to (i) teach engaging undergraduate and graduate courses that incorporate evidence-based practices and innovative teaching methods (ii) develop faculty and graduate student programming to support outstanding teaching, (iii) enrich and engage in a collegial center environment, (iv) promote instruction and practices to enhance student wellbeing and positive mental health; and (v) promote diversity, equity and inclusion.

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Senior Assistant Director for Inclusive Teaching at The University of Illinois

Deadline: October 30th, 2023

The Senior Assistant Director for Inclusive Teaching focuses on advancing the principles of inclusive teaching and learning within the framework of the Center for Innovation in Teaching and Learning (CITL). Through active engagement with CITL members, faculty, staff, and stakeholders, the Senior Assistant Director will drive the enhancement of teaching and learning experiences, fostering an environment of equity and inclusivity across both physical and virtual learning spaces. This role presents an exciting opportunity to lead and shape the future of educational excellence in diverse learning environments.

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Associate Director for STEM Success at The University of Virginia

Deadline: October 30th, 2023

The Georges Student Center invites applications for a new position, Associate Director for STEM Success. The associate director will work as part of the team at the Dathel and John Georges Student Center. The Center’s STEM-focused academic support programs first launched in 2020 and have expanded to serve students enrolled in many of UVA’s gateway courses in biology, chemistry, math, and physics. These programs, called Peer Led Learning (P2L) and Peer Academic Coaching (PAC) seek to increase student learning and foster a collaborative and growth-oriented STEM culture through academic support programs that employ undergraduate students in peer educator roles. 

Specific duties will include: 

  • Work with the Director of Academic Student Support to develop strategy and goals 
  • Strengthen relationships and structures that help to ensure that students in need of support are connected with resources  
  • Identify and develop opportunities for collaboration across units  
  • Supervise professional staff (currently 3) who coordinate P2L and PAC services 
  • Manage assessment and deliver reports for P2L and PAC 
  • Serve on cross-University committees related to student or STEM support 
  • Support program attendance software used by the Center and our partners 
  • Track and plan expenditures 
  • Contribute to peer educator training programs for use by our programs and outside groups 
  • Be responsive to faculty and staff inquiries, communicating proactively and consistently  

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Instructional Consultant at the Center for Research on Learning and Teaching

Deadline: November 27th, 2023

The Foundational Course Initiative(FCI) at the Center for Research on Learning and Teachingseeks to welcome a new colleague with experience in curricular design and a commitment to educational equity. FCI consultants guide the redesign of large undergraduate courses that introduce students to the major or field of study. As an instructional consultant, you will work closely with FCI colleagues and departmental teams to implement a multi-year, team-based approach to redesign. Grounded in equity-focused teaching principles, our approach to redesign efforts involves formative assessment and the strategic use of learning analytics, educational technologies, research, and an array of data with the goal of creating more engaging and inclusive learning experiences for all students. The successful candidate will join a dynamic team and will contribute to a positive environment that encourages professional growth, proactive communication, and creative problem-solving.

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Chemistry Teaching-Focused Faculty Position at Lyman Briggs

Deadline: November 1st, 2023

LBC invites applications for a teaching-focused faculty position to join the college’s Chemistry Group starting August of 2024. Candidates must be committed to high-quality and inclusive undergraduate teaching and must have a master’s (minimum) or doctoral (desired) degree in chemistry, chemistry education, or closely related field by the start of employment. The successful candidate will be committed to advancing excellence in the teaching of introductory chemistry courses and will join the college’s ongoing efforts to improve undergraduate STEM education, particularly with respect to advancing diversity, equity, inclusion, and belonging (DEI&B). A scholarly approach to teaching students and mentoring student employees is essential.

The successful candidate will teach the equivalent of five or six courses each academic year within the LBC Chemistry Group. The Chemistry Group offers lecture and lab courses of general chemistry and a lecture course of organic chemistry. Larger courses are taught with the support of undergraduate learning assistants in both the lecture and laboratory setting. 

The successful candidate will primarily teach general chemistry lecture and lab courses and co-ordinate lab preparation for introductory chemistry lab courses, as well as have an opportunity to periodically teach an introduction to quantitative reasoning, organic chemistry, or an interdisciplinary, writing-intensive, senior seminar class. 

The successful candidate will also have the opportunity to work on other teaching and learning projects as needs and interests arise. For example, they have the opportunity to mentor graduate students on teaching and learning projects or on training grants.

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Assistant Professor of Chemistry Education at Chapman University

Deadline: November 6th, 2023

Chapman University seeks applications for an Assistant Professor of Chemistry Education (tenure track) in the Schmid College of Science and Technology, starting August 2024.

The successful candidate will teach chemistry courses within the Schmid College of Science and Technology, including courses for chemistry majors and chemistry courses for other majors across the campus. In addition, the candidate will also advise and mentor undergraduate research with students in our chemistry programs. Significant scholarship, including publishing in chemistry education research, presenting at relevant chemistry education research conferences, and obtaining and managing extramural grants is an expectation of the position.

This is a full-time, tenure track position that requires work to be performed in the State of California and has in-person teaching responsibilities and required on-campus availability at Chapman’s Orange campus.

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Assistant Professor of STEM Education at Texas Tech University

Begins September 1, 2024

The Department of Curriculum & Instruction in the College of Education at Texas Tech University invites applications for a full-time, 9-month tenure-track Assistant Professor in Curriculum & Instruction within the STEM Education Track with a focus in Engineering education to begin September 1, 2024.

In line with TTU’s strategic priorities to engage and empower a diverse student body, enable innovative research and creative activities, and transform lives and communities through outreach and engaged scholarship, applicants should have experience working with diverse student populations at the undergraduate and/or graduate levels within individual or across the areas of teaching, research/creative activity, and service.

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PROMISE Postdoc Fellows at Clemson University

Opportunity Summit November 15th, 5-7 pm ET

The Postdoctoral Research Opportunities and Mentoring for Inclusive STEM Education (PROMISE) program will recruit a cohort of three postdoctoral researchers focused on equity and social justice in all aspects of STEM education research, practice, and policy. PROMISE postdocs will tap into ongoing STEM education research, structures and projects in the Department of Engineering and Science Education (ESED) at Clemson, as well as other resources across the university and within the state of South Carolina. STEM education researchers and experts in STEM communication will mentor or co-mentor PROMISE postdocs.

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Assistant Professor of Mathematics and Math Education Research at Chapman University

Applications due October 30th, 2023

Chapman University seeks applications for an Assistant Professor of Mathematics and Math Education Research (tenure track) in the Schmid College of Science and Technology, starting August 2024.

The successful candidate will teach math courses within the Schmid College of Science and Technology, including courses for math majors and math courses for other majors across the campus. In addition, the candidate will also advise and mentor students in our undergraduate mathematics programs. Significant scholarship, including publishing in math education research, presenting at relevant math education research conferences, and obtaining and managing extramural grants is an expectation of the position.

This is a full-time, tenure track position that requires work to be performed in the State of California and has in-person teaching responsibilities and required on-campus availability at Chapman’s Orange campus.

Responsibilities include:

  • Teach Mathematics and Math Pedagogy courses. Current course descriptions are available at https://catalog.chapman.edu.
  • Lead math education research program, including publishing papers and presenting work in this area at local and national conferences
  • Actively contribute as an integral member of Schmid College of Science and Technology in the ongoing development, implementation, and assessment of our academic and degree programs.
  • Perform service to the unit, college, university, profession, and wider community as expected of a tenure track faculty member.
  • Seek, obtain, and manage external funding to support research efforts in post-secondary mathematics pedagogy.

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IFITS Deputy Director at Boise State University

Review of applications begins September 29, 2023

The Institute for Inclusive and Transformative Scholarship (IFITS) at Boise State University is looking for its next leader. The Deputy Director will spend their first year helping to lead all IFITS programs while shadowing the Executive Director. Upon the retirement of the current Executive Director at the end of December 2024, the Deputy Director will step into that role. This is an incredible opportunity to have a full year of onboarding and mentorship before taking on the leadership and future direction of IFITS.

We are seeking a dedicated and enthusiastic leader, someone who is passionate about creating equitable and inclusive learning and research environments, has experience in a STEM discipline, truly understands the life of the university faculty member, has a passion for mentoring and development of undergraduate scholars and peer faculty, and wants to have an impact at all levels of the university. They also are skilled at and enjoy developing, writing, collaborating on, and leading externally funded projects that support undergraduate and graduate education and scholarship. 

The successful candidate will have the interest and aptitude to thrive in academic administration while advocating for and supporting scholars of all levels (from first year undergraduate through to senior professors) across campus. 

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Research Assistant Professor at The University of New Mexico

Applications close October 7th, 2023

The School of Engineering at the University of New Mexico under the direction of Dean Donna Riley, is seeking a research faculty member to work on topics involving undergraduate and graduate student pathways and success, including the impact of curriculum on student progression, culture of equity, inclusion, and belonging, and other factors impacting student outcomes. The research faculty member will collaborate on proposals and grant-funded projects related to institutional change, design and conduct experiments related to student success interventions, and the application of predictive analytics tools and frameworks to inform faculty, staff, administrators, and student decision-making.

The research faculty member will:

  • Work closely with the UNM’s Institute of Design and Innovation (https://idi.unm.edu/) and other engineering and STEM education-focused faculty members.
  • Collect and analyze data using qualitative and quantitative methods, using independent judgment in the analysis and interpretation of data.
  • Manage interactions and partnerships with professors, academic staff, professional scientists, engineers, and other stakeholders to gather data for research projects and cultivate change via implementation projects.
  • Describe and communicate research findings in a variety of formats and presentations. Author/co-author papers, presentations, and reports with collaborators at UNM and other institutions.
  • Contribute ideas for future grant proposals and assist in proposal writing in collaboration with UNM faculty and staff (and potentially develop solo-authored proposals as well)
  • Contribute to building a collaborative team environment. 

The initial appointment will be for one year and the position can be renewed based on performance and research productivity.

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Associate Dean of Inclusive Excellence and Academic Innovation at Michigan State University, Lyman Briggs College

Applications due September 25, 2023

The associate dean of inclusive excellence and academic innovation (associate dean) is an essential role within the college’s leadership team. The associate dean’s portfolio will focus on advancing inclusive excellence across all key functional areas of the college, with particular attention to the core area of teaching and learning. This position will play a key role in implementing the LBC 2032 Strategic Plan, especially in the areas of Strengthening Community and Advancing Inclusive, Interdisciplinary, and Experiential Teaching, Advising & Learning, in alignment with the MSU Strategic Plan and DEI Report and Plan. The associate dean will provide intellectual and strategic leadership to promote inclusive excellence and exceptional teaching and learning experiences. The person appointed to this position will build positive relationships within the vibrant LBC community of faculty, students, staff, advisors, and alumni, as well as with those advancing diversity, equity, inclusion, and belonging at MSU, notably the Council of Diversity DeansFaculty Excellence Advocates, the Office for Institutional Diversity and Inclusion, and the LBC Inclusion Committee. The associate dean will supervise ten employees, including three direct reports.

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Instructional Design Consultant at Indiana University

The Center for Teaching and Learning’s Instructional Design Consultant leads programming on inclusive and equitable teaching for faculty and graduate students. They play a key role in furthering the DEI commitment of the center and the campus. With a deep understanding of diversity, equity, and inclusion, the consultant also collaborates with CTL personnel and other campus units to advance, support, and sustain emerging teaching and learning initiatives.

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Postdoctoral Fellow at Indiana University

Expected Start Date: 09/01/23

The STEM Education Innovation and Research Institute at IUPUI seeks applicants for a Postdoctoral Fellow to focus on research and evaluation on a variety of STEM education projects. This Postdoctoral Fellow will play an integral role in the continued development of SEIRI and in the STEM education initiatives at IUPUI. This is an ideal opportunity for someone who has the goal to develop an academic career focused on teaching, research, and evaluation of STEM projects.

· Working with faculty to develop research designs and methods for data collection, and analysis for local and national grants (e.g., NSF proposals).
· Developing evaluation designs and methods for data collection and analysis for local and national grants.
· Serving as an evaluator on local and national grant-funded projects.
· Contributing to peer-reviewed publications produced by SEIRI.
· Collaborating with a team of SEIRI personnel which includes faculty, other professionals, undergraduate students, and graduate students on STEM education research.

SEIRI staff are currently the evaluators and researchers on multiple NSF funded and pending grants (see http://seiri.iupui.edu). The selected candidate will have the opportunity to gain valuable experience in preparing proposals in STEM education for internal and external funding sources.

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Looking for an older external opportunity? Check here!