Old External Opportunities, SEISMIC Collaboration

This is an archive of older external opportunities that SEISMIC has shared previously.

Events

Other Opportunities

Upcoming PCC Webinar!

November 9th, 2022 12:00pm – 1:00pm

Virtual

We invite you to join us virtually on November 9 from 12:00 – 1:00 PM as we discuss The Challenge of Transition: Supporting the Hidden Vulnerabilities in Youth and Yourself with Mark Talaga. You can learn more about the topic and speaker below.

RSVP

As stewards of transition, the Michigan Pre-College Youth Committee looks to arm incoming students with the hope and promise of a better future through higher education. Why then, does that process create such challenges for the students and for the helpers themselves? In this webinar, we will explore the common vulnerabilities in both students and educators that most miss when undertaking the awesome task of guiding youth through the milestones of life. While the goal stays focused on how best to support the students, the process of supporting and protecting yourself comes first.

Mark Talaga has been counseling gifted individuals for over 10 years and is the owner and director of the Center for Identity Potential. Mark’s experience with gifted counseling began in 2012 under the mentorship of Andy Mahoney, a pioneer and expert in the field of counseling the gifted. Mark is a former video game professional who utilizes his knowledge of gaming and technology to create a strong relationship with many of the kids with whom he works. Through his own personal struggle with executive functioning, validating his giftedness, and finding purpose and meaning in this world, Mark has developed expertise in the education and skills necessary to help gifted children activate their potential and live more authentic, fulfilling lives.

Inclusive STEM Teaching Project – Six-Week Massive Open Online Course

October 3rd – November 22nd, 2022

Virtual

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

Virtual

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

Virtual

Dear NSEC,

You are invited to participate in a Boyer 2030 Commission Report stakeholder session on Thursday, July 7 at 2:00-3:00 p.m. ET. Register online to attend the virtual event.

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

Arlington, Virginia

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.

SUBMIT A PROPOSAL

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

Additional information

Descriptions of topics

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 271 institutions from 18 countries have attended the summit. There is no cost to attend the virtual summit and all presentations will be recorded live and made available for future viewing.

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.

Flyer

1 PAGEr

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

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

Job Description

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.

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.

Additional Other Opportunities

Program Coordinator for Interdisciplinary Training in Quantitative Microbial Risk Assessment (MSU)

Review of Applications begins on 1/17/2023

Research associate will serve as Program Coordinator for an NIH-funded training program providing interdisciplinary training in Quantitative Microbial Risk Assessment. The Program Coordinator will be responsible for the daily logistics of pre- and post- course coordination including working with multi-disciplinary resource faculty. Research associate will interact with experts who will provide disciplinary knowledge to create research education materials and outputs including interactive online training and in-person team science workshops. Research associate will also work with STEM education faculty to collect and analyze assessment and evaluation data and to facilitate mentor planning and training. This position will be responsible for managing the interface between the pedagogical and content experts and the learning technology experts.

Experience working with multi-disciplinary teams and interest in interdisciplinary science and education is desirable. Additional experience in risk assessment, analysis, and/or modeling is also desirable. Outputs from this project may be publications, presentations at regional, national and international meetings, and materials appropriate for upload to the online research and learning environment (qmrawiki.org) being further developed during this project. This 5-year project will offer fixed term support for this position renewed annually based on satisfactory performance. An initial commitment of two years is desirable. Salary will follow 2022 NIH published NRSA Stipend Levels and be commensurate with experience (minimum $54,840/year). Must be able to start during the Spring Semester 2023.

Click here to learn more.

Manager, Thriving Earth Exchange Learning and Networks

Full-time, fully remote

At AGU we are looking for individuals who want to learn something new every day, who welcome a challenge, and are motivated to achieve results in a fast-paced environment. Our ideal candidate is a proactive and creative problem solver who enjoys collaborating across diverse teams.

Thriving Earth Exchange is an AGU Program that leverages Earth and space science for societal benefit. Thriving Earth Exchange helps community leads and scientists work together to use science to advance local priorities related to sustainability, resilience, and environmental justice. You will focus on external facing efforts associated with Thriving Earth Exchange, including building working relationships and expand the practice of community science around the world, leading development and deployment of Thriving Earth Exchange learning products and approaches for external audiences, supporting Thriving Earth Exchange participants in pursuing community science activities beyond Thriving Earth, and supporting volunteers in pursuing other engagements in AGU.
You will develop and implement strategies to provide ongoing support for organizations that want to build their own Community Science Programs outside the US.

Click here to learn more.

(Staff) Postdoctoral Position – Center for Empathy and Social Justice in Human Health

Expected Start Date: March 1st 2023 or after

The successful candidate will contribute to the department’s efforts to update our introductory biology and upper-division courses through evidence-based pedagogical approaches. They will implement inclusive pedagogical methods and develop new assessment strategies that promote success of students from diverse backgrounds and levels of preparation. They will provide evidence of a strong potential for scholarly impact based on previous engagement in pedagogical professional development, discipline-based education research, and instructional innovation, as well as a commitment to the department’s climate through a record of productive collaborations.

Click here to learn more.

Tenure-Track Teaching Faculty Position – Department of Molecular, Cellular and Developmental Biology (UCSB)

Open date: December 9, 2022 | Next review date: Monday, Jan 9, 2023 at 11:59pm (Pacific Time)

The Department of Molecular, Cellular, and Developmental Biology at the University of California, Santa Barbara seeks applicants for a tenure-track position as Assistant Teaching Professor position beginning July 1, 2023. Teaching Professors at UCSB are members of the Academic Senate. Their primary responsibilities center on undergraduate education, scholarly professional activity, assessment of learning outcomes, pedagogical innovation, participation in university service, and academic program development. The Teaching Professor will work with faculty colleagues and staff to enhance curriculum, course design, and pedagogy within their home departments, as well as with faculty in other departments.

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/53689 .

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.

MORE INFO + APPLICATION

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.

MORE INFO HERE

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.

MORE INFO HERE

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 (smlo@ucsd.edu).

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.

MORE INFO HERE

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.

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

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.

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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.

Click here to learn more.

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.

Click here to learn more.

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.

Click here to learn more.

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.

Click here to learn more.

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

Click here to learn more.

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.

Click here to learn more.

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.

Click here to learn more.

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.

Click here to learn more.

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.

Click here to learn more.

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.

Click here to learn more.

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.

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.

Click here to learn more.

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.

Click here to learn more.

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.

Click here to learn more.

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 Deans, Faculty 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.

Click here to learn more.

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.

Responsibilities
· 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.

Click here to learn more.

Research Area Specialist Intermediate for The Office of Budget and Planning at UM

Posting end date: 7/15/23

The Office of Budget and Planning is looking for a research area specialist to join our Institutional Research team. This position will focus on providing official statistics about the university and the contextual information that communicates our missionand strengths. You will provide reporting, analytic and evaluation support for planning and institutional research activities in areas such as tuition, student enrollment and admissions, student outcomes, faculty and human resources, budget and finances. This includes research design, data collection, analysis, interpretation and dissemination of results. You will report to the Associate Director of Institutional Research. The requirements listed reflect the Intermediate level expectations (classification within the U of M system).

Click here to learn more.

DBER Postdoc at Middle Tennessee State University

Application review date: July 1st, 2023

The Department of Chemistry at Middle Tennessee State University (MTSU) invites applications for a 12-month, full-time Postdoctoral Research Fellow. This is a one-year appointment with the opportunity for renewal of one additional year, dependent on satisfactory performance. The position may begin as early as August 15, 2023, but can be negotiated based on the needs of the successful candidate.

The successful candidate will aid in projects relating to science identity development within STEM learning environments. Possible project topics include investigating the impact of a learning assistant program on student science identity development, STEM identity development of marginalized graduate students, and the impact of mentorship within graduate schools. Projects include both quantitative and qualitative data collection and analysis methods. Responsibilities include data collection and analysis, writing publications and presentations for the Discipline-Based and STEM education research communities, and training and mentoring undergraduate and graduate researchers on necessary aspects of projects such as software use and overseeing analysis.

Click here to learn more.

Grant Evaluator Staff at UC Irvine

Anticipated start date: 7/1/23

The grant evaluator staff will assist with PERI2’s role as an evaluator of externally funded education research projects and programs. In this role, they will be responsible for designing and administering surveys and interview/focus group protocols as well as analyzing said data. The individual may also provide support for the development of PERI2 grant proposals. Preferred candidates will have a Master’s degree or equivalent in an Education, Social Science, or STEM Education Research field, or related discipline.

For more information and to apply, please click here.

Postdoctoral Scholar at UC Irvine

Anticipated start date: 7/1/23

A main focus of the postdoc’s work will be related to UC Irvine’s participation in the HHMI IE3 program to more meaningfully examine and evaluate inclusive teaching practices, using a variety of data sources (institutional data, student and faculty survey data, classroom observation data, and syllabus data, among others). Relevant research projects will involve collaborating across institutions on survey design and analysis, accessing, cleaning, and analyzing institutional data, and conducting data analysis (including multiple regression analysis and modeling of nested data). Candidates must have a Ph.D. or equivalent in an Education, Social Science, STEM Education discipline, or quantitative discipline (Statistics, Computer Science, Informatics, etc.). Computer programming (R, Python, Stata, or equivalent) is required.

For more information and to apply, click here.

Postdoctoral Scholar at the Center for Instructional Excellence

Applications due 5/1/23

Purdue University’s nationally recognized Center for Instructional Excellence (CIE) is excited to launch our search for our next Postdoctoral Scholar. CIE creates programming, resources, and provides consultations for all instructors (broadly defined) at Purdue University’s West Lafayette campus. This position will support a 3-year NSF grant focused on growing, sustaining, and supporting the Student Pedagogy Advocates program. This “Students as Partners” style program pairs an undergraduate student with a faculty member throughout the semester as a pedagogical consultant. The student observes classes, speaks with peers, and consults weekly with the faculty member to offer their perspective on enhancing the classroom learning environment. The Postdoctoral scholar will work directly with the students involved in the program to support their work and mentor them in their development, while also conducting research on the program’s effectiveness.
As part of the Center for Instructional Excellence team, the postdoctoral
scholar will:
· Support the refinement and development of the Student Pedagogy Advocates
Program
· Mentor students in the Student Pedagogy Advocates role
· Participate in research and scholarship related to Student Pedagogy Advocates program
· Share information and outcomes about the program across the campus and
with external audiences
· Contribute to other faculty development and CIE programming in alignment
with interest and professional development goals
While the primary responsibilities will center around the Student Pedagogy Advocates program, we are open to exploring ideas that interest the candidate and are aligned with our strategic goals. To reduce economic barriers to scholarly engagement, we provide funding for professional organization memberships and conference participation.
Qualifications
· PhD or doctorate degree in any discipline, awarded within the five years
immediately preceding the appointment
· Familiarity and/or experience with “students as partners” style programs
· Experience mentoring undergraduate students
Desired Attributes
· Exhibits curiosity and desire for continued professional growth
· Demonstrates ability to work in a professional manner as both a self-starter and as a collaborative team member
· Possesses effective organizational and time management skills, with the ability to work on multiple projects simultaneously and meet deadlines
· Displays exceptional interpersonal skills that promote positive workplace engagement and sustains an inclusive and collaborative work environment for persons of diverse backgrounds
· Communicates clearly in both oral and written form
· Incorporates a range of disciplinary approaches and interdisciplinary perspectives
This is a three-year, full-time, benefits-eligible position starting as early as June 1, 2023. In recognition of individual needs and circumstances, we can be flexible with the work beginning remotely and/or the precise start date. The expectation is that Center staff typically work three days on-campus each week with flexible hours, in combination with
remote work.
CIE is dedicated to the development of our team members. We value the
diversity of personal, disciplinary and professional backgrounds, and work
to maximize and align the strengths of each of our staff with the innovative pedagogical challenges faced by our instructors and students. We have close relationships with Purdue’s Susan Bulkeley Butler Center for Leadership Excellence, the Office of Diversity, Inclusion and Belonging, the Office of International Programs, and the campus cultural centers to strengthen our commitment to an inclusive and supportive working environment, while also enhancing these qualities for faculty, staff and students across the campus.
We are a team that works collectively by maximizing the strengths of each
member to tackle challenging problems in an increasingly complex higher
education learning environment. If you are seeking a highly collaborative
and solutions-focused group to begin or advance your career in
instructional development, we invite you to apply via the link below. *Persons
from under-represented populations are especially encouraged to apply.*

To apply, please submit a CV and cover letter describing your qualifications, professional goals, and why you believe you would be a strong fit for the position here.

Instructional Consultant (CRLT)

Applications due 5/1/23

The Center for Research on Learning and Teaching (CRLT) at the University of Michigan invites applications for an Instructional Consultant position. This is an exciting opportunity to join a vibrant, collaborative Center with extensive partnerships on teaching and learning across U-M and beyond and a strong DEI focus. Applicants with a range of background and experience (such as DEI, curriculum, online pedagogy, active learning, STEM teaching, among many others) are welcome to apply. Consultants across the center are committed to promoting equity-focused and inclusive teaching in programs, workshops, and consultations.

We may hire up to two consultants in this process. Candidates with additional experience may be considered for the title of Assistant Director.

An Instructional Consultant will plan and facilitate workshops and programs focused on a range of topics (e.g., equity-focused teaching, group work and active learning, grading and assessment); develop new programs to meet emerging needs; consult with individual instructors about pedagogy, course design, assessment, and other teaching-related matters; conduct midterm student feedback sessions; and develop written resources to be shared with instructors. Instructors at U-M are teaching primarily in-person, but also in remote and online modalities. Likewise, we consult with instructors in multiple modalities. All CRLT consultants are provided professional development opportunities to help develop their skills and connect with a network of educational development professionals at CRLT and beyond.

Click here to learn more.

Engineering Education Postdoc at ASU

Applications open 3/25/23, Start date: 5/15/23

This position is part of a NSF grant that focuses on graduate student development and the implementation of early informational interventions on their long term success. This position is housed at ASU and coordinates between efforts at UT Dallas, Virginia Tech, Rowan University and other project institutions as needed.

Key responsibilities will involve developing survey instruments and interview protocols; identifying existing validated scales; and drafting, piloting, and refining data collection instruments. The Postdoctoral researchers will engage in the development of journal articles as well as other dissemination efforts. The Postdoctoral Researcher will also work with the lead faculty member to develop presentations and/or reports to the project’s funding agency.

Research duties will include:

Conducting relevant literature reviews
Developing, collecting, and analyzing mixed methods in relation to graduate student development and doctoral advising relationships in STEM.
Mentoring of graduate research assistants.
Lead preparation of manuscripts for publication in peer-reviewed journals and conference presentations as appropriate.
Co-lead preparation of materials for proposals, reports, and presentations.

Click here to learn more.

Program Director for STEM Pedagogy at Notre Dame

Applications due 4/10/23

The University of Notre Dame invites applications for a full time faculty position as Program Director for STEM Pedagogy, which includes appointment as a teaching professor (assistant or associate). The program director will function as an educational development generalist, with a focus on STEM fields. We seek a colleague with broad expertise in educational development, evidence-based pedagogy, and a strong commitment to equity in teaching and learning.

Working as part of the ND Learning team and with faculty colleagues, the program director will:

serve as a visible campus advocate for learning and teaching excellence;
design and facilitate workshops and programs on a variety of pedagogy topics with a focus on STEM fields;
consult with instructors and groups on teaching, with primary focus on STEM fields;
maintain an active scholarly and professional presence in the field of educational development or Scholarship of Teaching and Learning/Discipline-Based Education Research;
typically teach one course per year for Notre Dame undergraduates in an academic department or program.

This position is primarily in-person, located within the Kaneb Center for Teaching Excellence, a core component of Notre Dame Learning, the University’s central hub for transformational learning initiatives and a key driver of inclusive excellence.

We provide a competitive salary commensurate with rank and experience and excellent benefits.

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Postdoc(s) at UC Berkeley

Applications are open for several two-year full-time Postdoctoral Associate positions at the UC Berkeley School of Education, focusing on projects relating to technology innovation in systems of higher education. The postdoctoral associates will work closely with a multidisciplinary research team studying policy, credit loss, artificial intelligence, and factors influencing human-computer interaction in higher education. Specifically the postdoctoral associates will be involved in collaborations with the State University of New York and multiple segments of California’s postsecondary system to study technology-assisted credit mobility and transfer student success initiatives. Responsibilities will include project management, regular communication with campus partners, and contributions to research design, data collection, analysis, and publication efforts. Any applicant holding a PhD with relevant experience is welcome to apply. Annual compensation ranges from $60,00-$71,000 with flexible start dates. These positions are funded by Foundation for California Community Colleges, Ascendium, and The Bill and Melinda Gates Foundation. To inquire, please email Prof. Zachary Pardos (zp@berkeley.edu) with your CV and interest in the position.

Research Scientist at ASU

Anticipated start date: 7/1/23

The newly formed Learning Engineering Institute (LEI) at Arizona State University (ASU) is currently seeking Research Scientists who are conducting work related to Learning Engineering from various disciplines to join our dynamic, interdisciplinary research team. Learning Engineering is an emerging field in which evidence-based principles and methods from educational technology, learning sciences, engineering, and computer science are used to create engaging, effective learning environments and experiences that support all learners. The LEI team will engage in rigorous, scholarly research across online, hybrid, and emerging modes of teaching and learning in higher education. Key findings will inform continuous, agile improvements in ASU course design and delivery across academic departments and inform knowledge and understanding of learning across multiple contexts. LEI research scientists will work with a variety of internal and external stakeholders to improve student learning, motivation, and persistence, and increase equity and inclusion across the university. The research scientist will have the opportunity to work with a variety of extant large datasets (see learningatscale.asu.edu) as well as designing and conducting new research projects in collaboration with our LEI partners.

Ideal candidates for this position will bring strong skills in various skills and knowledge that contribute to the overarching goals of enhancing student success via learning engineering principles. Ideal candidates will have some expertise in data analytics, modeling, and data visualization; knowledge of research methodology and applications in higher education; and a passion to use big data and large-scale studies to inform improved teaching and learning that leads to student retention and success across all domains and demographic groups. LEI Research Scientist will collaborate with a variety of internal and external stakeholders on research investigations to enhance tactical and strategic decision-making, improve instruction, ensure quality courses, promote student success, and increase equity in representation and achievement for diverse populations.

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Director of Drew Science Scholars Program at MSU

Review of Applications begins 3/27/23

MSU’s College of Natural Science has an opening for the Director of the Drew Science Scholars Program.

The College of Natural Science (NatSci) invites applications for the next Director of the Charles Drew Science Scholars Program. Since its inception in 1979, the Charles Drew Science Scholars Program has provided comprehensive academic support within a living-learning community to high-achieving undergraduate students from populations historically underrepresented in science and mathematics. The Drew Program offers its members dedicated academic advising, academic coaching, career advising, and specialized programming, including two seminar courses, to foster academic and professional growth. Drew Scholars are active members of the MSU community, engaging in undergraduate research, peer mentorship, leadership in student organizations, and community service. Many Drew Scholars are also members of the Honors College. The program currently serves about 250 students pursuing majors in the College of Natural Science. NatSci’s recently published strategic plan set a goal of doubling the size of the incoming class of Drew Science Scholars to 120 students by 2025. The next Director will be a key partner in this expansion, providing leadership and vision to the process while continuing to foster an environment that supports diversity, equity, and inclusion (DEI).

The Director will hold a 12-month, 100% appointment in the Academic Specialist Continuing System with salary commensurate with experience.

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LASER Institute Professional Development Program

Applications due 3/31/23

The Learning Analytics in STEM Education Research (LASER) Institute is a professional development program for early and mid-career researchers and funded by the National Science Foundation (ECR: BCSER).

As the use of digital teaching and learning resources continues to expand, the volume and variety of data available to researchers presents new opportunities for understanding and improving STEM education. The LASER Institute aims to increase the capacity of early and mid-career scholars to leverage new data sources and apply computational methods (e.g., network analysis, text mining and machine learning) to support their existing research and develop new lines of inquiry. Located at the Friday Institute for Educational Innovation, the LASER Institute is a collaborative effort between North Carolina State University, University of Florida and the University of Tennessee, Knoxville.

Applicants for the 2023 institute must have completed the requirements for a Ph.D. or Ed.D. degree by December 2020. Early-career scholars are typically under seven years after obtaining a doctoral degree; mid-career scholars are typically within their first 15 years of academic or other research-related employment. In support of the broader goals of the Building Capacity in STEM Education Research (BCSER) program, the LASER Institute will prioritize early and mid-career scholars from underrepresented groups and faculty at minority-serving institutions. Prospective LASER Scholars will have a primary job responsibility or specific aspect of their research agenda that would benefit from participation in the LASER program. As part of the application process, prospective participants will need to articulate this connection.

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Director of Mentoring Initiatives at UCSB

Anticipated Start: 7/1/2023

The Director of Mentoring Initiatives is a full time appointment that reports directly to the Associate Vice Chancellor of Teaching and Learning at the University of California Santa Barbara. The Director will contribute to development, implementation, and assessment of the mentoring initiatives for the entirety of UC Santa Barbara’s diverse undergraduate population. Initially, the Director will contribute to the development of the Maximizing Students’ Potential (MAX) Program, a pilot program bringing together specialized learning opportunities, undergraduate mentoring, and undergraduate research for students in overenrolled majors. At the development stage, the Director will collaborate with the Assistant Dean for Academic Success and the Transitions Director in the Office of Teaching and Learning, Student Affairs staff, faculty, and undergraduate students. At the implementation stage, the Director will be responsible for leading training for students, which may include teaching credit-bearing courses and/or running training sessions separate from courses; work with the AVC for Teaching and Learning on implementing different elements of the program; and collaborate with faculty members in the majors in which students are enrolled to coordinate and support undergraduate learning mentors. At the assessment stage, in collaboration with the UCSB Assessment Coordinator, the Director will be responsible for developing and implementing program evaluation protocol. The Director will also collaborate with other units in the Office of Teaching and Learning to ensure that separate mentoring initiatives are integrated under a common set of principles, practices, and training, and may contribute to the coordination of those efforts in collaboration with others.

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CER/DBER Postdoctoral Fellow Position – University of Rhode Island

The Pratt Research Group at the University of Rhode Island invites
applications for one (1) Postdoctoral Fellow for a full-time, 12-month
position with benefits. The initial appointment will be for one year, with
the possibility of renewal for a maximum of one additional year, contingent
on satisfactory performance and resources.

The Postdoctoral Fellow will work on discipline-based education research
projects related to the described research program. The Postdoctoral Fellow
will also have the opportunity to propose and conduct a research project
that synergies their interests with that of the Pratt Research Group.

Successful candidates will demonstrate experience with the duties and
responsibilities related to this position:
1) Project design (aligning research questions with theory, methods,
interview prompts, IRB applications, etc.)
2) Data collection (conducting interviews, classroom observations,
administering surveys, etc.)
3) Qualitative data analysis (using software such as ATLAS.ti, NVivo,
Dedoose, etc.) and/or quantitative data analysis (using software such as R,
MPlus, etc.)
4) Dissemination (writing publications and presenting at
conferences/workshops)
5) Mentoring (supporting graduate and/or undergraduate students with the
research process)

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Teaching and Research Postdoctoral Associate in Engineering Education at Elizabethtown College

Elizabethtown College invites applicants for a Teaching and Research Postdoctoral Associate to commence work in Summer 2023. The postdoctoral associate will contribute to a large NSF Broadening Participation in Engineering grant to develop, launch, and assess the Greenway Center for Equity and Sustainability in Engineering in partnership with the Greenway Institute in Vermont. The Greenway Center for Equity and Sustainability (GCES) will be an innovation campus that re-designs and re-centers engineering education around sustainability and core equity practices to empower students from underrepresented groups. This is a unique opportunity for an individual with a PhD in engineering education to develop an independent research agenda while gaining classroom teaching experience alongside award-winning teachers at an undergraduate-focused institution. The initial appointment can be made for up to two years and is a full-time,12-month appointment from the date of hire.

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Associate Instructional Developer at the Center for Instructional Excellence

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

Individuals from under-represented populations are strongly encouraged to apply.

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Postdoctoral Scholar at the Center for Instructional Excellence

Purdue University’s nationally recognized Center for Instructional Excellence (CIE) is excited to launch our search for a new Postdoctoral Scholar. CIE offers programming, resources, and consultations for all instructors at Purdue University’s West Lafayette campus. This position will support scholarship of teaching and learning (SoTL) through facilitating instructor SoTL projects and engaging in research related to student motivation and self determination theory with the CIE research lab.

This is a two-year, full-time, benefits-eligible position with a tentative start date of June 1, 2023 and the possibility of renewal. In recognition of individual needs and circumstances, we can be flexible with the precise start date. This position can be fully remote.

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Assistant Professor of Biological Sciences, Chapman University

Begins August 2023

The Biological Sciences program prides itself on personalized education, small class sizes, innovative curriculum and teaching methods, and direct student-faculty mentorship. Instructional faculty play a critical role in the program for teaching, pedagogy, advising, and service, have the opportunity for promotion to associate and full instructional professor, and have full voting power at both the program and college levels. Instructional faculty join a vibrant and growing teaching community integrated with strong research programs that benefit from close collaboration with several internationally recognized research institutes at Chapman.

Responsibilities: The successful candidate will teach undergraduate biology lecture and lab courses within their area of expertise, which may include Introductory Biology, Molecular Biology, Ecology, Cell Biology, or the Senior Biology Capstone course. These courses are enrolled by majors in biological sciences, health sciences, biochemistry, and chemistry. The successful candidate will be an active participant in program activities and engage with the vibrant community of biological sciences faculty and students.

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Instructional Assistant Professor of Chemistry, Non-Tenure Track, Chapman University

Begins August 2023

Schmid College of Science and Technology at Chapman University seeks applicants for a non-tenure track, full-time position of Instructional Assistant Professor of Chemistry effective August 2023.

The chemistry program is home to a diverse group of faculty with specializations in a broad range of fields, including physical, organic, analytical, and biochemistry. The ACS accredited program houses undergraduate degrees characterized by personalized education, small class sizes, innovative teaching, and strong student-faculty interactions. Instructional faculty play critical roles in the program for teaching, pedagogy, advising, and service. In addition, instructional faculty have the opportunity for promotion to associate and full professor, are senate-eligible, and have full votes at both the program and college levels.

The successful candidate’s primary teaching responsibility will be in general chemistry and organic chemistry. The candidate will be expected to teach both lectures and laboratory courses and contribute to upper division coursework. The successful candidate will be an active participant in program activities and engage with the vibrant community of chemistry and biochemistry faculty and students.

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Equitable Assessment Specialist at UC Boulder

Review of Applications begins on 2/26/2023

The Center for Teaching & Learning (CTL) at CU Boulder welcomes applications for the Equitable Assessment Specialist position! This role reports to the Associate Director of the CTL and, working collaboratively with an expanding CTL team, works with faculty and support staff to develop and use equitable assessment practices for the improvement of teaching and learning. This specialized position enhances the staff expertise in the CTL by providing support for first- and second-year courses and general education courses across the subject areas. This position helps to advance the University-wide assessment initiatives and the CTL’s vision of a diverse and inclusive community of educators and learners.

This position is part of CU Boulder’s commitment to student success and to supporting effective teaching and learning that thrives in the exciting environment of one of the nation’s top universities for research and creative work. In this context, the inclusive assessment specialist will be expected to join, foster, and help lead a growing and innovative “culture of assessment” at CU Boulder, in which faculty and academic leadership are provided the tools for making decisions about teaching and learning, student success, and effective academic programs with the aid of meaningful assessment findings.

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Post Doctoral Research Associate at University of Georgia

This position will involve a combination of practical and research activities focused on building capacity for evaluation of teaching. The postdoctoral associate will gain experience in faculty development, evidence-based methods for teaching evaluation, ethical uses of student data to improve instruction, and social science research methods, as well as theory and practice related to institutional change. The postdoctoral associate will be able to shape the direction of their research with mentorship from and in collaboration with the project team. The postdoctoral associate will have opportunities to interact with a vibrant group of faculty, other postdoctoral associates, graduate and undergraduate researchers, and professional staff as part of the Biology Education Research Group (BERG) and Scientists Engaged in Education Research (SEER) Center at University of Georgia, with an option to gain college-level teaching experience in a discipline of interest.

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Assessment Specialist at UMich

Review of Applications begins on 2/10/2023

The Center for Research on Learning and Teaching (CRLT) at the University of Michigan invites applications for an Assessment Specialist position. This is an exciting opportunity to join a vibrant, collaborative Center with extensive partnerships on teaching and learning across U-M and beyond and a strong DEI focus. Consultants across the center are committed to promoting equity-focused and inclusive teaching in programs, workshops, consultations, and assessment.

Candidates with additional experience may be considered for the title of Assistant Director.

An Assessment Specialist is a consultant who will work with clients to plan, conduct and/or facilitate assessment and evaluation projects focused on a range of topics (e.g., equity-focused teaching, curriculum revision, group work and active learning, grading, accreditation, among many); develop new programs to meet emerging needs; consult with individual instructors and departments about assessment and evaluation projects; conduct data analysis and write reports; and research new assessment and evaluation strategies and develop written resources to be shared with instructors. Instructors at U-M are teaching primarily in-person, but also in remote and online modalities. Likewise, we consult with instructors in multiple modalities. All CRLT consultants are provided professional development opportunities to help develop their skills and connect with a network of educational development professionals at CRLT and beyond.

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Assistant Teaching Professor in Biology at UCSB

Review of Applications begins on 3/10/2023

The Department of Ecology, Evolution, and Marine Biology (EEMB) at the University of California, Santa Barbara invites applications for a tenure-track faculty position as an Assistant Teaching Professor, with an anticipated start date of July 1, 2023. The Department is looking for exceptional individuals with expertise in biology capable of teaching introductory biology courses covering organismal, ecological, and evolutionary biology in EEMB. The appointment would include curriculum and program development activities in the Introductory Biology series for EEMB.

The Department of Ecology, Evolution and Marine Biology (eemb.ucsb.edu) oﬀers research and teaching programs that span biological scales from physiology and morphology of individuals, to the behavior and interactions of groups, to the functioning of ecosystems. EEMB administers four specialized EEMB majors and two general Biology majors.

Responsibilities will include teaching and teaching related tasks for lower and upper division undergraduate courses; mentorship of undergraduate, and potentially graduate students; professional and/or scholarly achievement and creative activity, particularly relating to instruction and pedagogy; and participation in university service. Additional responsibilities of this position may include coordination of active learning aspects of the EEMB Introductory Biology lecture series. Faculty in this title are members of the Academic Senate, with the same beneﬁts and privileges as the professor track.

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Research Assistant Professor at UNL

Review of Applications begins on 02/27/2023

Work as an education researcher on multiple grant-funded projects in a variety of STEM education areas at the undergraduate, graduate, and PK-12 level(s). The ideal candidate will be able to establish a nationally prominent research program in STEM education (integrated STEM or focusing on one STEM discipline). Candidates will work on multiple collaborative research teams and will also have opportunities to engage in STEM education outreach activities.

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Research Associate at Western Michigan University

Contributes to and conducts research or scholarship on assigned SAMPI grant funded or contract projects. Serves as lead researcher/evaluator for one or more SAMPI projects and is responsible for coordinating with SAMPI staff and graduate students for these projects.

Major Duties

Applies appropriate quantitative, statistical, and/or qualitative methods for analysis and interpretation of data.
Writes manuscripts for submission to professional and/or scientific journals or reports to the sponsoring agency.
Collects data in accordance with ethical and technical principles.
Collaborates with researchers, scholars and other stakeholders as relevant to the project.
Contributes to and leads applications for external funding.
Presents at professional conferences and meetings in the relevant field.
May have lead responsibility for discrete components of a larger project under the general direction of a senior or principal research associate.

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