External Opportunities

Seminar: Beyond Large Enrollments: Cultivating Latine Student Success in Introductory Chemistry through Servingness-Centered Evidence-Based Pedagogies @ The University of Michigan

June 7, 2024 at 4:00 pm, Location: 1706 Chemistry @ U-M

Speaker: Prof. Paulette Vincent Ruz, New Mexico State University

Abstract: In response to the critical imperative of addressing underrepresentation and educational debt among Latine students in STEM fields at Hispanic-Serving Institutions (HSIs), this project endeavors to develop servingness-centered and evidence-based pedagogies in the chemistry classroom. Active learning practices encompass a comprehensive spectrum of instructional strategies that prioritize dynamic student involvement, encourage collaborative participation, and foster experiential learning. However, research has shown conflicting evidence regarding: 1) Students’ perceptions of learning, 2) Barriers to implementation of these strategies, and 3) Whether these strategies are truly effective in bridging the enduring disparities in educational outcomes and opportunities for marginalized groups, which stem from historical disadvantages like unequal access to quality education, resources, and opportunities, remains a central question. This suggests that relying solely on active learning may not be sufficient to adequately tackle educational disparities faced by Latinx students in STEM classrooms or to nurture their ability to navigate between their Latine identity and STEM identity. We posit that true servingness-centered pedagogies and curricula should place emphasis not only on academic achievement but also on the integration of students’ Latine cultural heritage into the framework of science education within the classroom. This specific research project aims to establish a clear understanding of the concept of “servingness” within the context of the introductory chemistry classroom.

 

The Inclusive STEM Teaching Project Online Course

Course Duration: March 4 – April 26, 2024

The Inclusive STEM Teaching Project, a NSF Improving Undergraduate STEM Education program, is hosting a six-week Massive Open Online Course (MOOC) from March 4 – April 26, 2024 via edX. Join our community of over 11,000 faculty, postdocs, graduate students, and staff, and register for our online course this fall. By participating in this course, you will learn how to:

• Advance awareness, self-efficacy, and ability to cultivate inclusive classroom environments;
• Support your development as a reflective, inclusive practitioner;
• Engage in reflection and discussion around topics of equity and inclusion across a variety of institutional contexts;
• Implement inclusive teaching methods in your classes which will remove common barriers and enhance learning in STEM for all students.

In addition, there are nearly 500 trained facilitators running optional learning communities at institutions around the country. If you are interested in joining a learning community, please express that interest here.

We have already facilitated six previous course runs, and we believe our course will be of interest to your NSEC networks of faculty and professionals. Please share the information widely with your colleagues and networks – we welcome you to use this email as well as our course flyer. Please contact inclusivestemteaching@gmail.com with any questions.

 

AAC&U Transforming STEM Higher Education Conference

Proposals due August 15th

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

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

Click here to submit a proposal.

 

DIFUSE Faculty Workshop

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

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

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

Click here to learn more. Click here to apply.

 

IU’s Learning Analytics Summit

May 17-19th, 2023 12pm – 6pm EST

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

The summit is the meeting place for those of us who believe that faculty involvement with the use of learning analytics is critical to the establishment of a data-guided culture within higher education. With their expert knowledge about their students, disciplines, courses, and programs, instructors of all ranks are in the best position to take advantage of the new insights learning analytics can provide and make changes based upon those new insights. This can provide all higher education stakeholders with a better understanding of the challenges, opportunities, and choices students face as they travel on their individual pathways toward receiving a college degree.  

Through keynote talks, presentations, and working sessions, we will address both the opportunities and barriers of providing learning analytics, data dashboards and predictive models to faculty of all ranks at all institutions of higher learning. 

Click here to learn more, click here to register.

 

NSF Eddie Bernice Johnson INCLUDES Aspire Alliance Summit

July 19-20, 2023

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

 

Transforming Institutions 2023 Conference

June 12-14, 2023

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

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

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

 

Postdoctoral Research Fellow in Biology Education Research at Chapman University

Review of Applications Begins on November 1st, 2024

The Chapman Biology Education Research Lab is recruiting for a collaborative multi-institution NSF-funded in-person postdoc position in STEM education research at Chapman University. The postdoc would join a vibrant community of DBER scholars here, and work on a project examining student and instructor experiences in STEM course office hours, with the goal of developing interventions for improving student engagement in office hours. A background in qualitative and/or quantitative research methods, with experience in designing, implementing, and analyzing surveys and focus groups, would be valuable for this role.

While the focus will be on biology courses, we encourage applications from anyone who has familiarity and expertise in STEM disciplines. The position can begin as early as January 2025, though we encourage applications even if you are defending this spring as well. We offer a competitive salary ($70,000) and the chance to work with a team of researchers and instructors across several universities (Chapman, UC Santa Barbara, UC Irvine, Santa Barbara City College).

If you have any questions please email Jeremy Hsu at hsu@chapman.edu.

Click here to learn more.

Faculty Teaching Position in Biology at Lyman Briggs College (Michigan State University)

Review of Applications Begins on October 15th, 2024

Lyman Briggs College (LBC) at Michigan State University (MSU) invites applications for a long-term, teaching-focused faculty position to join the college’s Biology Group starting August of 2025. MSU and LBC actively promote a dynamic working and learning environment in which qualified individuals of differing perspectives and cultural backgrounds pursue academic goals with mutual respect and shared inquiry. Candidates must have a master’s (minimum) or doctoral (desired) degree in biology (any subdiscipline), biology education, or closely related field by the start of employment. The successful candidate will be committed to high-quality and inclusive undergraduate biology teaching 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 learning assistants is essential. 

This position offers exciting opportunities for individuals interested in teaching in a liberal-arts style residential college embedded within a large “Big Ten” research-intensive university. Founded in 1967, LBC is an interdisciplinary undergraduate residential college within MSU that aims to transform what it means to be a scientist. There are approximately 2,000 LBC students engaging in a curriculum that integrates the natural sciences and mathematics with the human, social, and global dimensions of the sciences. The LBC student body is diverse, with 66% identifying as women and 31% identifying as students of an/multiple underrepresented racial/ethnic group. Faculty work closely with students in small classes (e.g., the largest biology lecture is <50 students), and the college is known as a place for interdisciplinary scholarship, teaching and learning, and engagement. The college boasts a dynamic community of students, staff, and faculty who make LBC an exceptional place to learn and work. 

The successful candidate will teach five or six courses every academic year. The LBC Biology Group offers introductory courses that include both lecture and laboratory components in both organismal biology and cellular and molecular biology. The lectures emphasize active learning and labs are typically inquiry-based; both are supported by undergraduate learning assistants. Biology faculty also offer an undergraduate research course and interdisciplinary, senior capstone courses. The successful candidate will have the opportunity to work on teaching and learning projects (e.g., curriculum development, assessing the impacts of teaching innovation) as needs and interests arise.  

Click here to learn more.

Assistant Professor Positions in Science & Society at Lyman Briggs College (Michigan State University)

Review of Applications Begins on October 1st, 2024

MSU and LBC invites applications for two tenure system faculty positions at the rank of Assistant Professor with a focus on Science and Society (previously known in LBC as History, Philosophy, and Sociology of Science) starting August of 2025. The successful candidate must have a PhD, or a PhD conferred before the position start date, in the Social Sciences and/or Humanities with expertise in Science and Society. The successful candidate will be committed to advancing excellence in undergraduate teaching, particularly with respect to diversity, equity, inclusion, and belonging (DEI&B). The scholarly research of the successful candidate will focus on Science and Society, which explores the interplay between the sciences and the arts, humanities, and social sciences. We are particularly interested in teacher-scholars whose research and teaching interrogates social justice, diversity, and the experiences of marginalized communities through an intersectional lens that recognizes the interplay of various forms of inequity and identity. We encourage approaches that are collaborative, participatory, and empowering with marginalized communities.  Some examples of areas may include (but are not limited to): Environmental, Racial, and/or Disability Justice; Science and Social Justice; Transnational/Global perspectives on Science and Society. The appointment will be split between Lyman Briggs College (75%) and a joint unit (25%) in the College of Social Science (CSS) or College of Arts & Letters (CAL). Example joint units include, but not limited to, the Departments of Philosophy, History, and Sociology. The position expectation is 65% teaching, 25% research, and 10% service. 

Both positions offer exciting opportunities for individuals interested in teaching in a liberal-arts style residential college embedded within a large Big Ten research-intensive university. Founded in 1967, LBC is a vibrant undergraduate residential college within MSU focusing on the study of the sciences in their societal and global contexts. The LBC curriculum integrates the natural sciences and mathematics with the social and humanistic study of science. There are approximately 2,000 students in Lyman Briggs, 66% of whom are women. 31% of all primary, secondary degree, and additional majors identify as students of an underrepresented racial/ethnic group. Additionally, 32% of LBC students are members of the MSU Honors College. Faculty work closely with students in small classes. LBC is also a leading center for research on teaching and learning and for interdisciplinary scholarship. As part of the LBC 2032 Strategic Plan, the college is committed to recruiting a diverse community of faculty, staff, and advisors that represent to our students and the larger community a wide range of identities, experiences, and fields of expertise. As such, applicants from all identity groups including those within the LGBTQIA+ community, applicants of color, veterans, applicants with disabilities, and applicants from other historically underrepresented and/or marginalized groups are invited and welcome to apply.  

The LBC Science and Society Group is a lively and interdisciplinary group of teacher-scholars from across the arts, humanities, and social sciences. The college boasts a dynamic community of students, staff, and faculty who make LBC an exceptional place to learn and work. Most LBC faculty members in the tenure system have a joint appointment in a disciplinary department or program to support their scholarship and professional development.  

The selection process will begin on October 1, 2024, and review of applications will continue until the positions are filled. Questions may be directed to the Search Chair, Robyn Bluhm (rbluhm@msu.edu). 

Click here to learn more.

Future Faculty Diversity Program (FFDP) at Virginia Tech

Applications due 08/16/24

The Future Faculty Diversity Program (FFDP) at Virginia Tech is accepting applications for the 2024 cohort. FFDP aligns with the mission of public land-grant universities, fostering inclusive excellence and preparing the next generation of diverse scholars.

The program offers:

• Professional Workshops and Seminars: Covering key topics such as teaching, research, service, and work-life balance
• Mentorship: Engagement with experienced faculty mentors who offer guidance and support
• Networking: Building connections with peers and faculty from diverse disciplines
• Opportunities for fellows to present their research and explore job opportunities at Virginia Tech

We are particularly seeking candidates who meet the following criteria:

• PhD, Ed.D, DVM, or MFA candidates (anticipated graduation by May/June 2025), postdoctoral scholars, or early-career faculty or researchers who are interested in pursuing an academic career (post-doctoral or faculty level) within the next two years at Virginia Tech
• U.S. citizens or permanent residents
• Experience working with diverse communities of faculty, staff, and students and understand the nuances associated with different identities and backgrounds based on their own life experiences

We encourage you to share this opportunity with your students and postdocs and invite them to apply. We typically host 20-30 scholars.

Detailed information about the program and the application process can be found on our FFDP website. The application deadline is August 16, 2024.

Please email Erica Cooper at ffdp@vt.edu with any questions.

Click here to learn more.

Director of Pathway Programs at Michigan State University

Applications due 06/14/24

Reporting to the Assistant Provost for Undergraduate Student Success, the Director of Pathway Programs will oversee four cohort-based programs that support retention and student success by focusing on our 5 areas of student success: Educational Success, Sense of Belonging, Community, Sense of Purpose, and Well-being. The Pathway Programs include Detroit M.A.D.E, Dow STEM, FLI Vanderploeg Scholars, and TRiO SSS. In collaboration with the program directors, this position will provide leadership and vision for the Pathway programs while fostering an environment that supports student success and advances Diversity, Equity, and Inclusion. This position will play a key role in meeting MSU’s goal of closing opportunity gaps and reaching an 86% graduation rate by 2030.

The Pathway Program’s mission is to serve as a coalition to promote academic proficiency, institutional navigation, and socio-emotional engagement for student success. Aligned with Undergraduate Education’s mission, the unit empowers students to pursue knowledge, access resources, and develop skills. Its goals contribute to the broader institutional objectives of closing opportunity gaps for underserved students by enhancing persistence, retention, and graduation rates.

Click here to learn more.

Postdoctoral Research Scholar – NASA SCoPE at Arizona State University

Applications due 06/17/24

The School of Earth and Space Exploration (SESE) at Arizona State University invites applications for a postdoctoral research scholar in Earth and space science education and communication.

Applications are invited for a postdoctoral position to work at the intersection of Earth and space science, education, public engagement, and science communication.

The NASA SCoPE (Science Mission Directorate Community of Practice for Education) project based at Arizona State University in the School of Earth and Space Exploration is seeking a postdoctoral scholar. NASA SCoPE is funded to cultivate a community of practice among NASA science and engineering experts, early career scientists and the Science Activation (SciAct) portfolio of NASA-funded education and outreach projects. This community is a collaborative effort to communicate NASA science through the creation of inspiring educational materials that are effective, scientifically authentic, and broaden participation of historically marginalized communities.

Click here to learn more.

Project Manager for The Division of Teaching Excellence and Innovation (DTEI) at UC Irvine

The Division of Teaching Excellence and Innovation (DTEI) is dedicated to supporting faculty, graduate students, and postdocs in teaching excellence that maximizes students’ academic success.

Under the general direction of the Executive Director for the Division of Teaching Excellence and Innovation (DTEI), this position is the primary liaison between DTEI pedagogical and research staff and Office of Information Technology (OIT) technical staff, ensuring both sides are synchronized in their campuswide efforts to provide a cohesive and comprehensive suite of services to all instructors. Applies skills as a seasoned, experienced professional to coordinate educational and instructional technology services and delivery of customer service within a university setting. Provides consultative advice to clients on technical, media presentation methods, techniques and equipment and intellectual property issues in instructional/educational settings. Analyzes technical, system, service delivery and business processes for campuswide efficiency and effectiveness. Works on strategic organizational consulting issues that are diverse in scope, where analysis of situations requires evaluation of various factors and with various campus stakeholders. Reports and recommends changes. Serves as the project manager on various campuswide and UC-wide initiatives that include, but not limited to, UC Online, Educational and Classroom Technology funding and ed tech operational management (i.e. video storage, use of AI, etc.).

Click here to learn more.

Postdoctoral Scholar at the Center for Instructional Excellence at Purdue University

Applications due 06/01/24

Purdue University’s nationally recognized Center for Instructional Excellence (CIE) is excited to launch the search for our next Postdoctoral Scholar. CIE creates
programming, resources, and provides consultations for all instructors (broadly defined) at Purdue University’s campus in West Lafayette and Indianapolis. 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 class, 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.

This is a two-year, full-time, benefits-eligible position with a tentative start date of
August 1, 2024. 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 the West Lafayette 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.

To apply or ask questions, please reach out to the Chair of the Search Committee, Dr. Daniel Guberman (dguberma@purdue.edu).

Design Manager Senior within The Center for Academic Innovation (CAI) at the University of Michigan

Applications due 06/01/24

The Center for Academic Innovation (CAI) at the University of Michigan is looking for an experienced project manager who uses risk management techniques to create agreement and communicate clear decisions among partners, including CAI colleagues, program administrators, and U-M faculty members. You will manage the end-to-end design process of the development of online courses and many academic innovation projects. Also, the Design Manager Senior contributes through independent management of important center initiatives. The Design Manager Senior will report to the Design Management Lead.

The Online Learning teams within CAI collaborate across the Center and University to develop online learning experiences that support the future of education for a global community. We work with faculty and academic unit leaders to envision how they can expand the reach and effect, advance teaching, and support greater access and lifelong learning through the design of integrated online learning experiences. Our teams focus on the following areas: sourcing new opportunities for online learning, developing internal and external partnerships, providing program management services and operational support for degree programs, supporting end-to-end development of online learning experiences, and enabling learners’ success and engagement in live courses.

Click here to learn more.

Program Director for Faculty Research Development at The University of Michigan

Applications due 5/18/24

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

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

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

Click here to learn more.

Assistant Dean Undergraduate Education at The University of Michigan

Applications due 5/2/24

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

Responsibilities

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

Click here to learn more.

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

Applications opened 2/21/24

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

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

Click here to learn more.

Director of the Comprehensive Studies Program at the University of Michigan

Applications due February 19th, 2024

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

Job Responsibilities Overview:

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

Click here to learn more.

Software and Data Base Engineer at the University of Maryland

Applications due February 16th, 2024

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

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

Click here to learn more.

Associate Instructional Developer at Purdue University

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

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

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

Click here to learn more.

Post-Graduate Fellow Position at Western Michigan University

Appointment through 10/15/24

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

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

Click here to learn more.

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

Applications due: January 8th, 2024

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

Click here to learn more.

Assistant Teaching Professor of Marine Data Science at UC Santa Barbara

Anticipated start: July 1, 2024

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

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

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

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

Click here to learn more.

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

Advertisement posted 11/08/2023, open until filled

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

Click here to learn more.

Data Analyst with the University Information Technology Services at Indiana University

General Responsibilities

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

Click here to learn more.

Education Research Postdoc at the University of Minnesota

Applications due December 15th, 2023

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

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

Click here to learn more.

Senior Data Scientist at Common App

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

Click here to learn more.

Postdoctoral Fellow in Network Science at Santa Clara University

Review of applications begins November 20th, 2023

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

Click here to learn more.

Tutoring Program Manager at The University of Michigan

Deadline: November 28th, 2023

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

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

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

Academic Specialist at Michigan State University

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

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

Click here to learn more.

Academic Program Manager for DEI at the University of Michigan

Deadline: November 20th, 2023

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

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

Click here to learn more.

Science Education Specialist in Microbiology & Immunology at UBC

Deadline: November 19th, 2023

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

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

Click here to learn more.

Associate Director for Educational Research at Virginia Tech

Deadline: January 5th, 2024

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

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

Click here to learn more.